<div>Dear Shannon, Hannah, and all,</div>
<div> </div>
<div>Deborah and I plan to talk tomorrow (Friday, May 1) and will send you a description of our part of the program then.</div>
<div> </div>
<div>Thanks for all the hard work you've put into organizing the workshop.</div>
<div> </div>
<div>Rebecca<br><br></div>
<div class="gmail_quote">On Tue, Apr 28, 2009 at 12:30 PM, Ashley, Hannah <span dir="ltr"><<a href="mailto:HAshley@wcupa.edu">HAshley@wcupa.edu</a>></span> wrote:<br>
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<div dir="ltr"><font face="Arial" color="#000000" size="2">Dear CBW Executive Board,</font></div>
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<div dir="ltr"><font face="Arial" size="2">Below please find a draft of the proposal Shannon and I will be submitting. What I need from you:</font></div>
<div dir="ltr"><font face="Arial" size="2"></font> </div>
<div dir="ltr"><font face="Arial" size="2">1. If you are named as a PRESENTER (Peter, Debrah, Rebecca, Susan and whomever was on the "social justice" subcommittee), please see the request for 4-7 sentences for submissions. Please do so ASAP.</font></div>
<div dir="ltr"><font face="Arial" size="2"></font> </div>
<div dir="ltr"><font face="Arial" size="2">2. If you would like to be named as a facilitator (folks who need a way to get on the program!), please let me know. If we have too many folks, we will have to narrow, so when you send your request, please send it along with (a) were you named last year (we'll rotate), (b) rank at your university (we want to support folks earlier and more marginalized in their institutions).</font></div>
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<div dir="ltr"><font face="Arial" size="2">THANKS.</font></div>
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<p style="MARGIN: 0in 0in 10pt; TEXT-ALIGN: center" align="center"><b><font face="Calibri">Social Justice, Multi-modalities and Basic Writers</font></b></p>
<p style="MARGIN: 0in 0in 10pt; TEXT-ALIGN: center" align="center"><i><font face="Calibri">CCCC 2010 CBW Wednesday Workshop</font></i></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri"> </font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri">What is “in the mix” for basic writers?<span> </span>Are pedagogies, practices and programs which bring together basic writers, multi-modal writing and social justice dubious, even unprincipled, or are they realistic, practical and equitable?<span> </span>This all-day workshop will explore this extraordinary mix of approaches through distinguished practitioners who will lead participants through historical reviews, current conditions, and hands-on application of ideas.</font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri">From text production which uses scissors and glue to state-of-the art film, websites or Powerpoints, multi-modal writing points authors (including basic writers and the teachers who support them) toward significant aspects of post-process writing pedagogy, such as collaboration, consideration of specific and authentic audiences outside the classroom, and real-world engagement with final products and publication.<span> </span>Conversely, these aspects of pedagogy are effectively tied to social justice in relation to the still-marginalized voices disproportionately found in basic writing classrooms.<span> </span>That is, those placed into basic writing classrooms are more likely to be low-to-middle income, have hidden or visible disabilities, be ethnically and/or linguistically non-white, or have English as a second language.<span> </span>These narratives need to be “in the mix”—need to be heard, in order for our institutions and communities to be equitable and just.<span> </span>How can (and has) multi-modal writing and the writing pedagogies linked with it serve these ends?</font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri">Heard (2008), in “What Should We Do with Post-Process Theory,” challenges compositionists with the assertion that we have been largely “silent” in response to the post-process formulation of writing as uncodifiable, not bound by hard-and-fast rules. <span> </span>Heard asserts that one way to practicably engage diverse writers in the give-and-take of post-process writing instruction is through community-engaged writing.<span> </span>In this workshop, we will explore whether and how social-justice concerns mix with the out-of-academe demands of multi-modal texts.</font></p>
<p style="MARGIN: 0in 0in 10pt"><b><font face="Calibri">Opening Concepts</font></b></p>
<ul style="MARGIN-TOP: 0in" type="disc">
<li style="MARGIN: 0in 0in 10pt"><font face="Calibri">Hannah—Social Justice and Multi-modal writing for basic composition, really?<span> </span>A Post-Process Frmework</font></li>
<li style="MARGIN: 0in 0in 10pt"><font face="Calibri">Susan’s “group”<span> </span>(list people)—Introduce social justice statement—definition of social justice and introduction to the day (30 minutes).<span> </span>What basic writing stands for and how we put that out into the world.<span> </span>PLEASE SEND ME 4-7 SENTENCES HERE ASAP</font></li>
<li style="MARGIN: 0in 0in 10pt"><font face="Calibri">Valerie Kinloch—Keynote (45-60 minutes)— PLEASE SEND ME 4-7 SENTENCES HERE ASAP </font></li></ul>
<p style="MARGIN: 0in 0in 10pt 0.5in"><font face="Calibri">Coffee break</font></p>
<ul style="MARGIN-TOP: 0in" type="disc">
<li style="MARGIN: 0in 0in 10pt"><font face="Calibri"> </font></li></ul>
<p style="MARGIN: 0in 0in 10pt"><b><font face="Calibri">Multi-modal writing and social justice—the right mix or mixed up?</font></b></p>
<ul style="MARGIN-TOP: 0in" type="disc">
<li style="MARGIN: 0in 0in 10pt"><font face="Calibri">Small group/Hands-on—Do multimodal texts (as production) provide greater opportunities for students to speak back to “society” in terms of issues of justice?—films, graphic novels, blogs, websites—LIST FACILITATORS HERE.<span> </span>This section will include a back and forth between discussion and opportunities to try out some new multi-modal text composing strategies</font></li>
