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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Very wise and good comments, Hannah; thank
you. (And you are witnessing in this thread the reality behind that great
Dorothy Alison quotation in your signoff!)</span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'> </span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>--Bill</span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'> </span></font></p>
<p class=MsoNormal style='margin-left:.5in'><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma'>-----Original Message-----<br>
<b><span style='font-weight:bold'>From:</span></b>
cbw_exec-bounces@tamu-commerce.edu [mailto:cbw_exec-bounces@tamu-commerce.edu] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Ashley, Hannah<br>
<b><span style='font-weight:bold'>Sent:</span></b> Thursday, May 01, 2008 11:20
AM<br>
<b><span style='font-weight:bold'>To:</span></b> Susan Bernstein; Shannon
Carter; cbw_exec@tamu-commerce.edu<br>
<b><span style='font-weight:bold'>Cc:</span></b> sanchezdeborah@yahoo.com<br>
<b><span style='font-weight:bold'>Subject:</span></b> Re: [CBW_Exec] Fwd: draft
of CBW Social Justice Policy</span></font></p>
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<p class=MsoNormal style='margin-left:.5in'><font size=2 color=black
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:black'>Two
thoughts to add (and I'm already committed to a panel too, though I encourage
one):</span></font></p>
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<p class=MsoNormal style='margin-left:.5in'><font size=2 face=Arial><span
style='font-size:10.0pt;font-family:Arial'>1. Let's be careful of what we
write which ends up in a final print form (e- or otherwise). In
2025, some grad student may write her dissertation on the genesis and
history of this document... Not to discourage writing, just to encourage
taking the long view.</span></font></p>
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<p class=MsoNormal style='margin-left:.5in'><font size=2 face=Arial><span
style='font-size:10.0pt;font-family:Arial'>2. It occurs to me that what I
teach my students applies here. The macro--in all its complexity--must be
considered, and change CAN occur at that level. But a lot of change
happens at the micro level along the way, and to me, that first means what I do
in my classroom. My real, everyday classroom practices. Finding
practices which provide students with the access THEY need along with venues
for the critique that WE need.</span></font></p>
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<p class=MsoNormal style='margin-left:.5in'><font size=1 color=purple
face="Book Antiqua"><span style='font-size:7.5pt;font-family:"Book Antiqua";
color:purple'>Hannah Ashley, Ph. D.</span></font><font size=1 color=purple
face=Arial><span style='font-size:7.5pt;font-family:Arial;color:purple'> <br>
</span></font><font size=1 color=purple face="Book Antiqua"><span
style='font-size:7.5pt;font-family:"Book Antiqua";color:purple'>Associate
Professor, Composition and Rhetoric Program, Department of English<br>
Director, Writing Zones 12.5 (<a href="http://www.wcupa.edu/writingzones">www.wcupa.edu/writingzones</a>)<br>
551 Main Hall, West Chester University</span></font><font size=1 color=purple
face=Arial><span style='font-size:7.5pt;font-family:Arial;color:purple'> <br>
</span></font><font size=1 color=purple face="Book Antiqua"><span
style='font-size:7.5pt;font-family:"Book Antiqua";color:purple'>610-738-0499, <a
href="mailto:hashley@wcupa.edu" target="_blank">hashley@wcupa.edu</a></span></font></p>
