[CBW_Exec] CCCC 2010 CBW Workshop draft

Thu Apr 30 08:31:55 CDT 2009

Dear Shannon, Hannah, and all,

Deborah and I plan to talk tomorrow (Friday, May 1) and will send you a
description of our part of the program then.

Thanks for all the hard work you've put into organizing the workshop.

Rebecca

On Tue, Apr 28, 2009 at 12:30 PM, Ashley, Hannah <HAshley at wcupa.edu> wrote:

>  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*, EBSCO*host*(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--
>
>
>
> _______________________________________________
> CBW_Exec mailing list
> CBW_Exec at tamu-commerce.edu
> http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec
>
>
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