Posted in CCCC 2012, Scholarship of Basic Writing, Who is Basic Writing?

Basic Writing at CCCC 2012

    Updated 12 March 2012

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, Peter Adams and more. Complete Schedule here.

Wednesday, 21 March from 5-6:30 p.m. Join us for a Wine, Cheese, and Technologies Reception sponsored by Pearson and CBW in Room 223 at the Conference Center.

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.

**FEATURED SESSION ON BASIC WRITING** We are very excited about all of the basic writing activity at CCCC this year, but we’re especially excited about this featured session with 3 of the luminary voices in basic writing. This 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.

Join us for opportunities to connect with Basic Writing faculty from around the country. Also, the CBW 2012 Fellowship Winner will be announced!

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. Beyond the Classroom Walls: Redefining Literacy and Basic Writing Through Community Engagement
Lynn Reid, Regina Clemens Fox, Rasheda Young

Friday, March 23rd from 9:30 AM -10:45 AM

This panel will offer two examples of community-engaged research projects that fostered a critical reconsideration of literacy narratives as they are relevant to the backgrounds and contexts that shape the literate lives of basic writers. Both of these projects offer solid evidence that suggests that “traditional” approaches to teaching basic writing should be re-evaluated.

3. “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

4. “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

5. 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.

6. “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. Forming Future Basic Writing Professionals: Reports on Graduate-Level BW Teacher Preparation Projects from Alaska, Idaho, and New York
Karen Uehling, Barbara Gleason, Sarah Kirk, Viktoriia Dudar, Wynne Ferdinand

Saturday, March 24 from 9:30 AM to 10:45 AM

We will describe and analyze three innovative approaches to educating future basic writing instructors currently being offered at our respective universities: University of Alaska Anchorage, Boise State University, City College of New York.

2. 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

3. “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.

4. 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 on the CBW Facebook page, 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. More about this project here.

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.


Thanks to Rakka at for my gravatar image, "Binary Easter Egg." Awesome photo!

One thought on “Basic Writing at CCCC 2012

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s