ABSTRACT
Chapter 8 discusses how teachers can design CLA-oriented units and courses tailored to their pedagogical goals and institutional contexts. We talk through strategies for needs assessment as part of curriculum design, and I describe how I have used some of those strategies in designing four CLA-oriented writing courses that have distinct goals, student populations, and other features. We then consider briefly how CLA overlaps with two sets of standards used widely by U.S. writing teachers: the Common Core Standards for English/Language Arts (CCSS ELA) and the Framework for Success in Postsecondary Writing (FSPW). We also consider ways to ensure that our courses and units are accessible and inclusive, drawing on Universal Design for Learning (UDL). I conclude by discussing how I took UDL into account in a “Language and Social Justice” unit I co-taught for 7th to 10th graders.