<p class=MsoNormal style='margin-left:.5in'><font size=1 color=purple
face="Book Antiqua"><span style='font-size:7.5pt;font-family:"Book Antiqua";
color:purple'>"If you're not terrified when you are writing, you're
writing about the wrong things." --Dorothy Alison--</span></font></p>
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<p class=MsoNormal style='margin-right:0in;margin-bottom:12.0pt;margin-left:
.5in'><b><font size=2 face=Tahoma><span style='font-size:10.0pt;font-family:
Tahoma;font-weight:bold'>From:</span></font></b><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma'> cbw_exec-bounces@tamu-commerce.edu
on behalf of Susan Bernstein<br>
<b><span style='font-weight:bold'>Sent:</span></b> Thu 5/1/2008 10:43 AM<br>
<b><span style='font-weight:bold'>To:</span></b> Shannon Carter;
cbw_exec@tamu-commerce.edu<br>
<b><span style='font-weight:bold'>Cc:</span></b> sanchezdeborah@yahoo.com<br>
<b><span style='font-weight:bold'>Subject:</span></b> Re: [CBW_Exec] Fwd: draft
of CBW Social Justice Policy</span></font></p>
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<div>
<p style='margin-left:.5in'><font size=2 face="Times New Roman"><span
style='font-size:10.0pt'>Dear Colleagues,<br>
<br>
With Shannon, I'm in OH WOW!!!!!!!!!!! mode. Thanks to ALL OF YOU<br>
for your insights, comments, questions and concerns.<br>
<br>
I am already committed to a CCCC panel for 2009, as I suspect many of<br>
us are-- so here's what I'd like to suggest instead: What about an<br>
article for BWe?<br>
<br>
This is the structure I have in mind:<br>
<br>
--A brief introduction to the policy-- why the Board decided to draft<br>
a policy, etc.<br>
--The draft of the policy itself.<br>
--Concerns raised by Exec Board members.<br>
--A commentary feature (like the Chronicle of Higher Ed has) that<br>
would give the BWe/CBW community a chance to comment and respond.<br>
<br>
This would address what Alan suggested, about making the policy and<br>
this discussion accessible to the CBW community beyond the Executive<br>
Board. It would also create an interactive feature for BWe-- taking<br>
advantage of web features not available with print text.<br>
<br>
And having proposed this-- I am happy to take on the responsibility of<br>
composing a draft of this article-- and of course submitting the draft<br>
to the list so that all of us have input as to its contents.<br>
<br>
As always, looking forward to hearing your thoughts!<br>
<br>
Warm regards,<br>
<br>
Susan<br>
<br>
On 4/30/08, Shannon Carter <Shannon_Carter@tamu-commerce.edu> wrote:<br>
> This email sat unsent since Sugie sent hers and now that Deborah has added<br>
> her always insightful reading to the mix, I think I'll go ahead and press<br>
> send --if only to echo Deborah's suggestion that a CCCC panel might be<br>
> important here.<br>
><br>
> Thanks!<br>
> ---<br>
><br>
> --<br>
> Oh, wow. The more I read about this, the more I think I'd love to see a<br>
> panel on it. Negotiating this social justice policy is a very complex
issue,<br>
> and asking ourselves these very questions (like the ones Peter, Marcia,
and<br>
> Sugie articulate) within the context of the good will and social justice<br>
> mission we want to be a part of our public face (as, I think, Bill's words<br>
> remind me) . . . well, it's bloody hard and, as so many folks have pointed<br>
> out, crucial.<br>
><br>
> CCCC panel, anyone? I'm sure most folks are already committed, but I
thought<br>
> I'd through it out there. We are working through our panel ideas around
the<br>
> concept "difficult dialogues," so it was just on my mind. This
