The full schedule will be posted here later this month and also on our Facebook page.

Looking forward to seeing you at the conference!

J. Elizabeth Clark and Hannah Ashley, co-chairs of CBW

11/1: Deadline for proposals for the CBW poster session at CCCC/CBW preconference workshop

12/1: Deadline for the 2012 CBW Travel Fellowship

12/5: Deadline for the 2012 CBW Award for Innovation

Beginning now: asynchronous conversation about Basic Writing in the NCTE Connected Community site in preparation for CCCC 2012.

CBW wants to recognize those college and university programs that are implementing new or unique ways to improve the success of their basic writing students. Is your program doing something especially useful and effective in terms of assessment, placement, pedagogy, curriculum, community outreach, etc.? If so, please nominate yourself for the 2012 CBW Award for Innovation.

SELECTION PROCESS

Recipients of the Council on Basic Writing’s Award for Innovation Award will be determined by a review committee. Awards will be given to approaches that clearly benefit students at the winning institution, and that may be extended to other institutions.

AWARD CRITERIA

APPLICATION MATERIALS

The following will be considered a complete application packet. ALL application materials must be submitted in electronic form, and all applications will be acknowledged. Please send:

1. A descriptive title of the innovation, along with the name, address, phone number, and email of the contact person.

2. An explanation of how the course/program in which the innovation is centered includes students labeled “basic writers” by the institution and, if applicable, a brief (1 paragraph maximum) explanation of how students are labeled as such.

3. A complete description of the innovation including:


Please note that Innovation documentation is limited to five (5) pages or less (excess pages will not be read!); single spaced; 11 font or larger; graphs and charts are accepted as part of the page limitation.


IMPORTANT DATES:

December 5, 2011: Nominations due

January 2012: Award recipient notified

March 2012: The Winner will be honored with the presentation of a plaque at the CBW Special Interest Group (SIG) at CCCC in St. Louis. The winner will be invited to give a brief presentation about the winning program to the SIG attendees.

SEND APPLICATIONS / DIRECT QUESTIONS TO:

Greg Glau Northern Arizona University gregory.glau@nau.edu

We are thrilled to invite you to participate in “There’s Nothing Basic About Basic Writing,” an asynchronous prelude to a 4C’s Roundtable discussion. Our discussion forum will post new prompts monthly on a variety of issues affecting Basic Writers and those who teach them. We are initiating this dialogue to engage as many people as possible in a discussion about issues related to Basic Writing. We hope that in these discussions individuals will share resources, best practices as well as develop a national community that can also help members respond to local issues. Please join us as we discuss many of the issues that face us in our daily work including:

•Who Are Basic Writers?
•Academic Skills and Writing Centers
•Teaching With Technology in the Basic Writing Classroom
•Teacher Preparation and Professional Development in Basic Writing
•Building Community and Grammar Instruction Within Basic Writing Classrooms

You can find us at: http://tinyurl.com/6yrdb7e On-line discussion begins today and will continue building! Please join us online early & often. In March, join us in St. Louis (in person or virtually)!

Gathered at the Gate: Basic Writing in Evidence
A Pre-Conference Workshop at CCCC

CCCC St. Louis, March 21, 2012

This CCCC pre-conference 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.

Guidelines:

• Please do not submit a poster session if you are already presenting in another session at CCCC 2012. CBW is committed to using our open call to support as many faculty and researchers as possible to able to attend CCCC and CBW, especially but not limited to new and emerging scholars.

• Empirical research, innovative programs, theory, innovative classroom practices, case studies all welcome

• We are particularly interested in evidence-based work around the themes of exclusion and/or responses to it: data on the impact of exclusionary forces, studies assessing productive responses, etc. Both quantitative and qualitative data are of interest.

• Questions? Contact Dr. Hannah Ashley, Co-Chair, Council on Basic Writing, at hashley@wcupa.edu.

SUBMISSION PROCESS

1. Submit a brief (300-500 word) description of your poster session to Hannah Ashley by midnight on Nov. 1. Strong proposals will address the workshop theme and guidelines herein.

