[CBW_Exec] Other thoughts from the EB on CBW Mission Statement?

Tue May 3 17:27:34 CDT 2011

I am impressed with the pacing of this workshop: so much is included, yet it doesn't feel "packed" in a way that we can't get to everything nor have enough time for good thought and conversation. THANKS!

I, too, would appreciate being listed as a facilitator for the 2012 conference workshop. I WILL make it to the 4Cs after being away for 4 years and can't wait to participate fully as an exec member again. Thanks, also, to everyone for giving me the timeout to have my baby and get her through her first few years. I think I am almost weaned from her and can make these cross-country trips again.

Best,

Sarah Kirk
University of Alaska Anchorage

-----Original Message-----
From: cbw_exec-bounces at tamu-commerce.edu on behalf of J. Elizabeth Clark
Sent: Tue 5/3/2011 1:17 PM
To: Conference of Basic Writing Executive Board
Subject: Re: [CBW_Exec] Other thoughts from the EB on CBW Mission Statement?

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 

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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