E01: Collaboration, Community, Caucusing

For some reason, our usual Thursday night SIG was turned into a Friday 8am meeting-we aren’t sure why- and hope we will be back to our traditional schedule next year… but in the meantime about 25 people made it to the furthest reaches of the Convention Center to talk about Basic Writing this morning.

We started the morning by awarding the CBW Award for Innovation “The Inny” to Robby Nadler at the University of Georgia for his program on Basic Science Writing.

Robby shared his program with us and was set to share the success of the program later in the day at a C’s session. He was also kind enough to bring early morning donuts to our meeting! An unexpected but much needed surprise!

After the INNY presentation and discussion Jason Evans led us through small group discusses around placement, the integration of reading and writing, assessment and policy issues. Groups all shared a synopsis of their discussion and we all went our separate ways. Until next year CBW!

Watch this space for exciting ways to interact around Basic Writing issues in the next months!

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Workshop Redux: Reconsidering Graduate Education and Teacher Training in Basic Writing Contexts

 

Yesterday, we held our annual CBW Pre-Conference Workshop from 9am-5pm in Kansas City Missouri at the 2018 Conference on College Composition and Communication. Our focus for this workshop was Reconsidering Graduate Education and Teacher Training in Basic Writing Contexts.

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Karen Uehling

Our keynote speaker, Karen Uehling focused on her successful graduate class ENGL 540 at Boise State University. A hybrid course, partially online and partially on campus on Saturdays, this class covers content that appeals to teachers of developmental writing. It’s one of the very few courses within a graduate program in the United States with this type of focus. Uehling generously shared her one-pager on the course and her latest syllabus. We paused the workshop at 10:00am in honor of the National Student Walkout to protest gun violence. After her keynote workshop participants shared how they became basic writing teachers through a brief writing exercise.

Our second session was presented by Lynn Reid from

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Lynn Reid

Fairleigh Dickinson University and focused on Social Justice in the Basic Writing classroom. After a brief review of the 2008 CBW Statement on Social Justice, Lynn handed out a list of scenarios in student behavior that teachers might face in the classroom. She elicited discussion about why students might behave in these ways and discussed how to communicate to new faculty and graduate students that while some student behavior might seem like students don’t care about the course that there could be underlying issues at hand ranging from students in Basic Writing courses having deeply complicated lives to students having mental health concerns. Many participants were eager for more information about how to best support students through classroom policies and assignment flexibility.

After lunch we reconvened and heard about Faculty Professional Development in ALP from Bob Miller of the Community College of Baltimore County. Bob described the genesis of ALP (Accelerated Learning Program) at CCBC, the close and small group of faculty who had initiated the program and the struggles with faculty development as CCBC attempted to scale the model. Miller suggested that successful faculty development involves faculty ownership of the professional development experience rather than a mandated top down experience— and food. Food always helps.

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Lynn Reid and Jack Morales

Next, we had a workshop on Sponsoring Revision in the Basic Writing classroom presented by Lynn Reid and Jack Morales from the Community College of Allegheny County. Lynn and Jack discussed the idea of a multi-faceted single paper that grows and expands through a revision process within the course of a 15 week semester. Workshop participants were put into groups and asked to do a variety of things include: drafting a memo to all faculty about how to provide feedback for revisions and creating a PR kit to help explain to faculty outside an English department about why and how this model would effectively teach students to write.

 

One of the most intriguing workshops of the day was offered by Darin Jensen (DesMoines Area Community Colllege) and Christie Toth (University of Utah) on Reimagining Graduate Preparation for Teaching Basic Writing in the Two –Year College. They shared details from their recent TETYC article which demonstrates how woefully underprepared new faculty are for teaching Basic Writing. Indeed, there are less than 24 programs that offer any preparation for teaching Basic Writing. Toth eloquently noted “the fact that graduate programs refuse to acknowledge the existence of two year college students is functionally classist and racist.” After their presentation workshop participants discussed their own narratives of teacher preparation and discussed what they thought two year colleges teachers would need to know in order to be successful faculty at community colleges.

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Wendy Olson and William Lalicker

Our final workshop of the afternoon investigated a draft of the CBW’s “Position Statement on Basic Writing” facilitated by Bill Lalicker from West Chester University and Wendy Olson at Washington State University. While there was a presentation/workshop scheduled, as English teachers once someone says “revise,” that goes out the window. Bill and Wendy managed the collaborative full workshop revisions with finesse and there are plans to circulate the document to CBW membership in the very near future.

All in all, the workshop was a wonderful day spent with colleagues from diverse institutions with a range of specialties. If you couldn’t join us in Kansas City, we do hope that you’ll consider joining us next year in Pittsburgh, PA! Watch this space for more information and exciting directions for CBW.

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Interested in Basic Writing at 4C’s 2018?

Give these sessions a try!

