[CBW_Exec] CCCC 2010 CBW Workshop draft

Tue Apr 28 19:18:22 CDT 2009

The program looks great, Hannah.  Here's a description of what I'll present:

After a four-year longitudinal study revealed that only 26% of students who registered for our upper-level basic writing course persevered to pass ENG 101, the English Department at Community College Baltimore County began a search for an approach to basic writing that would improve those statistics.  Building on Barbara Gleason's mainstreaming programs at CUNY, Greg Glau's stretch program at Arizona State, Nancy Thompson and Rhonda Grego's studio approach, as well as the intensive courses at a number of schools including SUNY New Paltz, we have constructed a new model of basic writing: the Accelerated Learning Project (ALP).  Eight ALP basic writers register for designated sections of ENG 101 where they join twelve students whose placement was ENG 101.  In the following class period, these same eight students join the same instructor in a "companion course" that provides support, instruction, encouragement, and the opportunity to ask questions.  A spectacular 62% of ALP students succeed in ENG 101, and they do it in one semester instead of two.  In this presentation we will describe the program and present five semesters' of evaluation, discuss the surprisingly modest costs of the program, and present our plans for the future.

Edit at will.  Please let me know how much time I will have.  

Peter

Peter Adams | Professor of English
Community College Baltimore County
410•780•6513 | padams2 at ccbcmd.edu

-----Original Message-----
From: cbw_exec-bounces at tamu-commerce.edu on behalf of Ashley, Hannah
Sent: Tue 4/28/2009 12:30 PM
To: Shannon_Carter at tamu-commerce.edu
Cc: cbw_exec at tamu-commerce.edu
Subject: [CBW_Exec] CCCC 2010 CBW Workshop draft

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--

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