Category Archives: Basic Writing e-Journal

Call for Papers: BWe Special Issue

2014 BWe Special Issue: Call for Submissions

Basic Writing, Community Engagement, and Interdisciplinarity

Guest Editor: Tom Peele, Long Island University, Brooklyn

Click here for the on-line version of the CFP:  http://bwe.ccny.cuny.edu/cfp_bw_community_engagement.html

Click here for the PDF of the CFP: CFP Basic Writing and Community Engagement

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Check Out the Beautifully Redesigned BWe!

BWe has moved! And, there’s a brand new double issue of BWe, Multimodal Composing: Opportunities and Challenges in Basic Writing Contexts, now available. Kudos to BWe editor Barbara Gleason for such fantastic work! You’ll enjoy the fascinating articles in this issue.

Also, you’ll love the new site design. CBW executive board member, the amazing  Lynn Reid (who also served as associate editor on this issue) has redesigned the website for BWe and it is gorgeous!

Barbara also asked us to post thanks to CCNY staff member Beth Schneiderman who worked with Lynn to upload the web site onto the City College of New York server this past Spring 2013 semester. Additional thanks to Wynne Ferdinand for help  with editing and creating PDFs for the special issue.

Check it out!

http://bwe.ccny.cuny.edu/index.html

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New Issue of BWe is Available On-Line

Please check out the new issue of BWe!  This double issue, 8.1 and 9.1, has articles from Susan Naomi Bernstein, Shannon Carter, Barbara Gleason, Deborah Mutnik, Barbara Bird, Colin Charlton, Jonikka Charlton, Stafford Gregoire, Penny Freel, Terry Voorhees, Dawn Terrick, Sugie Goen-Salter, Sonya Armstrong, Kathleen A. Baca, Michael Chestnut, Jessica Schreyer, and Janice R. Walker.  It’s a rich issue with stories of basic writing from community colleges to four year schools to universities.

The URL is:

http://orgs.tamu-commerce.edu/bwe/Issue_8.1.html

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Call for Papers: Multimodal Composing: Opportunities and Challenges in Basic Writing Contexts

Multimodal Composing: Opportunities and Challenges in Basic Writing Contexts

  • Basic Writing Electronic (BWe) Journal
  • Guest Editor: Barbara Gleason
  • Traditional print essays (8-15 pages) and webtexts & other multimodal/digital compositions are welcome.
  • Submission Deadline: October 15, 2010 Send inquiries to bgleason@ccny.cuny.edu
  • Submit manuscripts to bwespecialissue@gmail.com

For the upcoming issue of BWe, we seek essays on multimodal writing in college and pre-college composition and rhetoric classes. As Cynthia Selfe argues in the June 2009 issue of College Composition and Communication, our profession’s continuing tendency to focus primarily on print literacy limits our understanding of rhetoric, discourages students from “identify[ing] their own communication needs” and needlessly limits individuals who have developed expressive identities in a digital age (“The Movement of Air, The Breath of Meaning: Aurality and Multimodal Composing” in CCC, June 2009, 618). By widening the possibilities for composing in their classrooms, instructors may establish more compelling and inclusive learning environments for students of diverse races and cultures, language backgrounds, ages, and communication interests. Teachers also may also create classes that can better serve the needs of students who have learning differences, e.g., in the areas of vision, hearing, or attention.

Along with the potential advantages of incorporating multiple modes of composing into their curricula, instructors may well experience challenges that can obstruct curricular change or dampen enthusiasm of both instructors and students. Integrating new technologies into classes sometimes creates unwanted hurdles. Access to technology and digital literacies can sometimes encumber students. Instructors may experience new technologies as more burdensome than beneficial, especially when faculty are not rewarded for integrating new communication technologies into their curricula. In addition, educational institutions are increasingly demanding that digital texts and multimodal composing options be integrated into their curricula–sometimes before they have acquired the funds or the staff to support these efforts.

We already know that we are experiencing a major transformation in communications that is permeating both our daily lives and our institutional realities. Most of us are struggling to develop our own expertise in multimodal composing while simultaneously teaching others to compose in digital environments. We encourage prospective authors to consider both opportunities and challenges associated with teaching/learning multimodal composing. We hope to receive submissions that focus on one (or more than one) of these roles/perspectives: writer, student, teacher, tutor, program administrator. We also welcome reviews of books & web sites that enhance instructors’ knowledge of teaching with new technologies OR that facilitate adult learners’ expertise in multimodal composing. Finally, since basic writing instruction is moving into new venues (e.g., as test-preparation courses in for-profit companies or in adult education programs), we welcome submissions that explore uses of multimodal composing in a variety of institutional environments.