Basic Writing Sessions at C’s

(as identified in the program by #BW)

Please refer to the Program Book or App for locations 

Thursday, 10:30-11:45am

A.09 The Un-Research Project: Turning the Research Process Upside Down

A.19 Using Technology in the Classroom: Attitudes, Labor, and Transformation

A.21 Labor, Embodiment, and Embeddedness in Accelerated Learning Programs

Thursday, 12:15-1:30

B.15 Toward Equity: An Exploration of Academic Roles in Corequisite Courses

B.47 Is This My Class? Placement in First-Year Composition

Thursday, 3:15-4:30

C.09 Theorizing Work in Peer Review

C.46 I Can’t Go for That: Basic Writing, Standard English and the Language We Use

Poster Session: Ready, Set, Go! Dual-Enrollment Composition Students’ Writing Experiences and Self-Efficacy for Writing

Thursday, 4:45-6:00

D.11 Bridging the Gap: Developing College/High School

Transition Courses

D.32 Examining Feedback: Favored Traits, Question-Based Lessons, and Online Assignments

D.35 Getting Over Ownership: Blurring the Labor and Pedagogy for Composition/Creative Writing

Poster Session: On the Outside, Looking In: Affective Practices of First-Generation College Students in the Writing Classroom

Poster Session: Transferring In: Exploring the Values and Language of High School to College Writing Transitions

Poster Session: OneNote: Revision and Reinvention

Thursday, 6:30-7:30 SIGs

TSIG.08 Network of Directed Self Placement—Changing

Assessment & Placement Practices

TSIG.19 Languaging Grammar, Grammaring Language:

Progressive Approaches to Grammar in the Writing Classroom

Friday, 8:00-9:15am

*****E.01 Council of Basic Writing Meeting: Collaboration, Community, Caucusing

E.41 Self-Efficacy as Transformation: Four Studies on Working with Student Writers to Help Them Believe in Themselves

Friday, 9:30-10:45am

F.18 Understanding and Addressing the Language Challenges of Academic Writing: What New Language Studies Show

F.19 Writing about Writing at the Community College: Transforming Practices for Diverse Student Populations

F.25 Mindfulness Writing: Innovations in Reflective Writing

F.29 Promoting Reflexive Reading Practices in the Writing Classroom

Individual Presentations 9:30-10:45am

Kansas City Marriott Downtown: Jay McShann B

F-IP.04 The Trouble with Translingualism: Instructor Ideology vs. Student Agency

F-IP.05 Context, Access, Identity: On Mainstreaming Adjuncts Like Basic Writers

F-IP.06 Transforming the Conversation of Laboring at the Two-Year College, OR Why I Love Teaching the One Course That Everybody Must Take but Nobody Really Wants to Take, or Teach!

Friday, 11:00-12:15pm

G.27 Reconsidering Course Design: Doing Ethnography, Reading Texts, and Keeping Commonplace Books

Friday, 12:30-1:45pm

H.08 How They See Themselves: Learning from Students’ Self-Perceptions as (Non)Writers/(Non)Revisors

H.12 Inclusive Pedagogies: A Framework for Redesigning Writing Programs to Support Access and Retention

H.36 Languaging in Sites of Writing: Three Case Studies across Two Universities

H.49 Building Purposeful Infrastructure around Extended Basic Writing Programs

Poster Session: Implementing Corequisite FYC Models at the HSI Two-Year College

Poster Session: Secondary-Collegiate Connections: Promoting Knowledge Transfer in First-Year Composition

Friday, 2:00-3:15pm

I.10 Over the Load: Revisiting the Labors of Assessment

I.18 Here to Dance: An HBCU Arrives at the Writing Center Party

I.44 The Unexpected Transformative Power of a Mandated Corequisite

Friday, 3:30-4:45

J.38 Demystifying Academic Research Genres through Rhetorical Analysis

Friday SIG 5:00-6:00pm

FSIG.09 Teachers of Adult Learners in Diverse Contexts

Saturday 9:30-10:45am

K.07 Transforming the Labor of Feedback

K.31 Bridging the Gap: Building Ethical Awareness across Institutional Sites

K.35 Seeking Justice for Basic Writing and English Language Administration through Networked Theories

Saturday, 11:00am-12:15pm

L.14 Not Just Text-to-Text: Incorporating “Outside” Perspectives, a Translingual Framework, and Non-Linguistic, Material Ecologies in Languaging Work

Saturday Workshop

SW.06 Reimagining Plagiarism as Educational Opportunity: A Transformative Workshop

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CBW Pre-conference Workshop

March 14th, 2018

Screenshot 2018-03-14 16.46.08

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Basic Writing at CCCC 2017

Screenshot 2017-03-10 10.23.38

Here’s the 2017 quick guide to CCCC sessions on basic writing, developmental writing, and ALP. The following sessions are full panels devoted to these topics  or have a presentation on a panel.