is one of the<br>
> most difficult dialogues with which I have been involved (and that's
saying<br>
> something, because I'm actually writing about difficult dialogues<br>
> experienced in a recent graduate class in response to Crowley's project on<br>
> faith-based rhetoric and the left-right divide . . . the discussion was<br>
> heated, to say the very least).<br>
><br>
> :)<br>
> Shannon<br>
><br>
> Shannon Carter<br>
> Associate Professor of English<br>
> Texas A&M-Commerce<br>
> shannon_carter@tamu-commerce.edu<br>
> <a href="http://faculty.tamu-commerce.edu/scarter/">http://faculty.tamu-commerce.edu/scarter/</a><br>
> 903-886-5492<br>
><br>
><br>
><br>
> -----Original Message-----<br>
> From: Sugie Goen-Salter [<a href="mailto:sgoen@sfsu.edu">mailto:sgoen@sfsu.edu</a>]<br>
> Sent: Wed 4/30/2008 3:58 PM<br>
> To: Ribble, Marcia (ribbleml)<br>
> Cc: Ashley, Hannah; Shannon Carter; Susan Bernstein;<br>
> cbw_exec@tamu-commerce.edu; sanchezdeborah@yahoo.com<br>
> Subject: Re: [CBW_Exec] Fwd: draft of CBW Social Justice Policy<br>
><br>
> Hi everyone,<br>
> I've been reading this exchange with great interest and, as many<br>
> others have already said, I think it's such an important discussion<br>
> and one I'm glad we are having.<br>
><br>
> I have been chewing on something that I want to toss out, albeit<br>
> reluctantly, a tension I struggle with in my professional life and<br>
> that this discussion has brought back to mind. I'm thinking here of<br>
> Sharon Crowley's work and the work of others who have called for the<br>
> abolition of the introductory writing requirement, and by extension,<br>
> the BW course. (I would also include Bartholomae's "Tidy House"
here<br>
> and more recently Soliday's work). In my reading of it, the critique<br>
> hinges on BW's role in normalizing student writing, in bringing it<br>
> into conformity with some abstract notion of "the standard" by<br>
> eradicating what is non-standard, non-conventional or non-native<br>
> thereby maintaining a system of educational inequality. According to<br>
> this critique, BW is simply too tied up with the maintenance of<br>
> educational, cultural and linguistic inequality for us to claim its<br>
> innocence.<br>
><br>
> I know, I know.....I too am still committed to that story we love to<br>
> tell (as Bartholomae puts it) about BW's role in securing equal<br>
> educational opportunity and access, but on my campus at least, I<br>
> can't ignore how BW serves an institutional function tied to other<br>
> institutional functions, such as standardized placement testing,<br>
> graduation assessments of written English proficiency, uniform<br>
> standards of achievement, in short, BW's role in re-producing the<br>
> status quo.<br>
><br>
> Just thought I'd brighten your day with the cheery thoughts going<br>
> through my head.<br>
> Sugie<br>
><br>
> On Apr 29, 2008, at 12:40 PM, Ribble, Marcia (ribbleml) wrote:<br>
><br>
> > Hi All,<br>
> ><br>
> > To complicate things a bit, I'd like to suggest that we're not<br>
> > fully understanding the<br>
> > causal chains leading to students who are underprepared for college<br>
> > writing if we<br>
> > equate being in basic writing with being in a state of deprivation<br>
> > or injustice. Not<br>
> > all BW students are in poverty. Some are quite privileged and
some<br>
> > wealthy.<br>
> > Just like not all BW students have disabilities, even though some do.<br>
> ><br>
> > True enough, at some institutions, the majority of BW students are<br>
> > lower classed,<br>
> > people of color, but that's just not the case in other places.