2. Please also include the title of the submission, your name, institutional affiliation, e-mail, and phone number where you can be contacted.

Submit poster session proposals to hashley@wcupa.edu
by November 1, 2011.

Notification will be by December 16, 2011.
______

About the CBW Workshop

Join us on Wednesday, 21 March 2012 for the CBW Pre-conference Workshop at CCCC. This full day workshop (9-5 p.m.) will feature speakers Bruce Horner and Mike Rose on the state of Basic Writing.

The workshop will also provide opportunities to hear about Baltimore Community College’s award winning ALP program, poster sessions featuring innovations from Basic Writing faculty around the country.

The CBW preconference workshop will also provide time for networking for faculty to meet and discuss basic writing.

Full agenda available January 2012. Register at CCCC 2012.

The fellowship winner will also participate in the Council on
Basic Writing Pre-Conference Workshop.

Apply Today!

Fellowship applications should include a comprehensive two-page letter that details the benefits of attending the CBW Workshop and CCCC. This letter should clearly and specifically address the following key issues:

How will attending the CBW Workshop and CCCC
benefit the interests and needs of the students with whom
you work?

How do you plan to share the information and ideas
gathered at CCCC with colleagues?

How will this experience help you to become more active
in advocating for students in basic writing (or other
preparatory/developmental writing) courses?

A completed Fellowship application should include this letter, a current curriculum vita and, if applicable, the title and abstract of an accepted 2012 CCCC presentation.

Questions, concerns, and completed Fellowship applications should be forwarded by email or campus address to:

DR. SONYA L. ARMSTRONG
NORTHERN ILLINOIS UNIVERSITY
DEPARTMENT OF LITERACY EDUCATION
147 GABEL HALL
DEKALB, IL 60115
SARMSTRONG@NIU.EDU

The CBW/CCCC Fellowship is intended to support basic writing (including preparatory and developmental writing) instructors who might otherwise
have difficulty attending CCCC. Priority will be given to applicants
who clearly demonstrate how attending the 2012 CBW workshop and CCCC will benefit their own professional development, their students, and their colleagues.

Fellowship applicants need not have had a paper accepted for presentation at CCCC. However, if presenting at the CCCC, titles and abstracts of papers should be included with the application. The Fellowship winner should plan to attend the CBW Pre-Conference Workshop (the full Wednesday before CCCC).

Also, the Fellowship recipient will be recognized and invited to speak briefly at the CBW SIG at CCCC.

December 1, 2011: Applications due

March, 2012: Winner presents on professional interests at the CBW SIG

The Council on Basic Writing (CBW) is an organization that advocates for students in Basic Writing and supports the professional endeavors of teachers, scholars, administrators, and students involved with Basic Writing.

CBW promotes appropriate support for Basic Writing that fosters college access and success for students who might otherwise be denied admittance. It pursues these ends through

· Supporting dissemination and application of, and advancing, best practices for the teaching and learning of writing, language, and literacy across two- and four-year post-secondary institutions;

· Promoting student success within a range of disciplinary, professional, and social contexts;

· Fostering a network of teacher-scholars, especially through BWe: Basic Writing e-Journal, our listserv, and an annual workshop at the Conference on College Composition and Communication, which encourages the development of research and collaborative strategies to enhance teaching excellence;

· Advocating for student diversity in all its many and complex forms, especially in terms of language, race, ethnicity, class, background, and ability;

· Promoting collaborations with
secondary education faculty to facilitate smooth transitions from high school to college for students served by Basic Writing; adult and community education programs to facilitate successful transitions to college for non-traditional students served by Basic Writing; and
post-secondary ESL and academic support services.

· Working to raise the visibility of Basic Writing within the academy and the larger public;

and

· Influencing policies, including public policy, private foundations, and corporate sponsors in ways benefiting Basic
Writing and the students it supports.