Wednesday, 15 March 2017

W.07 Implementing Long-Term Changes to Basic Writing Programs in Local Contexts

All day pre-conference workshop hosted by the Council on Basic Writing 

Thursday, 16 March 2017

A.04 Emerging Voices in Basic Writing Studies (10:30-11:45 a.m. / Portland Ballroom 255)

A.26 Accelerating Developmental English at Atlantic Cape: The Triad Model (10:30-11:45 a.m. / D-135)

A.37 Cultivating Accessibility & Inclusion through Disability Pedagogy & Universal Design

 (10:30-11:45 a.m. / C-126)

B Poster Session: Taking It to the Streets: Developing Activist Teacher Responses to Basic Writing Placement Processes
 (12:15-1:30 p.m. / Portland Ballroom Lobby)

B.12 “Between Belongingness & Otherness”: Identity, Writing Workshops & the New Demographic (12:15-1:30 p.m. / D-131)

B.19 Reading, Writing & the Identities of Basic Writers (12:15-1:30 p.m. / A-109)

B.35 Implementing Directed Self-Placement (DSP) at Different Contexts: The Struggles & Successes
 (12:15-1:30 p.m. / D-133)

B.37 Re-Placing Literacy: Cultivating Spaces for Alternative Literacies in the Writing Classroom
 (12:15-1:30 p.m. / A-107)

C.11 Cultivating Continuity Across Community College Writing Contexts: A Threshold Concept at the Intersection of ALP, ESL, FYC & Literature (1:45-3:00 p.m. / D-131)

 C.44 Basic Writing Gone, Placement Broken: Reinventing Assessment & Instruction in the Anti-Remediation Era (1:45-3:00 p.m. / A-105)

D.09 Alternative Connections to Basic Writers (3:15-4:30 p.m. / A-109)

D.48 Cultivating Change from the Ground Up: Models for Grassroots Curricular Assessment
 (3:15-4:30 p.m. / E-144)

D.51 Cultivating Writing Students’ States of Mind (3:15-4:30 p.m. / E-125)

D.54 The Politics of Belief in Student Capacity: How Three California Community Colleges Initiated the California Model of Corequisite Composition

 (3:15-4:30 p.m. / D-131)

E.41 Stretching Against the Grain: Blended Stretch in the 21st Century (4:45-6:00 p.m. / B-118)

TSIG.01 Council of Basic Writing SIG: Collaboration, Community, Caucusing (6:30-7:30 p.m. / B-111) 

Friday, 17 March 2017

 F.28 ALP at Ten: A Decade Retrospective of the Accelerated Learning Program at the Community College of Baltimore County

 (8:00-9:15 a.m. / D-136)

F.40 Placement & Assessment in Basic Writing: ALP, L2 & WAC (8:00-9:15 a.m. / A-109)

G.16 Sponsoring Civic Engagement & Activism at the Two-Year College (9:30-10:45 a.m. / E-144)

G.20 Basic Writing Redesign: Cultivating Student Growth & Faculty Collaboration (9:30-10:45 a.m. / C-124)

H Poster Session: Researching Basic Writing: Cultivating Multiple Measures Placement (11:00-12:15 p.m. / Portland Ballroom Lobby)

H.29 Composition as Place-Making: Critically Cultivating Place (11:00-12:15 p.m. / D-133)

H.31 Haunted by (Linguistic) Difference: Perceptions of Authority in the Classroom & Writing Center
 (11:00-12:15 p.m. / C-124)

H.44 Hearing Them Out: Understanding Student Self- Placement in California & Beyond
 (11:00-12:15 p.m. / C-123)

I.16 Research-Based Practices for Teaching Underprepared Readers in Writing Courses (12:30-1:45 p.m. / C-121)

J Poster Session: Pedagogical Influence on Writer Self-Efficacy: A Case Study of Basic Writing Classes
 (2:00-3:15 p.m. / Portland Ballroom Lobby)

J.14 Cultivating Promise: Marginalization, Advocacy &Transformative Practice in the FYC Classroom 
 (2:00-3:15 p.m. / B-114)

J.19 Cultivating Engagement through Open-Mindedness, Hospitality & Intercultural Dialogue in Basic Writing Classrooms

 (2:00-3:15 p.m. / D-139)

J.52 K–16 Partnerships & Initiatives: Benefiting Basic Writers (2:00-3:15 p.m. / A-109)

K.06 Self-Perception, Reflexivity & Cultivation in ESL/EFL Student Learning  (3:30-4:45 p.m. / B-117)

K.28 “But We’ve Always Done It This Way”: Changing Developmental Curriculum & Faculty Perceptions
 (3:30-4:45 p.m. / D-137)

K.33 More of the Message: Extending Multimodality Across Composition Stages (3:30-4:45 p.m. / A-107)

Saturday, 18 March 2017

 L.07 Local Research Initiatives in Basic Writing  (10:45-12:00 p.m. / A-109)

M.09 Writing, Humanizing & Recognizing the Role of Emotion in First-Year Composition
 (12:15-1:30 p.m. / A-104)

M.28 The Inver Hills Model: When Change Begins with Student Needs (12:15-1:30 p.m. / E-146)

PDF Version of this Quick Guide (available for download):

Basic Writing Sessions CCCC17

Stay connected with the #cbw community after CCCC 2017!

