[CBW_Exec] Other thoughts from the EB on CBW Mission Statement?
Sugie Goen-Salter
sgoen at sfsu.edu
Tue May 3 16:22:50 CDT 2011
Hi Elizabeth and Hannah,
This looks great!! Way to go girls!
On May 3, 2011, at 1:55 PM, J. Elizabeth Clark wrote:
> 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.
>
>
>
> _______________________________________________
> CBW_Exec mailing list
> CBW_Exec at tamu-commerce.edu
> http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec
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