______________________________________________________________
**This statement evolved from a day-long CBW workshop and visioning meeting where participants provided ideas and language for the new mission statement. The statement was then drafted by Susan Naomi Bernstein, Kathleen Baca, Marisa Klages, and Steve Lamos. It was then revised by members of the CBW Executive Board and others from the CBW community. It was endorsed by the CBW community in June 2011.**

Our thanks to the whole CBW community–those at the workshop, those on the listserv, and of course especially to Susan, Kathleen, Marisa and Steve who drafted it. Great work everyone!

So, here’s the new logo!

This is an emerging list of Basic Writing presentations at CCCC 2012. If you are presenting on Basic Writing & would like your presentation listed, please send: title, your name, date/time, and a brief (50-100 words) description of why your presentation would be interesting to the Basic Writing Community. Send to lclark[at]lagcc[dot]cuny[dot]edu. This list will be updated periodically.

We are also recruiting live bloggers for the CBW site. Do you want to live blog CCCC 2012? If so, please contact lclark[at]lagcc[dot]cuny[dot]edu. We are looking for people willing to blog sessions of particular interest to Basic Writing faculty & students.

Basic Writing Presentations at CCCC 2012

Wednesday, 21 March 2012

Wednesday, 21 March from 9-5 p.m.: CBW Pre-Conference Workshop: Gathered at the Gate: Basic Writing in Evidence (See separate description)
Featured presentations by: Bruce Horner, Mike Rose, and Peter Adams

Thursday, 22 March 2012

1. “Should Basic Writing Be Placed on the Endangered Species List?”
Mike Rose, Lynn Troyka, Peter Adams
Thursday, March 22nd from 1:45-3:00 p.m.

The panel will review recent developments in the political and economic environment threatening the very survival of basic writing, but will conclude with an examination of several more hopeful trends.

2. “Fluid Boundaries: Constructing a Meaningful Assessment of a Basic Writing Workshop”
Paula Patch
Thursday, March 22nd from 4:45-6:00 p.m.

I will discuss the programmatic implications of revising the assessment and involving the basic writing faculty in the revision—of our basic writing course (ENG 100) at Elon University. The goal of the course, which students take concurrently with our first-year composition course (ENG 110), is to provide extended instruction in process strategies and to support the work done in ENG 110 so that the student has the best possible chance for success in ENG 110 and in other classes that require writing. The faculty who teach the course, including me, have found success in using one-on-one conferencing and activity-based—rather than assignment-based—instruction to provide feedback and direct and just-in-time instruction to students who are working on writing projects from other courses. While acknowledging the necessity of keeping some learning outcomes common to the assessment of both courses in order to facilitate a comparison of learning outcomes across student groups, the ENG 100 faculty requested modifications to the assessment instrument and process to more accurately reflect the content and goals of the ENG 100 that are different—yet that precisely define the reason for offering the course—from the content and goals of ENG 110. I will discuss the revision process and the results of the revised course assessment from the perspectives of the program coordinator and the basic writing faculty.

3. “Basic Writing Programming: Gateways to Access Accompanied by Institutional Whispers”
Joyce O. Inman
Thursday, March 22nd from 4:45 to 6:00 p.m.

I will explore the ways in which basic writing programs are yoked to standards-based discourse in problematic ways, and negotiations of the flexible spaces in this discourse are necessary for students to discover their own subject positions in academe. I intend to highlight programs that are successfully negotiating these spaces in the discourse that surrounds basic writing by analyzing the texts produced by these programs for their institutions, their communities, and their students. I will conclude by relating my own experiences as a Director of Composition attempting to reframe basic writing at my institution.

4. Basic Writing Special Interest Group (SIG)
Thursday, March 22nd from 6:30-7:30 p.m.

Friday, 23 March 2012

1. “Digital Coaching for Measurable Outcomes in Basic Writing: Preliminary Results from the Global Skills for College Completion Project”
Rosemary Arca, Foothill College; Jason Evans, Prairie State College; Robin Ozz, Phoenix College; Reid Sunahara, Kapi’olani Community College
Friday, March 23rd from 8:00 a.m. to 9:15 a.m.

Basic writing faculty discuss their research on effective pedagogy and their online collaboration with basic skills math faculty in a national project that aims to increase students’ success in basic skills courses.