We have an active FaceBook community.

Look for Council on Basic Writing. We also have a listserv: CBW-L (CBW-L is a listserv focused on basic writing and related issues.) To subscribe to this listserv, send an e-mail message to: listserv@umn.edu. The content of the message should read subscribe CBW-L firstname lastname. For example, write subscribe cbw-l jane doe. You should leave the subject line blank and remove your signature for this message.  In response, you will receive e-mail confirmation of your subscription and instructions for sending future mail.

And follow the CBW Blog:

https://cbwblog.wordpress.com

 

 

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The CBW Needs Three New Voices for CCCC 2017

Dear Graduate Students, Advisors, and Professors in Composition:

At CCCC 2017, the Council on Basic Writing will be considering the future of Basic Writing as both a field of teaching and a field of research. In order to help us consider the future, we will be using the CBW’s sponsored session to highlight the work of graduate students in our field. We will be selecting three presenters from applicants and will invite these students to take the stage of one of our major events of the year. Any graduate student who is working on issues pertinent to Basic Writing studies is eligible to apply, though we recommend that you have some familiarity with the field. Once selected, students will be paired with a long time CBW member and scholar of Basic Writing for mentorship on their work before it is presented on a major stage. Presenters will then present their work at the CBW Sponsored Session “Emerging Voices in Basic Writing Studies” on Thursday morning from 10:30-11:45. Presenters will also be invited to the CBW pre-conference workshop and to our Thursday evening SIG meeting so that they can learn about how the CBW might become a resource in their professional lives. Unfortunately, there is no CBW funding for participants’ travel .

In order to apply, please send the following materials via email to Michael Hill, mdhill1@hfcc.edu, by January 9, 2017:

  1. A brief letter of application introducing yourself, your interest in Basic Writing, and your work.
  2. A 250 word abstract of the work you intend to present. This abstract should give some indication of your presentation style and of your research/argument.
  3. A letter of reference from a professor or advisor in the field that both recommends you as a presenter and verifies your status as a graduate student.

Either your letter of application or letter of reference should also promise that you will be able to attend CCCC 2017 if you are selected.

If you have any questions about this session or the requested materials, please contact Michael Hill at the email address above. You can also Tweet your question to @4cCBW.

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TSIG Updates

We had a rowdy TSIG meeting discussing basic writing!

The TSIG began with a celebration of the University of New Mexico, who won this year’s INNY award for their Stretch and Studio program!

Then, we moved into small groups to explore possible areas for policy areas that CBW should explore. Small groups brainstormed some of the following policy & focus or inquiry areas:

  • A statement on ethical textbook selection: instructor-generated, no workbooks, costs, peer reviewed, derived from BW and comp Rhet pedagogy, ethical selection,
    themes like: education, freedom, community-building, social justice, non-cognitive;
  • How do we talk with instructors about how and why they use different texts?
  • A survey on student access to technology (what do our students actually have access to?)
  • Faculty preparation & qualifications necessary to teach basic writing (maybe a certification as an add on to an MA or PH.D. program).
  • State and Federal mandates on curriculum without research;
  • Transferring courses from one college to another;
  • Different ALP models;
  • Recommendations on effective preparation for teachers of basic writing (this would put the onus on programs and not serve as a mandate);
  • A sense of the house motion (or other legislation before CCCC) on M.A. and Ph.D. programs including basic writing as course that graduate students teach (there are a lot of issues here: mandating versus an elective– we need to explore this in more depth);
  • A sense of the house motion (or other legislation before CCCC) that M.A. and Ph.D. programs include a course on the teaching of basic writing  (The teaching of basic writing. See notes above about exploring this in more depth);
  • If graduate students don’t get a chance to put theory and practice together, this perpetuates ideas about basic writing that doesn’t really match the reality of the basic writing classroom;
  • We should look at the C’s statement on preparing faculty for college-level writing;
  • Could we think about asking people to integrate basic writing into different classes (upside: doesn’t segregate basic writing from the rest of comp; downside: doesn’t allow you to dig into basic writing);

We wrapped up after sharing from our brainstorm. The group was really excited about these issues!

Are you interested in working on these issues? If so, please reach out via the CBW-listserv to continue the discussion! We look forward to hearing from you!

 

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