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Hi, all,
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<div>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.</div>
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<div>thanks,</div>
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<div>gg<br>
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<div>-------------------------------------------------</div>
<div>Greg Glau</div>
<div>Associate Professor and Director, University Writing Program</div>
<div>Northern Arizona University</div>
<div>Department of English - PO 6032</div>
<div>Flagstaff, AZ 86011-6032</div>
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<div>Office: 928 523 6713</div>
<div>Fax: 928 779 0665</div>
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<div>On May 3, 2011, at 2:00 PM, J. Elizabeth Clark wrote:</div>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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:</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">This mirrors our most recent on-line discussion and the outline I sent last week.</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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!</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Thoughts? Responses? Minor Edits?</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Liz</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">_________</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Gathered at the Gate: Basic Writing in Evidence</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.</font> </div>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">WORKSHOP OUTLINE</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">1. 9-9:20 Welcome/Opening Remarks (Hannah Ashley, Westchester University)</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">2. 9:20-9:40 CBW’s New Mission as a Response to Exclusionary Public Policies (J. Elizabeth Clark, LaGuardia Community College, CUNY)</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">3. 9:45-10:30 Bruce Horner, Relocating Basic Writing</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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."</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">LUNCH BREAK</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">5. 1-3 The Accelerated Learning Program as an Evidence-Based Success Model</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Peter Adams, Community College of Baltimore County</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Heidi Johnsen, LaGuardia Community College</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Michelle Zollars, Patrick Henry Community College</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Jan Allen, Community College of Baltimore County</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">Nejla Camponeschi, Community College of Baltimore County</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">6. 3:15-4 Smaller working group session</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">7. 4:00-5:00 Business Meeting (Hannah Ashley, Westchester University)</font>
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<div style="margin-top: 0px; margin-bottom: 0px; "><font face="Verdana" size="4">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.</font>
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_______________________________________________<br>
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http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec<br>
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