2. “Banal Resistance as the Gateway to Justice in Basic Writing.”
Michael D. Hill

Friday, March 23rd from 11:00-12:15

BW students often display a sedate resistance to their placement, to the work, and to the classroom practicing what I call a banal resistance due to their lack of institutional knowledge and their lack of argumentative agency. This presentation will explore the banal resistance of basic writers as an expression of injustice and as gateway for BW scholars to undertake questions of justice within their practice and pedagogy

3. “Expansion of Acceleration in Basic Writing – The Replication Program”
Robert Miller, Linda De La Ysla, Michelle Zollars, Heidi Johnson

Friday, March 23rd from 11:00-12:15

Three Community Colleges will discuss how they have partnered to replicate a highly successful and innovative basic writing program. Each college will describe the challenges faced and methods used to overcome these challenges. Finally, we will discuss how/if replication of an Acceleration model has been successful at our schools: The Community College of Baltimore County, Patrick Henry Community College, La Guardia Community College

4. A Promising New Model for Basic Writing: The Accelerated Learning Program (ALP)
Peter Adams, Jan Allen, and Nejla Camponeschi

Friday, March 23rd from 3:30-4:45

Recognizing that only about a third of our basic writers ever passed ENG 101, we developed a mainstreaming approach we call the Accelerated Learning Program (ALP), which has doubled our success rate. In this session we will describe ALP, report on results, report on several studies we have conducted on student behavior and on what features of ALP have produced these results, and describe an on-line faculty development effort that accompanies ALP.

5. “Teaching Meta-awareness: A Key for Students’ Transfer of Writing Knowledge Through Discursive Gateways”
Barbara Bird

Friday, March 23rd from 3:30-4:45

Reading about affective meta-awareness leads students to gain their own voice in academic discourse. Although this title does not mention “basic writing,” my study was/is focused on basic writing students.

Saturday, 24 March 2012

1. Basic Writing for a Transcultural Era: Using Inclusive Academic Discourses to Democratize the Gateway
William Lalicker

Saturday, March 24 from 11 AM to 12:15 PM

2. “No Other Way But Monsters: A Defense of the Sophistic Basic Writing Classroom”
Sarah Bartlett Wilson

Saturday, March 24 from 12:30pm-1:45pm

This presentation argues that sophistic BW classrooms are uniquely and powerfully situated spaces within the Academy because of their distinct capability to initiate firstyear students’ personal and academic growth.

3. A CCCC Synchronous/Asynchronous Event! There’s Nothing Basic about Basic Writing
Round Table
Shelley Rodrigo, Elaine M. Jolayemi,Carla Maroudas, Ilene Rubenstein, Amy Edwards Patterson, J. Elizabeth Clark, Leigh Jonaitis, Marisa A. Klages, Debra Berry, Kelly Keane, and Susan Miller-Cochran

Saturday, March 24 from 12:30 PM to 1:45 PM

As the number of students placed into basic writing courses grows, especially in the two-year colleges, how to best support these students has become an increasingly complex area of inquiry for faculty and researchers. Who are these students? How are they placed and evaluated? How can Writing Centers best support them? How can technology best be employed in the classroom or online? What kinds of training do faculty need? How does day-to-day life in the basic writing classroom differ from a transfer level or advanced composition classroom?

Our roundtable has an asynchronous and a synchronous component; the dialogue will asynchronously initiate in NCTE’s/CCCC’s Connected Community, continue synchronously at CCCCs, and continue again online. The purpose of the dialogue is to engage as many people as possible in a discussion about issues related to Basic Writing. We hope that in these discussions individuals will share resources, best practices as well as develop a national community that can also help members respond to local issues. By starting the discussion online we will engage a larger audience as well as document, summarize, and synthesize the discussion to remain as resources for others after the conference.

At CCCC, our presentation will be synchronous, both face-to-face at CCCC as well as online by having 5-6 laptops, with internet connections, available during the
session so that active online participants who cannot make it to the conference can participate.

Stay tuned for more details on this presentation and the emerging conversation prior to CCCC.