<DIV>Another great workshop in the works. Congratulations.</DIV>
<DIV> </DIV>
<DIV>My one negative is that I don't like "seminal," but I'm okay with it if others are. </DIV>
<DIV> </DIV>
<DIV>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. </DIV>
<DIV> </DIV>
<DIV>Thanks. kb <BR><BR>----- Original Message -----<BR>From: Gregory R Glau <GREGORY.GLAU@NAU.EDU><BR>Date: Tuesday, May 3, 2011 3:38 pm<BR>Subject: Re: [CBW_Exec] Other thoughts from the EB on CBW Mission Statement?<BR>To: Conference of Basic Writing Executive Board <CBW_EXEC@TAMU-COMMERCE.EDU><BR><BR>> Thanks, Liz,<BR>> <BR>> <BR>> gg<BR>> -------------------------------------------------<BR>> Greg Glau<BR>> Associate Professor and Director, University Writing Program<BR>> Northern Arizona University<BR>> Department of English - PO 6032<BR>> Flagstaff, AZ 86011-6032<BR>> <BR>> Office: 928 523 6713<BR>> Fax: 928 779 0665<BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> On May 3, 2011, at 2:17 PM, J. Elizabeth Clark wrote:<BR>> <BR>> Hi Greg,<BR>> <BR>> Great. We'd like to prioritize people who need to be listed for <BR>> funding, so you're in! Others in the same situation?<BR>> <BR>> Liz<BR>> <BR>> <BR>> J. Elizabeth Clark, Ph.D.<BR>> Professor of English<BR>> LaGuardia Community College--CUNY<BR>> e-mail: lclark@lagcc.cuny.edu<mailto:lclark@lagcc.cuny.edu><BR>> Phone: 718.482.5665<BR>> www.jelizabethclark.com<HTTP: www.jelizabethclark.com /><BR>> <BR>> <BR>> >>> Gregory R Glau <BR>> <Gregory.Glau@nau.edu<mailto:Gregory.Glau@nau.edu>> 5/3/2011 <BR>> 5:06 PM >>><BR>> Hi, all,<BR>> <BR>> it'd help me get CCCC funding if I can be listed as a <BR>> Facilitator -- and I expect there are others who could use that <BR>> help, too, with funding.<BR>> <BR>> thanks,<BR>> <BR>> <BR>> gg<BR>> -------------------------------------------------<BR>> Greg Glau<BR>> Associate Professor and Director, University Writing Program<BR>> Northern Arizona University<BR>> Department of English - PO 6032<BR>> Flagstaff, AZ 86011-6032<BR>> <BR>> Office: 928 523 6713<BR>> Fax: 928 779 0665<BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> On May 3, 2011, at 2:00 PM, J. Elizabeth Clark wrote:<BR>> <BR>> Hmm... Now I think it didn't go through at all. So, here's the <BR>> workshop description again. In case my original message didn't <BR>> go through:<BR>> <BR>> This mirrors our most recent on-line discussion and the outline <BR>> I sent last week.<BR>> We could use 2 more facilitators. Anyone willing? Because of our <BR>> combined ALP/CBW approach, we have fewer "slots" than usual. I <BR>> hope everyone is still okay with that!<BR>> <BR>> Thoughts? Responses? Minor Edits?<BR>> Liz<BR>> <BR>> _________<BR>> <BR>> Gathered at the Gate: Basic Writing in Evidence<BR>> <BR>> A swift rhetorical analysis of the Call for Proposals for CCCC <BR>> 2012 reveals this: it is replete with the language of basic <BR>> writing but sidesteps direct reference to it. Neither the word <BR>> “basic” nor “developmental” appears in the body CFP, yet the <BR>> tropes emerging from the narratives of and theory on basic <BR>> writing reverberate everywhere in it. For example, when we read <BR>> “…our field is fundamentally about the transitions that literacy <BR>> brings to individual lives and collective destinies” (Anson <BR>> 2011), we cannot help but think about Mike Rose’s Lives on the <BR>> Boundary. And “…a successful passage can also mean loss: <BR>> leaving behind one’s culture or language, taking on questionable <BR>> new roles, or joining exclusionary communities of practice” <BR>> brings to mind immediately the dialogue between Rodriguez’s The <BR>> Hunger of Memory and Villanueva’s Bootstraps, while <BR>> “…checkpoints—thresholds that promise a welcome transformation, <BR>> new state of being, or a journey onward, and borders that can <BR>> block, reject, and turn away” echoes Bartholomae’s “Inventing <BR>> the University.” And of course, “How does our field monitor <BR>> gateways created by others?” raises Shaughnessy’s Errors and <BR>> Expectations to the foreground.<BR>> <BR>> Yet the most recent of those texts was published in 1993—what of <BR>> basic writing almost two decades later? Perhaps the questions <BR>> raised by these seminal texts have been fully integrated into <BR>> discipline writ large and no longer require the “pull-out” or <BR>> “remediation” of separate, specialized attention? Yet basic <BR>> skills continues to dominate the cultural and social landscape <BR>> as a central concern. Public policies focused on everything from <BR>> financial aid to credit accumulation have become part of a very <BR>> public discussion about basic skills in general. And, <BR>> increasingly, foundations like Lumina and Gates have begun to <BR>> consider the issue of basic skills in higher education. Despite <BR>> this, those who teach, research, and study basic skills continue <BR>> to be pushed to the sidelines of discussions about higher education.