[CBW_Exec] Other thoughts from the EB on CBW Mission Statement?
J. Elizabeth Clark
lclark at lagcc.cuny.edu
Tue May 3 15:55:40 CDT 2011
Hi Everyone,
Here is a draft of the CBW preconference workshop. This is based on our
emerging conversation on-line, so it looks very different than what we
originally talked about at the EB meeting, but it looks very much like
the outline I circulated last week. Great thanks to Hannah for her
lovely languaging and framing of the workshop.
Do you have minor edits to add?
And, we will be doing an open call for the poster session.
Is there anyone who would like to appear on the program as a
facilitator for the poster session or for the business meeting? Or, are
there others you think we should include? Because of our structure in
combining the ALP session with the CBW session and inviting Bruce, we
have fewer "open" slots than usual.
What do you think?
Liz
_____________________________
Gathered at the Gate: Basic Writing in Evidence
A swift rhetorical analysis of the Call for Proposals for CCCC 2012
reveals this: it is replete with the language of basic writing but
sidesteps direct reference to it. Neither the word “basic” nor
“developmental” appears in the body CFP, yet the tropes emerging from
the narratives of and theory on basic writing reverberate everywhere in
it. For example, when we read “…our field is fundamentally about the
transitions that literacy brings to individual lives and collective
destinies” (Anson 2011), we cannot help but think about Mike Rose’s
Lives on the Boundary. And “…a successful passage can also mean loss:
leaving behind one’s culture or language, taking on questionable new
roles, or joining exclusionary communities of practice” brings to mind
immediately the dialogue between Rodriguez’s The Hunger of Memory and
Villanueva’s Bootstraps, while “…checkpoints—thresholds that promise a
welcome transformation, new state of being, or a journey onward, and
borders that can block, reject, and turn away” echoes Bartholomae’s
“Inventing the University.” And of course, “How does our field
monitor gateways created by others?” raises Shaughnessy’s Errors and
Expectations to the foreground.
Yet the most recent of those texts was published in 1993—what of basic
writing almost two decades later? Perhaps the questions raised by these
seminal texts have been fully integrated into discipline writ large and
no longer require the “pull-out” or “remediation” of separate,
specialized attention? Yet basic skills continues to dominate the
cultural and social landscape as a central concern. Public policies
focused on everything from financial aid to credit accumulation have
become part of a very public discussion about basic skills in general.
And, increasingly, foundations like Lumina and Gates have begun to
consider the issue of basic skills in higher education. Despite this,
those who teach, research, and study basic skills continue to be pushed
to the sidelines of discussions about higher education.
This workshop will follow up on the Sense of the House motion passed at
CCCC 2011 which stated, “Be it resolved that Basic Writing is a vital
field and its students and teacher scholars a productive force within
composition; is under attack by exclusionary public policies; and
therefore must be recognized publicly and supported by CCCC as a
conference cluster and with featured sessions.” It will do so by
highlighting both the exclusionary forces at work as well as productive
responses on local campuses demonstrated through evidence-based
practices. This workshop will also provide critical support for basic
writing educators by creating networking opportunities to work with
faculty from across the United States in a focused, sustained way.
WORKSHOP OUTLINE
1. 9-9:20 Welcome/Opening Remarks (Hannah Ashley, Westchester
University)
2. 9:20-9:40 CBW’s New Mission as a Response to Exclusionary Public
Policies (J. Elizabeth Clark, LaGuardia Community College, CUNY)
3. 9:45-10:30 Bruce Horner, Relocating Basic Writing
This featured presentation will frame the continuing value of basic
writing as part of a long tradition in composition studies challenging
dominant beliefs about literacy and language abilities, and link basic
writing to contemporary concerns about "translingual" approaches to
language--with illustrations from scholarship on "error."
4. 10:45-12 Basic Writing in Evidence: This featured presentation
slot will bring together basic writing educators from around the United
States. The participants will be selected by an open call/poster session
where local models for success are featured, including but not limited
to: preparing and supporting basic writing faculty, technology in the
basic writing classroom, new models for basic writing instruction,
innovative programs, responding to local challenges and meeting
challenges and attacks on basic writing programs.