The<br>
> > first students who<br>
> > benefitted from writing classes were at Harvard, and many of our<br>
> > premier institutions<br>
> > have students who need BW support. I taught BW students at<br>
> > Michigan State and<br>
> > half of them were inner city kids from Detroit, while the other<br>
> > half were international<br>
> > students from all over the world and had lots of money and spoke<br>
> > multiple languages.<br>
> > But even the Detroit kids were split into the haves and have nots<br>
> > with some of them<br>
> > driving Bentleys around campus.<br>
> ><br>
> > Could we make a statement that could be more inclusive of all the<br>
> > kinds of mechanisms<br>
> > that eventually mean students show up in our classes whether they<br>
> > are part of patterns of<br>
> > social injustice or not? Look at Bush who was privileged to the<br>
> > nth degree but had<br>
> > problems with reading and writing...Doesn't it say something<br>
> > important to understand<br>
> > that his family's wealth couldn't buy him an education that would<br>
> > allow him to be smart<br>
> > enough to stand up to people like Cheney, Rove, and Rumsfeld?<br>
> > Doesn't an inadequate<br>
> > education harm even the wealthiest students, put them into a<br>
> > position to be codgeled into<br>
> > stupid decision making?<br>
> ><br>
> > And if that's not enough, look at Paris Hilton. BW isn't
just<br>
> > about injustice, it's also about an<br>
> > educational system that from K-16+ doesn't get it in ways that help<br>
> > all learners to learn. There<br>
> > are probably hundreds of different paths that take students from<br>
> > kindergarten to the college<br>
> > BW classroom. I'm out of steam...and starting to ramble....I
know<br>
> > what I learned in kindergarten.<br>
> > It's time for a snack and a nap.<br>
> ><br>
> ><br>
> ><br>
> ><br>
> ><br>
> ><br>
> > Marcia Ribble, Ph.D.<br>
> > Assistant Professor of English<br>
> > Humanities, Media and Cultural Studies<br>
> > College of Applied Science<br>
> > University of Cincinnati<br>
> > PO Box 210205<br>
> > Cincinnati, OH 45221-0205<br>
> > Tel: (513) 556-5360<br>
> > Fax: (513) 556-3007<br>
> > marcia.ribble@uc.edu<br>
> > www.uc.edu<br>
> ><br>
> > Campus location: 4412 French Hall West<br>
> ><br>
> > From: cbw_exec-bounces@tamu-commerce.edu on behalf of Ashley, Hannah<br>
> > Sent: Tue 4/29/2008 2:22 PM<br>
> > To: Shannon Carter; Susan Bernstein; cbw_exec@tamu-commerce.edu<br>
> > Cc: sanchezdeborah@yahoo.com<br>
> > Subject: Re: [CBW_Exec] Fwd: draft of CBW Social Justice Policy<br>
> ><br>
> > Hurray for this conversation! I suggest that we continue it<br>
> > online, and also use all of these thoughts to continue this<br>
> > conversation all the way at next year's CBW workshop (assuming it<br>
> > is accepted)--we have a nice program leading us around these ideas,<br>
> > with the idea of basic writers' multiple literacies starting us<br>
> > off, and ending with a look at the National Database and what it<br>
> > might tell us about what we assume about basic writers.<br>
> ><br>
> > Hannah<br>
> ><br>
> > Hannah Ashley, Ph. D.<br>
> > Associate Professor, Composition and Rhetoric Program, Department<br>
> > of English<br>
> > Director, Writing Zones 12.5 (www.wcupa.edu/writingzones)<br>
> > 551 Main Hall, West Chester University<br>
> > 610-738-0499, hashley@wcupa.edu<br>
> > "If you're not terrified when you are writing, you're writing
about<br>
> > the wrong things." --Dorothy Alison--<br>
> ><br>
> > From: cbw_exec-bounces@tamu-commerce.edu on behalf of Shannon Carter<br>
> > Sent: Tue 4/29/2008 2:20 PM<br>
> > To: Susan Bernstein; cbw_exec@tamu-commerce.edu<br>
