[CBW_Exec] Other thoughts from the EB on CBW Mission Statement?
Sugie Goen-Salter
sgoen at sfsu.edu
Tue May 3 16:23:35 CDT 2011
Alas, I'm in same category as travel funding gets more and more
precious.
On May 3, 2011, at 2:17 PM, J. Elizabeth Clark wrote:
> Hi Greg,
>
> Great. We'd like to prioritize people who need to be listed for
> funding, so you're in! Others in the same situation?
>
> Liz
>
>
> 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
>
>
> >>> Gregory R Glau <Gregory.Glau at nau.edu> 5/3/2011 5:06 PM >>>
> Hi, all,
>
> it'd help me get CCCC funding if I can be listed as a Facilitator
> -- and I expect there are others who could use that help, too, with
> funding.
>
> thanks,
>
>
> gg
> -------------------------------------------------
> Greg Glau
> Associate Professor and Director, University Writing Program
> Northern Arizona University
> Department of English - PO 6032
> Flagstaff, AZ 86011-6032
>
> Office: 928 523 6713
> Fax: 928 779 0665
>
>
>
>
>
>
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>
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>
> On May 3, 2011, at 2:00 PM, J. Elizabeth Clark wrote:
>
>> Hmm... Now I think it didn't go through at all. So, here's the
>> workshop description again. In case my original message didn't go
>> through:
>>
>> This mirrors our most recent on-line discussion and the outline I
>> sent last week.
>> We could use 2 more facilitators. Anyone willing? Because of our
>> combined ALP/CBW approach, we have fewer "slots" than usual. I
>> hope everyone is still okay with that!
>>
>> Thoughts? Responses? Minor Edits?
>> 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.
>>
>> _______________________________________________
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>
>
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