<li style="MARGIN: 0in 0in 10pt"><font face="Calibri">Discussion large group—Hannah and Shannon</font></li></ul>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri">LUNCH</font></p>
<p style="MARGIN: 0in 0in 10pt"><b><font face="Calibri">Institutional differences and inequities:<span> </span>A Panel</font></b></p>
<p style="MARGIN: 0in 0in 10pt 0.75in; TEXT-INDENT: -0.25in"><span style="FONT-FAMILY: Symbol"><span>·<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><font face="Calibri">Steve Lamos—Boulder <span> </span>institutional histories of basic writing, --history<span> </span>PLEASE SEND ME 4-7 SENTENCES HERE ASAP</font></p>
<p style="MARGIN: 0in 0in 10pt 0.75in; TEXT-INDENT: -0.25in"><span style="FONT-FAMILY: Symbol"><span>·<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><font face="Calibri">Database group—Debrah, Rebecca—big picture<span> </span>PLEASE SEND ME 4-7 SENTENCES HERE ASAP</font></p>
<p style="MARGIN: 0in 0in 10pt 0.75in; TEXT-INDENT: -0.25in"><span style="FONT-FAMILY: Symbol"><span>·<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><font face="Calibri">Inny award program—Peter Adams—case study<span> </span>PLEASE SEND ME 4-7 SENTENCES HERE ASAP</font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri">Small group discussion—(how) is your program serving social justice ends?<span> </span>List facilitators here again</font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri">Large group:<span> </span>revisiting: What basic writing stands for and how we put that out into the world—Hannah and Shannon</font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri"> </font></p>
<p style="MARGIN: 0in 0in 10pt"><span><font face="Calibri"> </font></span></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri"> </font></p>
<p style="MARGIN: 0in 0in 0pt 0.5in; LINE-HEIGHT: normal"><span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Works to be Cited?</span></p>
<p style="MARGIN: 0in 0in 10pt 0.5in; LINE-HEIGHT: normal"><span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Breuch, Lee-Ann M. Kastman. "Post-Process "Pedagogy": A Philosophical Exercise." <u>JAC: A Journal of Composition Theory</u> 22.1 (Winter2002 2002): 119-150. <u>Education Research Complete</u>. EBSCO. [Library name], [City], [State abbreviation]. 27 Apr. 2009 <<a href="http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=12577548&site=ehost-live&scope=site" target="_blank">http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=12577548&site=ehost-live&scope=site</a>>.</span></p>
<p style="MARGIN: auto 0in auto 0.5in">Matsuda, Paul Kei. "Process and post-process: A discursive history." <u>Journal of Second Language Writing</u> 12.1 (Feb. 2003): 65. <u>Education Research Complete</u>. EBSCO. [Library name], [City], [State abbreviation]. 27 Apr. 2009 <<a href="http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9343832&site=ehost-live&scope=site" target="_blank">http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9343832&site=ehost-live&scope=site</a>>.</p>
<p style="MARGIN: auto 0in auto 0.5in">Arroyo, Sarah J. "Playing to the Tune of Electracy: From Post-Process to a Pedagogy Otherwise." <i>JAC: A Journal of Composition Theory</i> 25, no. 4 (November 2005): 683-715. <i>Education Research Complete</i>, EBSCO<i>host</i> (accessed April 27, 2009).</p>
<p style="MARGIN: auto 0in auto 0.5in">Kessler, Kate. "Composing for Delivery." <u>English Journal</u> 95.2 (Nov. 2005): 89-96. <u>Education Research Complete</u>. EBSCO. [Library name], [City], [State abbreviation]. 27 Apr. 2009 <<a href="http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=19166043&site=ehost-live&scope=site" target="_blank">http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=19166043&site=ehost-live&scope=site</a>>.</p>
<p style="MARGIN: 0in 0in 10pt"><span lang="EN"><a href="http://muse.jhu.edu/journals/pedagogy/v008/8.2.heard.html#back" target="_blank"><font face="Calibri" color="#0000ff">Matthew Heard</font></a></span><font face="Calibri">, <b><span lang="EN">Pedagogy 8.2, Spring 2008, What Should We Do with Postprocess Theory?</span></b></font></p>
<p style="MARGIN: 0in 0in 10pt"><font face="Calibri"> </font></p></div>
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<div align="left"><font color="#800080"><font size="1"><span lang="en-us"><font face="Book Antiqua">Hannah Ashley, Ph. D.</font></span> <br></font></font><span lang="en-us"><font face="Book Antiqua"><font color="#800080"><font size="1"><span lang="en-us"><font face="Book Antiqua">Associate Professor, Composition and Rhetoric Program, Department of English<br>
</font></span>Director, Writing Zones 12.5 (<a href="http://www.wcupa.edu/writingzones" target="_blank">www.wcupa.edu/writingzones</a>)</font></font></font></span><span lang="en-us"><font face="Book Antiqua"><font color="#800080"><font size="1"><br>
</font></font></font></span><font color="#800080"><font size="1"><span lang="en-us"><font face="Book Antiqua">551 Main Hall, </font></span><span lang="en-us"><font face="Book Antiqua">West Chester University</font></span> <br>
<span lang="en-us"><font face="Book Antiqua">610-738-0499, </font></span><span lang="en-us"><font face="Book Antiqua"><a href="mailto:hashley@wcupa.edu" target="_blank">hashley@wcupa.edu</a></font></span></font></font></div>
<div align="left"><font color="#800080"><font face="Book Antiqua" size="1"><span lang="en-us">"If you're not terrified when you are writing, you're writing about the wrong things." --Dorothy Alison--</span></font></font></div>
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<div dir="ltr"><br> </div></div><br>_______________________________________________<br>CBW_Exec mailing list<br><a href="mailto:CBW_Exec@tamu-commerce.edu">CBW_Exec@tamu-commerce.edu</a><br><a href="http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec" target="_blank">http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec</a><br>
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