> > Cc: sanchezdeborah@yahoo.com<br>
> > Subject: Re: [CBW_Exec] Fwd: draft of CBW Social Justice Policy<br>
> ><br>
> > Thank you so much for these words, Peter. Very, very good points<br>
> > (and poignantly articulated). As Soliday's work has shown (I'm<br>
> > convinced), the very existence of basic writing programs serves the<br>
> > institutional need to stratify more than it does the student's<br>
> > individual needs as writers (see _The Politics of Remediation_).<br>
> > She isn't suggesting that we rid our universities of basic writing<br>
> > programs because that'd only block student access in more<br>
> > significant ways. But it is important that we remember how very<br>
> > complex and socially embedded issues of social justice always are.<br>
> > There's no free zone, and good will and hard work isn't going to be<br>
> > enough to right the wrongs of society.<br>
> ><br>
> > It is also important, however (as Bill points out), to find ways to<br>
> > articulate that kinda thing that aren't off-putting to readers who<br>
> > might otherwise embrace a social justice policy like this. We don't<br>
> > want to alienate. We want to invite real and important discussion<br>
> > and commitment to this very complex topic. I like very much the way<br>
> > Peter has articulated this complexity below (inviting and<br>
> > diplomatic and smart and real). Perhaps we can make use of some of<br>
> > this language, or a version of it, in the revision?<br>
> ><br>
> ><br>
> ><br>
> > Shannon Carter<br>
> > Associate Professor of English<br>
> > Texas A&M-Commerce<br>
> > shannon_carter@tamu-commerce.edu<br>
> > <a href="http://faculty.tamu-commerce.edu/scarter/">http://faculty.tamu-commerce.edu/scarter/</a><br>
> > 903-886-5492<br>
> ><br>
> ><br>
> > From: cbw_exec-bounces@tamu-commerce.edu on behalf of Susan Bernstein<br>
> > Sent: Tue 4/29/2008 12:59 PM<br>
> > To: cbw_exec@tamu-commerce.edu<br>
> > Cc: sanchezdeborah@yahoo.com<br>
> > Subject: [CBW_Exec] Fwd: draft of CBW Social Justice Policy<br>
> ><br>
> > >From Peter Adams:<br>
> ><br>
> > The issue Bill and Shannon are wrestling with is complex and<br>
> > important. Many of us have worked for years in basic writing<br>
> > programs that we believe are part of the solution to social<br>
> > injustice. However, I think, painful as it may be, that we must
be<br>
> > willing to consider the possibility that the programs we have<br>
> > developed and labored in for years may, in fact, not be reducing<br>
> > social injustice. I raise this possibility because of the very
low<br>
> > retention rates and success rates in many developmental writing<br>
> > programs, including my own.<br>
> ><br>
> > It is certainly a good thing for us to raise issues about social<br>
> > injustice in the wider world and in higher education in general,<br>
> > but I think we have an important obligation to examine our own<br>
> > (tidy) house, to see if we are part of the problem. Perhaps we
are<br>
> > not. Perhaps my concern is misplaced. But I do think we
have an<br>
> > obligation to examine seriously the extent to which basic writing<br>
> > programs may contribute to the failure of higher education to<br>
> > provide a pathway to success for disadvantaged students. We
have<br>
> > an obligation to see whether we can revise our programs so that<br>
> > they truly provide a pathway to success rather than an gate that<br>
> > keeps large percentages of our students from achieving that success.<br>
> ><br>
> > Peter Adams<br>
> ><br>
> ><br>
> ><br>
> > -----Original Message-----<br>
> > From: cbw_exec-bounces@tamu-commerce.edu on behalf of Susan Bernstein<br>
> > Sent: Tue 4/29/2008 10:22 AM<br>
