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      <font size="4" face="Verdana">Hi Greg&#44;</font>    </p>
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      <font size="4" face="Verdana">Great. We&#39;d like to prioritize people who need to be listed for funding&#44; so you&#39;re in&#33; Others in the same situation&#63;</font>    </p>
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      <font size="4" face="Verdana">Liz</font><br><br><font face="Verdana" STYLE="font-size: 14pt"><br>J. Elizabeth Clark, Ph.D.<BR>Professor of English <BR>LaGuardia Community College--CUNY<BR>e-mail:&nbsp; lclark@lagcc.cuny.edu<BR>Phone:&nbsp; 718.482.5665 <BR><a href="http://www.jelizabethclark.com">www.jelizabethclark.com</a><BR><br><br></font>&gt;&gt;&gt; Gregory R Glau &lt;Gregory.Glau@nau.edu&gt; 5/3/2011 5:06 PM &gt;&gt;&gt;<br>Hi&#44; all&#44;    </p>
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        it&#39;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&#44; too&#44; with funding.      </p>
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        thanks&#44;      </p>
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        gg<br>      </p>
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                            Greg Glau                          </p>
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                            Associate Professor and Director&#44; University Writing Program                          </p>
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                            Northern Arizona University                          </p>
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                            Department of English - PO 6032                          </p>
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                            Flagstaff&#44; AZ 86011-6032                          </p>
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                            Office: 928 523 6713                          </p>
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                            Fax:&#32;&#160;&#32;&#160;928 779 0665                          </p>
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            On May 3&#44; 2011&#44; at 2:00 PM&#44; J. Elizabeth Clark wrote:          </p>
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                <font size="4" face="Verdana">Hmm... Now I think it didn&#39;t go through at all. So&#44; here&#39;s the workshop description again. In case my original message didn&#39;t go through:</font>              </p>
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                <font size="4" face="Verdana">This mirrors our most recent on-line discussion and the outline I sent last week.</font>              </p>
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                <font size="4" face="Verdana">We could use 2 more facilitators. Anyone willing&#63; Because of our combined ALP/CBW approach&#44; we have fewer &quot;slots&quot; than usual. I hope everyone is still okay with that&#33;</font>              </p>
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                <font size="4" face="Verdana">Thoughts&#63; Responses&#63; Minor Edits&#63;</font>              </p>
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                <font size="4" face="Verdana">Liz</font>              </p>
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                <font size="4" face="Verdana">_________</font>              </p>
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                  <font size="4" face="Verdana">Gathered at the Gate: Basic Writing in Evidence</font>                </p>
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                  <font size="4" face="Verdana">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&#32;&#8220;basic&#8221;&#32;nor&#32;&#8220;developmental&#8221;&#32;appears in the body CFP&#44; yet the tropes emerging from the narratives of and theory on basic writing reverberate everywhere in it.&#32;&#160;For example&#44; when we read&#32;&#8220;&#8230;our field is fundamentally about the transitions that literacy brings to individual lives and collective destinies&#8221;&#32;&#40;Anson 2011&#41;&#44; we cannot help but think about Mike Rose&#8217;s Lives on the Boundary.&#32;&#160;And&#32;&#160;&#8220;&#8230;a successful passage can also mean loss: leaving behind one&#8217;s culture or language&#44; taking on questionable new roles&#44; or joining exclusionary communities of practice&#8221;&#32;brings to mind immediately the dialogue between Rodriguez&#8217;s The Hunger of Memory and Villanueva&#8217;s Bootstraps&#44; while&#32;&#8220;&#8230;checkpoints&#8212;thresholds that promise a welcome transformation&#44; new state of being&#44; or a journey onward&#44; and borders that can block&#44; reject&#44; and turn away&#8221;&#32;echoes Bartholomae&#8217;s&#32;&#8220;Inventing the University.&#8221;&#32;&#160;And of course&#44;&#32;&#8220;How does our field monitor gateways created by others&#63;&#8221;&#32;raises Shaughnessy&#8217;s Errors and Expectations to the foreground.</font>                </p>
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                  <font size="4" face="Verdana">Yet the most recent of those texts was published in 1993&#8212;what of basic writing almost two decades later&#63;&#32;&#160;Perhaps the questions raised by these seminal texts have been fully integrated into discipline writ large and no longer require the&#32;&#8220;pull-out&#8221;&#32;or&#32;&#8220;remediation&#8221;&#32;of separate&#44; specialized attention&#63;&#32;&#160;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&#44; increasingly&#44; foundations like Lumina and Gates have begun to consider the issue of basic skills in higher education. Despite this&#44; those who teach&#44; research&#44; and study basic skills continue to be pushed to the sidelines of discussions about higher education.</font>                </p>
