[CBW_Exec] CCCC 2010 CBW Workshop draft

Tue Apr 28 18:36:48 CDT 2009

Hi everyone,

I was named this year, plus I'm not going to get funded one way or
another, so please list others as facilitators before me.  Count me in
to help out however I can, though.  

Sonya

>>> "Ashley, Hannah" <HAshley at wcupa.edu> 4/28/2009 11:30 AM >>>
Dear CBW Executive Board,

Below please find a draft of the proposal Shannon and I will be
submitting.  What I need from you:

1.  If you are named as a PRESENTER (Peter, Debrah, Rebecca, Susan and
whomever was on the "social justice" subcommittee), please see the
request for 4-7 sentences for submissions.  Please do so ASAP.

2.  If you would like to be named as a facilitator (folks who need a
way to get on the program!), please let me know.  If we have too many
folks, we will have to narrow, so when you send your request, please
send it along with (a) were you named last year (we'll rotate), (b) rank
at your university (we want to support folks earlier and more
marginalized in their institutions).

THANKS.

Social Justice, Multi-modalities and Basic Writers

CCCC 2010 CBW Wednesday Workshop

What is "in the mix" for basic writers?  Are pedagogies, practices and
programs which bring together basic writers, multi-modal writing and
social justice dubious, even unprincipled, or are they realistic,
practical and equitable?  This all-day workshop will explore this
extraordinary mix of approaches through distinguished practitioners who
will lead participants through historical reviews, current conditions,
and hands-on application of ideas.

>From text production which uses scissors and glue to state-of-the art
film, websites or Powerpoints, multi-modal writing points authors
(including basic writers and the teachers who support them) toward
significant aspects of post-process writing pedagogy, such as
collaboration, consideration of specific and authentic audiences outside
the classroom, and real-world engagement with final products and
publication.  Conversely, these aspects of pedagogy are effectively tied
to social justice in relation to the still-marginalized voices
disproportionately found in basic writing classrooms.  That is, those
placed into basic writing classrooms are more likely to be low-to-middle
income, have hidden or visible disabilities, be ethnically and/or
linguistically non-white, or have English as a second language.  These
narratives need to be "in the mix"-need to be heard, in order for our
institutions and communities to be equitable and just.  How can (and
has) multi-modal writing and the writing pedagogies linked with it serve
these ends?

Heard (2008), in "What Should We Do with Post-Process Theory,"
challenges compositionists with the assertion that we have been largely
"silent" in response to the post-process formulation of writing as
uncodifiable, not bound by hard-and-fast rules.  Heard asserts that one
way to practicably engage diverse writers in the give-and-take of
post-process writing instruction is through community-engaged writing. 
In this workshop, we will explore whether and how social-justice
concerns mix with the out-of-academe demands of multi-modal texts.

Opening Concepts

*	Hannah-Social Justice and Multi-modal writing for basic
composition, really?  A Post-Process Frmework
*	Susan's "group"  (list people)-Introduce social justice
statement-definition of social justice and introduction to the day (30
minutes).  What basic writing stands for and how we put that out into
the world.  PLEASE SEND ME 4-7 SENTENCES HERE ASAP
*	Valerie Kinloch-Keynote (45-60 minutes)- PLEASE SEND ME 4-7
SENTENCES HERE ASAP 

Coffee break

*	 

Multi-modal writing and social justice-the right mix or mixed up?

*	Small group/Hands-on-Do multimodal texts (as production) provide
greater opportunities for students to speak back to "society" in terms
of issues of justice?-films, graphic novels, blogs, websites-LIST
FACILITATORS HERE.  This section will include a back and forth between
discussion and opportunities to try out some new multi-modal text
composing strategies
*	Discussion large group-Hannah and Shannon

LUNCH

Institutional differences and inequities:  A Panel

·         Steve Lamos-Boulder   institutional histories of basic
writing, --history  PLEASE SEND ME 4-7 SENTENCES HERE ASAP

·         Database group-Debrah, Rebecca-big picture  PLEASE SEND ME
4-7 SENTENCES HERE ASAP

·         Inny award program-Peter Adams-case study  PLEASE SEND ME 4-7
SENTENCES HERE ASAP

Small group discussion-(how) is your program serving social justice
ends?  List facilitators here again

Large group:  revisiting: What basic writing stands for and how we put
that out into the world-Hannah and Shannon

Works to be Cited?

Breuch, Lee-Ann M. Kastman. "Post-Process "Pedagogy": A Philosophical
Exercise." JAC: A Journal of Composition Theory 22.1 (Winter2002 2002):
119-150. Education Research Complete. EBSCO. [Library name], [City],
[State abbreviation]. 27 Apr. 2009
<http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=12577548&site=ehost-live&scope=site>.

Matsuda, Paul Kei. "Process and post-process: A discursive history."
Journal of Second Language Writing 12.1 (Feb. 2003): 65. Education
Research Complete. EBSCO. [Library name], [City], [State abbreviation].
27 Apr. 2009
<http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9343832&site=ehost-live&scope=site>.

Arroyo, Sarah J. "Playing to the Tune of Electracy: From Post-Process
to a Pedagogy Otherwise." JAC: A Journal of Composition Theory 25, no. 4
(November 2005): 683-715. Education Research Complete, EBSCOhost
(accessed April 27, 2009).

Kessler, Kate. "Composing for Delivery." English Journal 95.2 (Nov.
2005): 89-96. Education Research Complete. EBSCO. [Library name],
[City], [State abbreviation]. 27 Apr. 2009
<http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=19166043&site=ehost-live&scope=site>.

Matthew Heard
<http://muse.jhu.edu/journals/pedagogy/v008/8.2.heard.html#back> ,
Pedagogy 8.2, Spring 2008, What Should We Do with Postprocess Theory?

Hannah Ashley, Ph. D. 
Associate Professor, Composition and Rhetoric Program, Department of
English
Director, Writing Zones 12.5 (www.wcupa.edu/writingzones)
551 Main Hall, West Chester University 
610-738-0499, hashley at wcupa.edu 
"If you're not terrified when you are writing, you're writing about the
wrong things."  --Dorothy Alison--