LUNCH BREAK
5. 1-3 The Accelerated Learning Program as an Evidence-Based Success
Model
The Accelerated Learning Program is an innovative strategy for
increasing student success in developmental education. The Accelerated
Learning Program targets students who place into upper-level
developmental writing courses and features a “mainstreaming” approach by
which students bypass remedial English, enrolling directly in freshman
English along with a supplemental support section. The program has
doubled the success rate for students placed in developmental writing at
Community College of Baltimore County. This presentation will focus on
CCBC's model and the ways that other colleges are using the model on
their campuses.
Peter Adams, Community College of Baltimore County
Heidi Johnsen, LaGuardia Community College
Michelle Zollars, Patrick Henry Community College
Jan Allen, Community College of Baltimore County
Nejla Camponeschi, Community College of Baltimore County
6. 3:15-4 Smaller working group session
Local contexts: This last segment of the day will focus on small group
networking, helping basic writing educators to make connections across
local contexts. By the end of the session, based on the work of the day
and people's interests, we will connect people with similar interests to
begin to create a larger structure of support for basic writing
instructors outside of the annual CBW Workshop at CCCC.
7. 4:00-5:00 Business Meeting (Hannah Ashley, Westchester University)
For the final part of the day, we will consider the CBW mission
statement and the newly written charter. We will also consider new
business.
J. Elizabeth Clark, Ph.D.
Professor of English
LaGuardia Community College--CUNY
e-mail: lclark at lagcc.cuny.edu
Phone: 718.482.5665
www.jelizabethclark.com
J. Elizabeth Clark, Ph.D.
Professor of English
LaGuardia Community College--CUNY
e-mail: lclark at lagcc.cuny.edu
Phone: 718.482.5665
www.jelizabethclark.com
>>> "Ashley, Hannah" 05/02/11 3:47 PM >>>
Bruce, Peter, Liz:
So, what I am seeing that we need for our proposal, before we send out
to the CBW Exec Board:
1. Bruce-we need a title from you, and a confirmation that the
description we put in (it was your off-the-cuff notes, verbatim) is what
you want there.
2. Peter-we need a short description from you (the description of
what you plan to do looks great-could we just get a paragraph
summarizing that?)
3. Liz-you need a title on the opening talk.
I think that's it. Could everyone send to Liz, who has the working
document, those items by tomorrow or Wednesday at the latest?
Thanks so much-
Hannah
Hannah Ashley, Ph.D.
Director, Writing Zones 12.5 (www.writingzones.net)
Service Learning Faculty Associate, WCU
Associate Professor of Composition and Rhetoric
Main Hall 543
Department of English, West Chester University
Spring 2001 Office Hours: M, 2-4, W 2-3, F 11-12
I was part of a generation of kids who saw something special about what
it means to be human--something bloody and dramatic and scandalous that
happened right here in America--and hip-hop was our way of reporting
that story, telling it to ourselves and to the world...the story of the
hustler was the story hip-hop was born to tell...hustling is the
ultimate metaphor for the basic human struggles: the struggle to survive
and resist...to win and make sense of it all. --from Jay-Z, Decoded
(2010)
From: Adams, Peter D. [mailto:padams2 at ccbcmd.edu]
Sent: Monday, May 02, 2011 8:04 AM
To: J. Elizabeth Clark; b.horner at louisville.edu; Ashley, Hannah
Subject: RE: cbw 2012
Congratulations, Liz and Hannah, for pulling together what promises to
be another blockbuster workshop.
The title you've give us looks fine to me, except I think I would stick
in a "the" at the beginning.
I think I remember that last year CCCC limited the number of names you
could turn in as associated with the workshop. If that is the case, you
can leave my name off, but please do include the names of the four
panelists, if possible.
Peter
Peter Adams | Director of Accelerated Learning Program
Department of English
Essex Campus
Community College of Baltimore County
7201 Rossville Blvd
Baltimore, MD 21237
443*710*1852 | padams2 at ccbcmd.edu
-----Original Message-----
From: J. Elizabeth Clark [mailto:lclark at lagcc.cuny.edu]
Sent: Mon 5/2/2011 5:43 AM
To: Adams, Peter D.; b.horner at louisville.edu; HAshley at wcupa.edu
Cc: J. Elizabeth Clark
Subject: Re: cbw 2012
Hi Bruce, Hannah, and Peter,
Please find below Hannah's and my outline for the CBW workshop at CCCC.
See what you think. We are very amenable to
any changes you might suggest.
Bruce and Peter, might we have titles for your presentations?