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                  <font size="4" face="Verdana">This workshop will follow up on the Sense of the House motion passed at CCCC 2011 which stated&#44;&#32;&#8220;Be it resolved that Basic Writing is a vital field and its students and teacher scholars a productive force within composition&#59; is under attack by exclusionary public policies&#59; and therefore must be recognized publicly and supported by CCCC as a conference cluster and with featured sessions.&#8221;&#32;&#160;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&#44; sustained way.</font>                </p>
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                  <font size="4" face="Verdana">WORKSHOP OUTLINE</font>                </p>
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                  <font size="4" face="Verdana">1. 9-9:20&#32;&#160;&#160;Welcome/Opening Remarks &#40;Hannah Ashley&#44; Westchester University&#41;</font>                </p>
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                  <font size="4" face="Verdana">2. 9:20-9:40&#32;&#160;CBW&#8217;s New Mission as a Response to Exclusionary Public Policies &#40;J. Elizabeth Clark&#44; LaGuardia Community College&#44; CUNY&#41;</font>                </p>
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                  <font size="4" face="Verdana">3. 9:45-10:30&#32;&#160;Bruce Horner&#44; Relocating Basic Writing</font>                </p>
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                  <font size="4" face="Verdana">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&#44; and link basic writing to contemporary concerns about &quot;translingual&quot; approaches to language--with illustrations from scholarship on &quot;error.&quot;</font>                </p>
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                  <font size="4" face="Verdana">4. 10:45-12&#32;&#160;&#160;Basic Writing in Evidence:&#32;&#160;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&#44; including but not limited to:&#32;&#160;preparing and supporting basic writing faculty&#44; technology in the basic writing classroom&#44; new models for basic writing instruction&#44; innovative programs&#44; responding to local challenges and meeting challenges and attacks on basic writing programs.</font>                </p>
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                  <font size="4" face="Verdana">5.&#32;&#160;1-3&#32;&#160;The Accelerated Learning Program as an Evidence-Based Success Model</font>                </p>
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                  <font size="4" face="Verdana">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&#32;&#8220;mainstreaming&#8221;&#32;approach by which students bypass remedial English&#44; 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&#39;s model and the ways that other colleges are using the model on their campuses. </font>                </p>
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                  <font size="4" face="Verdana">Peter Adams&#44; Community College of Baltimore County</font>                </p>
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                  <font size="4" face="Verdana">Heidi Johnsen&#44; LaGuardia Community College</font>                </p>
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                  <font size="4" face="Verdana">Michelle Zollars&#44; Patrick Henry Community College</font>                </p>
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                  <font size="4" face="Verdana">Jan Allen&#44; Community College of Baltimore County</font>                </p>
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                  <font size="4" face="Verdana">Nejla Camponeschi&#44; Community College of Baltimore County</font>                </p>
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                  <font size="4" face="Verdana">6. 3:15-4&#32;&#160;&#160;Smaller working group session</font>                </p>
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                  <font size="4" face="Verdana">Local contexts: This last segment of the day will focus on small group networking&#44; helping basic writing educators to make connections across local contexts. By the end of the session&#44; based on the work of the day and people&#39;s interests&#44; 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>                </p>
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                  <font size="4" face="Verdana">7. 4:00-5:00 Business Meeting &#40;Hannah Ashley&#44; Westchester University&#41;</font>                </p>
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                  <font size="4" face="Verdana">For the final part of the day&#44; we will consider the CBW mission statement and the newly written charter. We will also consider new business.</font>                </p>
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            _______________________________________________<br>CBW_Exec mailing list<br><a href="mailto:CBW_Exec@tamu-commerce.edu">CBW_Exec@tamu-commerce.edu</a><br>http://mailman.tamu-commerce.edu/mailman/listinfo/cbw_exec<br>          </p>
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