  • All submissions must be submitted electronically. Both multimodal texts and traditional print essays are welcome.
  • Print essays should be saved in Word or in Rich Text Format before being emailed as attachments.
  • Citation Style: Submissions should be formatted in MLA style. Manuscript Submission
  • Deadline: October 15, 2010
  • Email inquiries to Barbara Gleason at bgleason@ccny.cuny.edu.
  • Submit manuscripts to bwespecialissue@gmail.com.

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New Issue of Basic Writing eJournal!

BWe: Basic Writing e-journal Double Issue 8/9 * 2009/2010
Edited by Shannon Carter (Texas A&M-Commerce) and Susan Bernstein (LaGuardia Community College)
JP Sloop (Texas A&M-Commerce), Production Editor

Table of Contents:

Introduction by Susan Bernstein, LaGuardia Community College-CUNY
Pedagogy by Barbara Gleason, City College of New York
Meaning-Making Concepts: Basic Writer’s Access to Verbal Culture by Barbara Bird, Taylor University
Dear Readers: Thoughts on the Dear Mrs. Freel Letter by Penny Freel, State University of New York-New Paltz
Still ‘Strangers in Academia’: Five Basic Writers’ Stories by Deborah Mutnick, Long Island University
PowerPoint Reflection and Re-visioning in Teaching Composition by Stafford Gregoire, LaGuardia Community College
Discovering the Student, Discovering the Self: Essays from English 100 by Dawn Terrick,Missouri Western State University

Responses to “Toward a Social Justice Policy for Students Enrolled in Basic Writing Courses: A Conference on Basic Writing Policy Statement” by Susan Bernstein

  • Sugie Goen-Salter, San Francisco State University
  • Deborah M. Sánchez, University of Cincinnati

Book Reviews

  • Scott, Tony. Dangerous Writing: Understanding the Political Economy of Composition. Logan, Utah: Utah State University Press, 2009.  Reviewed by:  Michael Chesnut, Penn State
  • Carter, Shannon. The Way Literacy Lives: Rhetorical Dexterity and Basic Writing Instruction. Albany, NY: State     University of New York Press, 2008.  Reviewed by:  Jessica Schreyer, University of Dubuque
  • George, Mary W. The Elements of Library Research: What Every Student Needs to Know. Princeton: Princeton UP, 2008.  Reviewed by:  Janice R. Walker, Georgia Southern University

Available Spring 2010 at http://orgs.tamu-commerce.edu/BWe/

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Submit to the Upcoming Issue of BWe! 5/15/09 Deadline!

We seek submissions in the following categories:

Students’ Stories What stories do students tell in their essays for our basic writing courses? What stories do we tell about our students enrolled in basic writing? What do these stories reveal about practices and theories of basic writing in the 21st century—and about the intersections of local and global concerns? Narrative, creative nonfiction, and theoretically focused essays welcome. Multimodal/multimedia and traditionally-formatted submissions encouraged.

Professional Encounters What sessions, workshops or other conversations did you see/hear/encounter at CCCC that hold significant implications for theories and practices of Basic Writing? What additional CCCC encounters carry important intersections for Basic Writing theory and practice? Subjects may include (but are not limited to) race/ethnicity/class/gender studies, ESL, international perspectives, writing centers, community engagement, service learning, institutional histories—the list is endless! Multimodal/multimedia and traditionally-formatted submissions both encouraged.

Book Reviews What books have you discovered lately that impact the theory and practice of basic writing? Subjects may include (but are not limited to) race/ethnicity/class/gender studies, ESL, international perspectives, writing centers, community engagement, service learning, institutional histories—the list is endless!

Multimodal/multimedia and traditionally-formatted submissions encouraged.

Please send your submissions to the editors:

Shannon Carter
Texas A&M University-Commerce
PO Box 3011
Commerce, Texas 75428
Shannon_Carter@TAMU-Commerce.edu

Susan Naomi Bernstein
LaGuardia Community College, City University of New York
31-10 Thomson Avenue
Long Island City, New York, 11101
susan.naomi@gmail.com

Electronic submissions preferred. Multimedia submissions welcome.

DEADLINE: MAY 15

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