I know that everyone is very busy, but if you have a chance to respond
to this by Wednesday, I'd love to send it to the
Executive Board for their response before we submit it on Friday.
Many, many thanks for speaking at the workshop. I think this is going
to
be a really exciting program!
Liz
________________________________________
Gathered at the Gate: Basic Writing in Evidence
A swift rhetorical analysis of the Call for Proposals for CCCC 2012
reveals this: it is replete with the language of basic writing but
sidesteps direct reference to it. Neither the word *basic* nor
*developmental* appears in the body CFP, yet the tropes emerging from
the narratives of and theory on basic writing reverberate everywhere in
it. For example, when we read **our field is fundamentally about the
transitions that literacy brings to individual lives and collective
destinies* (Anson 2011), we cannot help but think about Mike Rose*s
Lives on the Boundary. And **a successful passage can also mean loss:
leaving behind one*s culture or language, taking on questionable new
roles, or joining exclusionary communities of practice* brings to mind
immediately the dialogue between Rodriguez*s The Hunger of Memory and
Villanueva*s Bootstraps, while **checkpoints*thresholds that promise a
welcome transformation, new state of being, or a journey onward, and
borders that can block, reject, and turn away* echoes Bartholomae*s
*Inventing the University.* And of course, *How does our field
monitor gateways created by others?* raises Shaughnessy*s Errors and
Expectations to the foreground.
Yet the most recent of those texts was published in 1993*what of basic
writing almost two decades later? Perhaps the questions raised by
these
seminal texts have been fully integrated into discipline writ large and
no longer require the *pull-out* or *remediation* of separate,
specialized attention? Yet basic skills continues to dominate the
cultural and social landscape as a central concern. Public policies
focused on everything from financial aid to credit accumulation have
become part of a very public discussion about basic skills in general.
And, increasingly, foundations like Lumina and Gates have begun to
consider the issue of basic skills in higher education. Despite this,
those who teach, research, and study basic skills continue to be pushed
to the sidelines of discussions about higher education.
This workshop will follow up on the Sense of the House motion passed at
CCCC 2011 which stated, *Be it resolved that Basic Writing is a vital
field and its students and teacher scholars a productive force within
composition; is under attack by exclusionary public policies; and
therefore must be recognized publicly and supported by CCCC as a
conference cluster and with featured sessions.* It will do so by
highlighting both the exclusionary forces at work as well as productive
responses on local campuses demonstrated through evidence-based
practices. This workshop will also provide critical support for basic
writing educators by creating networking opportunities to work with
faculty from across the United States in a focused, sustained way.
WORKSHOP OUTLINE
1. 9-9:20 Welcome/Opening Remarks (Hannah Ashley, Westchester
University)
2. 9:20-9:40 TITLE: CBW*s New Mission as a Response to Exclusionary
Public Policies (J. Elizabeth Clark, LaGuardia Community College, CUNY)
3. 9:45-10:30 Bruce Horner, TITLE
This featured presentation will frame the continuing value of basic
writing as part of a long tradition in composition studies challenging
dominant beliefs about literacy and language abilities, and link basic
writing to contemporary concerns about "translingual" approaches to
language--with illustrations from scholarship on "error."
4. 10:45-12 Basic Writing in Evidence: This featured presentation
slot will bring together basic writing educators from around the United
States. The participants will be selected by an open call/poster
session
where local models for success are featured, including but not limited
to: preparing and supporting basic writing faculty, technology in the
basic writing classroom, new models for basic writing instruction,
innovative programs, responding to local challenges and meeting
challenges and attacks on basic writing programs.
LUNCH BREAK
5. 1-3 Accelerated Learning Program as an Evidence-Based Success
Model:
Peter Adams, Community College of Baltimore County
Heidi Johnsen, LaGuardia Community College
Michelle Zollars, Patrick Henry Community College
Jan Allen, Community College of Baltimore County
Nejla Camponeschi, Community College of Baltimore County
6. 3:15-4 Smaller working group session
Local contexts: This last segment of the day will focus on small group
networking, helping basic writing educators to make connections across
local contexts. By the end of the session, based on the work of the day
and people's interests, we will connect people with similar interests
to
begin to create a larger structure of support for basic writing
instructors outside of the annual CBW Workshop at CCCC.
7. 4:00-5:00 Business Meeting
For the final part of the day, we will consider the CBW mission
statement and the newly written charter. We will also consider new
business.
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