> > To: Shannon Carter<br>
> > Cc: sanchezdeborah@yahoo.com; cbw_exec@tamu-commerce.edu;<br>
> > Ashley,Hannah<br>
> > Subject: Re: [CBW_Exec] draft of CBW Social Justice Policy<br>
> ><br>
> > Thanks, everyone! In regard to Hannah's comments, I'll take
another<br>
> > look at Valerie F. Kinloch's 2005 article "Revisiting the
promise of<br>
> > Students' Right to Their Own Language: Pedagogical strategies"
in<br>
> > College Composition and Communication 57.1: 83-113. "Students'
Right"<br>
> > is also from 1974 and evolves from many similar concerns of that era.<br>
> > Kinloch makes the very persuasive case that those concerns remain<br>
> > relevant for the 21st century.<br>
> ><br>
> > I've also copied Bill's comments below. I need to add that I
disagree<br>
> > with Bill on this point, based on my current research and more than
20<br>
> > years in the field-- especially the last five years working with<br>
> > inner-city youth in open-access BW college programs.<br>
> ><br>
> ><br>
> > BILL'S COMMENTS:<br>
> > Susan, I like it. I would however change a line that says "Basic<br>
> > Writing<br>
> > > courses serve as a mirror to reflect injustice
[etc.]"--could be<br>
> > construed<br>
> > > to suggest that Basic Writing helps to further that<br>
> > injustice...or that BW<br>
> > > by its existence is part of the injustice, and although
it's<br>
> > true that if<br>
> > > all students were provided equitable and strong prep,
sufficient<br>
> > economic<br>
> > > support at the pre-college level, and a social context
conducive<br>
> > to the best<br>
> > > education possible, prior to college, BW arguably wouldn't<br>
> > exist, I think we<br>
> > > want to make sure we focus on BW as a positive force and
not as<br>
> > a barometer<br>
> > > of injustice... Therefore, maybe a change of wording would
be<br>
> > good. How<br>
> > > about something like "Basic Writing courses often
serve a<br>
> > community of<br>
> > > students who have been previously subjected to social and<br>
> > educational<br>
> > > injustice..."? Just a thought... Bill<br>
> ><br>
> > On 4/28/08, Shannon Carter <Shannon_Carter@tamu-commerce.edu>
wrote:<br>
> > > Ah, great point. What can we make of/do with that 34 year gap<br>
> > between the<br>
> > > original statement and today's call? Rhetorically? Politically?<br>
> > Practically?<br>
> > ><br>
> > > Shannon Carter<br>
> > > Associate Professor of English<br>
> > > Texas A&M-Commerce<br>
> > > shannon_carter@tamu-commerce.edu<br>
> > > <a href="http://faculty.tamu-commerce.edu/scarter/">http://faculty.tamu-commerce.edu/scarter/</a><br>
> > > 903-886-5492<br>
> > ><br>
> > ><br>
> > ><br>
> > > -----Original Message-----<br>
> > > From: Ashley, Hannah [<a href="mailto:HAshley@wcupa.edu">mailto:HAshley@wcupa.edu</a>]<br>
> > > Sent: Mon 4/28/2008 7:20 AM<br>
> > > To: Shannon Carter; Susan Bernstein<br>
> > > Cc: sanchezdeborah@yahoo.com; cbw_exec@tamu-commerce.edu<br>
> > > Subject: RE: [CBW_Exec] draft of CBW Social Justice Policy<br>
> > ><br>
> > > I too approve of the spirit and the general rhetorical drift of
this<br>
> > > resolution. Nice work! I would want to
"do" something with the<br>
> > fact that<br>
> > > what we are doing is calling on a 1974 resolution. That
is, what<br>
> > does it<br>
> > > mean in 2008 to be reaffirming that statement?<br>
> > ><br>
> > > Hannah<br>
> > ><br>
> > > Hannah Ashley, Ph. D.<br>
> > > Associate Professor, Composition and Rhetoric Program,
Department<br>
> > of English<br>
> > > Director, Writing Zones 12.5 (www.wcupa.edu/writingzones)<br>
> > > 551 Main Hall, West Chester University<br>
> > > 610-738-0499, hashley@wcupa.edu<br>
> > > "If you're not terrified when you are writing, you're