<BR>> <BR>> This workshop will follow up on the Sense of the House motion <BR>> passed at CCCC 2011 which stated, “Be it resolved that Basic <BR>> Writing is a vital field and its students and teacher scholars a <BR>> productive force within composition; is under attack by <BR>> exclusionary public policies; and therefore must be recognized <BR>> publicly and supported by CCCC as a conference cluster and with <BR>> featured sessions.” It will do so by highlighting both the <BR>> exclusionary forces at work as well as productive responses on <BR>> local campuses demonstrated through evidence-based practices. <BR>> This workshop will also provide critical support for basic <BR>> writing educators by creating networking opportunities to work <BR>> with faculty from across the United States in a focused, <BR>> sustained way.<BR>> <BR>> <BR>> WORKSHOP OUTLINE<BR>> <BR>> 1. 9-9:20 Welcome/Opening Remarks (Hannah Ashley, Westchester <BR>> University)<BR>> 2. 9:20-9:40 CBW’s New Mission as a Response to Exclusionary <BR>> Public Policies (J. Elizabeth Clark, LaGuardia Community <BR>> College, CUNY)<BR>> <BR>> 3. 9:45-10:30 Bruce Horner, Relocating Basic Writing<BR>> <BR>> This featured presentation will frame the continuing value of <BR>> basic writing as part of a long tradition in composition studies <BR>> challenging dominant beliefs about literacy and language <BR>> abilities, and link basic writing to contemporary concerns about <BR>> "translingual" approaches to language--with illustrations from <BR>> scholarship on "error."<BR>> <BR>> 4. 10:45-12 Basic Writing in Evidence: This featured <BR>> presentation slot will bring together basic writing educators <BR>> from around the United States. The participants will be selected <BR>> by an open call/poster session where local models for success <BR>> are featured, including but not limited to: preparing and <BR>> supporting basic writing faculty, technology in the basic <BR>> writing classroom, new models for basic writing instruction, <BR>> innovative programs, responding to local challenges and meeting <BR>> challenges and attacks on basic writing programs.<BR>> <BR>> LUNCH BREAK<BR>> <BR>> 5. 1-3 The Accelerated Learning Program as an Evidence-Based <BR>> Success Model<BR>> The Accelerated Learning Program is an innovative strategy for <BR>> increasing student success in developmental education. The <BR>> Accelerated Learning Program targets students who place into <BR>> upper-level developmental writing courses and features a <BR>> “mainstreaming” approach by which students bypass remedial <BR>> English, enrolling directly in freshman English along with a <BR>> supplemental support section. The program has doubled the <BR>> success rate for students placed in developmental writing at <BR>> Community College of Baltimore County. This presentation will <BR>> focus on CCBC's model and the ways that other colleges are using <BR>> the model on their campuses.<BR>> <BR>> <BR>> Peter Adams, Community College of Baltimore County<BR>> Heidi Johnsen, LaGuardia Community College<BR>> Michelle Zollars, Patrick Henry Community College<BR>> Jan Allen, Community College of Baltimore County<BR>> Nejla Camponeschi, Community College of Baltimore County<BR>> <BR>> 6. 3:15-4 Smaller working group session<BR>> Local contexts: This last segment of the day will focus on small <BR>> group networking, helping basic writing educators to make <BR>> connections across local contexts. By the end of the session, <BR>> based on the work of the day and people's interests, we will <BR>> connect people with similar interests to begin to create a <BR>> larger structure of support for basic writing instructors <BR>> outside of the annual CBW Workshop at CCCC.<BR>> <BR>> <BR>> 7. 4:00-5:00 Business Meeting (Hannah Ashley, Westchester University)<BR>> For the final part of the day, we will consider the CBW mission <BR>> statement and the newly written charter. We will also consider <BR>> new business.<BR>> <BR>> _______________________________________________<BR>> CBW_Exec mailing list<BR>> CBW_Exec@tamu-commerce.edu<mailto:CBW_Exec@tamu-commerce.edu><BR>> http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec<BR>> <BR>> _______________________________________________<BR>> CBW_Exec mailing list<BR>> CBW_Exec@tamu-commerce.edu<mailto:CBW_Exec@tamu-commerce.edu><BR>> http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec<BR>> <BR>> <BR><BR>Kathleen Baca <BR>English and Communication Dept. <BR>Doña Ana Community College <BR>MSC 3DA, PO Box 30001 <BR>Las Cruces, NM 88003 <BR>575-527-7626 <BR><BR><BR></DIV></mailto:CBW_Exec@tamu-commerce.edu></mailto:CBW_Exec@tamu-commerce.edu></Gregory.Glau@nau.edu<mailto:Gregory.Glau@nau.edu></mailto:lclark@lagcc.cuny.edu>