[CBW_Exec] Other thoughts from the EB on CBW Mission Statement?
kbaca@nmsu.edu
kbaca at nmsu.edu
Wed May 4 13:54:04 CDT 2011
I may not receive any funding, regardless of being listed, but if there is room,
I would appreciate being listed. kb
----- Original Message -----
From: Susan Bernstein <susan.naomi at gmail.com>
Date: Wednesday, May 4, 2011 9:52 am
Subject: Re: [CBW_Exec] Other thoughts from the EB on CBW Mission Statement?
To: Conference of Basic Writing Executive Board <cbw_exec at tamu-commerce.edu>
> Is it possible to list a few more ex board people on the CBW SIG
> proposal?If so, could you add my name there?
>
> I agree with Kathleen regarding the word "seminal." "Germinal"
> would be one
> alternative. My word thesaurus also lists "decisive" and
> "influential."Those also could work.
>
> Thanks and best,
>
> Susan
>
> On Tue, May 3, 2011 at 9:45 PM, Lalicker, William
> <WLalicker at wcupa.edu>wrote:
> > Yes, I am in the same situation as Greg. (I imagine most of us
> are…)> --bill
> >
> >
> >
> > William B. Lalicker, Ph.D.
> >
> > Professor of English (Main Hall, Room 534, 610.436.2268)
> >
> > Dean's Assistant for Student Issues (Anderson Hall, Room 119C,
> > 610.436.3521)
> >
> > College of Arts and Sciences
> >
> > West Chester University
> >
> > West Chester, PA 19383
> >
> > wlalicker at wcupa.edu
> >
> >
> >
> > *From:* cbw_exec-bounces at tamu-commerce.edu [mailto:
> > cbw_exec-bounces at tamu-commerce.edu] *On Behalf Of *J. Elizabeth
> Clark> *Sent:* Tuesday, May 03, 2011 5:18 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.>
> >
> >
> > _______________________________________________
> > CBW_Exec mailing list
> > CBW_Exec at tamu-commerce.edu
> > http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec
> >
> >
> >
> > _______________________________________________
> > CBW_Exec mailing list
> > CBW_Exec at tamu-commerce.edu
> > http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec
> >
> >
>
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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