writing<br>
> > about the<br>
> > > wrong things." --Dorothy Alison--<br>
> > ><br>
> > > __<br>
> ><br>
> > ><br>
> > > -----Original Message-----<br>
> > > From: Susan Bernstein [<a href="mailto:susan.naomi@gmail.com">mailto:susan.naomi@gmail.com</a>]<br>
> > > Sent: Fri 4/25/2008 12:55 PM<br>
> > > To: Shannon Carter<br>
> > > Cc: cbw_exec@tamu-commerce.edu; sanchezdeborah@yahoo.com<br>
> > > Subject: draft of CBW Social Justice Policy<br>
> > ><br>
> > > Greetings eveyone,<br>
> > ><br>
> > > Attached and below please find a very *rough* draft of a CBW
Social<br>
> > > Justice Policy. As you'll see, NCTE presented a 1974
Position<br>
> > > Statement that dovetails with much of what we discussed at our<br>
> > > Executive Board meeting at CCCC. By coincidence, the NCTE
Statement<br>
> > > was presented in New Orleans. Many thanks to my U of
Cincinnati<br>
> > > graduate student Deborah Sanchez for directing me to this
statement.<br>
> > ><br>
> > > Since this draft is rough and percolating at once, I look
forward to<br>
> > > our discussion about it on the list. Please contribute any
and all<br>
> > > revisions, questions, comments, concerns. Given current
material<br>
> > > conditions for students enrolled in Basic Writing courses, I<br>
> > advocate<br>
> > > for the urgency of our work-- and the open discussion that will
lead<br>
> > > to addressing the widest audience possible for our concerns.<br>
> > ><br>
> > > Warm regards and good wishes for the weekend,<br>
> > ><br>
> > > Susan<br>
> > ><br>
> > > Susan Naomi Bernstein<br>
> > > LaGuardia Community College<br>
> > ><br>
> > > Toward Social Justice for Students Enrolled in Basic Writing<br>
> > Courses:<br>
> > > A Conference on Basic Writing Policy Statement<br>
> > ><br>
> > ><br>
> > > We of the Executive Board of the Conference on Basic
Writing have<br>
> > > duly noted the disparities in educational conditions for our<br>
> > students<br>
> > > enrolled in our Basic Writing courses across the United States.<br>
> > These<br>
> > > conditions point to lack of adequate and sufficient access to<br>
> > > resources that would aid full matriculation to college,
including<br>
> > but<br>
> > > not limited to:<br>
> > > ? Insufficient access to preparation for college-level courses
based<br>
> > > on systemic educational inequities in public schools<br>
> > > ? Insufficient access to financial aid counseling<br>
> > > ? Insufficient access to academic advising and personal
counseling<br>
> > > Insufficient access to disability services<br>
> > > ? Insufficient access to academic and fine arts courses that
foster<br>
> > > and sustain students? growth in areas related to progress in basic<br>
> > > writing and<br>
> > ><br>
> > > Further, we would suggest that students enrolled in honors
programs<br>
> > > and other more privileged educational venues enjoy routine
access to<br>
> > > such resources. Equally important we must point out that
those<br>
> > > students enrolled in Basic Writing courses often come from<br>
> > > underrepresented and underserved groups in higher education and<br>
> > > include African American, Latino, poor, working class,
documented<br>
> > and<br>
> > > undocumented immigrants, and students with disabilities.<br>
> > ><br>
> > > Basic Writing courses serve as a mirror to reflect systemic<br>
> > injustice<br>
> > > throughout US society. Indeed, the increased reliance on<br>
> > standardized<br>
> > > tests to track, measure, and reward ?academic progress?
negatively<br>
> > > impacts students enrolled in Basic Writing courses. Such tests<br>
> > create<br>
> > > rigid categories of achievement that impede students?
