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

Tue May 3 17:42:19 CDT 2011

That delay was my fault too, Kathleen. I somehow missed yours entirely when it came through (see note to Liz about size restrictions on listserv) and found it when I went in to release another email caught in that listserv's size filter. 

It happens. I try to make sure it doesn't happen often or that delays are very brief. When it does, you should receive a notice saying your post has been delayed due to size restrictions. I can't change those restrictions (again, see my explaination on note to Liz hour or so ago). 

Sorry, guys! Trying to keep that information flowing but sometimes those delays are can't be helped. 

________________________________

From: cbw_exec-bounces at tamu-commerce.edu on behalf of kbaca at nmsu.edu
Sent: Tue 5/3/2011 5:40 PM
To: Conference of Basic Writing Executive Board
Cc: Conference of Basic Writing Executive Board
Subject: Re: [CBW_Exec] Other thoughts from the EB on CBW Mission Statement?

Another great workshop in the works. Congratulations.

My one negative is that I don't like "seminal," but I'm okay with it if others are. 

On a different note, I think you're right about some messages not going through. I had one a while back that did not, but then it appeared a week later. Not sure what's up with that. 

Thanks. kb 

----- Original Message -----
From: Gregory R Glau 
Date: Tuesday, May 3, 2011 3:38 pm
Subject: Re: [CBW_Exec] Other thoughts from the EB on CBW Mission Statement?
To: Conference of Basic Writing Executive Board 

> Thanks, Liz,
> 
> 
> 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 2:17 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 
> > 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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> 
> _______________________________________________
> CBW_Exec mailing list
> CBW_Exec at tamu-commerce.edu
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> 
> 

Kathleen Baca 
English and Communication Dept. 
Doña Ana Community College 
MSC 3DA, PO Box 30001 
Las Cruces, NM 88003 
575-527-7626 

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