educational<br>
> > > progress.<br>
> > ><br>
> > > As longitudinal research has demonstrated, higher education
provides<br>
> > > sustainable long-term benefits for achieving individual economic
and<br>
> > > intellectual goals, which positively impacts US society as a
whole<br>
> > > (Attewill and Lavin; Sternglass). With these issues in
mind, we<br>
> > > advocate that educators for Basic Writing and administrators<br>
> > involved<br>
> > > with student success initiatives actively support and implement
the<br>
> > > NCTE Position Statement ?On Support for Motivated but
Inadequately<br>
> > > Prepared College Students? as suggested below.<br>
> > ><br>
> > > On Support for Motivated but Inadequately Prepared College
Students<br>
> > > 1974<br>
> > > NCTE Annual Business Meeting in New Orleans, Louisiana<br>
> > > Background<br>
> > ><br>
> > > We believe that all colleges and universities, by the act of<br>
> > admitting<br>
> > > students, become responsible for creating conditions that will<br>
> > permit<br>
> > > those students to exercise their own right to learn.<br>
> > ><br>
> > > Clearly, some students who are admitted and who desire to learn
lack<br>
> > > adequate educational backgrounds to progress satisfactorily in<br>
> > > traditional learning situations, and many institutions of higher<br>
> > > learning are making little or no effort to help them. Be it<br>
> > therefore<br>
> > ><br>
> > > Resolution<br>
> > ><br>
> > > Resolved, that the National Council of Teachers of English encourage<br>
> > > college and university administrations, and legislative bodies,
to<br>
> > > allocate sufficient funds to provide individualized and
supportive<br>
> > > programs for students who are motivated but inadequately
prepared<br>
> > for<br>
> > > success in colleges and universities to which they are being<br>
> > admitted.<br>
> > ><br>
> > > <a
href="http://www.ncte.org/about/over/positions/category/curr/107455.htm">http://www.ncte.org/about/over/positions/category/curr/107455.htm</a><br>
> ><br>
> > ______________________________<br>
> > ><br>
> > > From: cbw_exec-bounces@tamu-commerce.edu on behalf of Shannon
Carter<br>
> > > Sent: Sun 4/27/2008 2:46 AM<br>
> > > To: Susan Bernstein<br>
> > > Cc: sanchezdeborah@yahoo.com; cbw_exec@tamu-commerce.edu<br>
> > > Subject: Re: [CBW_Exec] draft of CBW Social Justice Policy<br>
> > ><br>
> > ><br>
> > ><br>
> > > Wow! I can't think of anything to add and I agree: this work is<br>
> > indeed<br>
> > > crucial. The revision Sonya has created of the CCCC/CBW<br>
> > Fellowship call for<br>
> > > apps really foregrounds advocacy in ways this policy
articulates.<br>
> > At least I<br>
> > > think it does.<br>
> > ><br>
> > > And I look forward to our discussion and, eventually (perhaps<br>
> > following<br>
> > > revision suggestions), approval of this important policy<br>
> > statement. I also<br>
> > > look forward to including such statements on our website.<br>
> > ><br>
> > > What do you guys think? How do we feel about the wording, the<br>
> > spirit, and<br>
> > > the goals of this draft and project?<br>
> > ><br>
> > > Thanks,<br>
> > > Shannon<br>
> > ><br>
> > > Shannon Carter<br>
> > > Associate Professor of English<br>
> > > Texas A&M-Commerce<br>
> > > shannon_carter@tamu-commerce.edu<br>
> > > <a href="http://faculty.tamu-commerce.edu/scarter/">http://faculty.tamu-commerce.edu/scarter/</a><br>
> > > 903-886-5492<br>
> > ><br>
> > ><br>
> ><br>
> > ><br>
> > ><br>
> > ><br>
> > ><br>
> > ><br>
> > _______________________________________________<br>
> > CBW_Exec mailing list<br>
> > CBW_Exec@tamu-commerce.edu<br>
> > <a href="http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec">http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec</a><br>
> ><br>
> ><br>
> > --<br>
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> ><br>
> ><br>
> ><br>
> ><br>
> > _______________________________________________<br>
> > CBW_Exec mailing list<br>
> > CBW_Exec@tamu-commerce.edu<br>
> > <a href="http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec">http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec</a><br>
><br>
> Sugie Goen-Salter<br>
> Associate Professor<br>
> English Department<br>
> San Francisco State University<br>
><br>
><br>
><br>
><br>
><br>
><br>
_______________________________________________<br>
CBW_Exec mailing list<br>
CBW_Exec@tamu-commerce.edu<br>
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