Check out the ever evolving CBW Resource Share Site for new ideas for a new semester! Thanks Elizabeth Baldridge!
Karen S. Uehling has generously provided this incredibly useful bibliography for her talk on “Assessment, Placement, and Access: Framing Arguments from Local and National Histories” as part of her CCCC presentation March 15, 2013.
Assessment, Placement, and Access: Framing Arguments from Local and National Histories
A Bibliography by Karen S. Uehling
Adams, Peter, Sarah Gearhart, Robert Miller, and Anne Roberts. “The Accelerated Learning Program: Throwing Open the Gates.” Journal of Basic Writing 28.2 (2009): 50–69. Print.
Adler-Kassner, Linda, and Susanmarie Harrington. Basic Writing as a Political Act: Public Conversations about Writing and Literacies. Cresskill, NJ: Hampton P, 2002. Print. [See Chapter 5, “Looking Outward: Basic Writing and Basic Writers in the Mainstream Media,” for information on newspaper coverage of the General College of the University of Minnesota at Minneapolis in 1996 and City University of New York in New York City in 1999.]
Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12.1 (1993): 4–21. Print.
Buber, Martin. I and Thou. 2nd ed. NY: Charles Scribner’s Sons, 1958. Print.
Collins, Terence G. “Basic Writing Programs and Access Allies: Finding and Maintaining Your Support Network.” CBW Newsletter 13.3 (1998): 1–6. Print. [Available as a PDF through the CBW archives.]
———. “A Response to Ira Shor’s ‘Our Apartheid: Writing Instruction and Inequality.'” Journal of Basic Writing 16.2 (1997): 95–100. Print.
Glau, Gregory R., and Chitralekha Duttagupta, Eds. The Bedford Bibliography for Teachers of Basic Writing. 3rd. ed. NY: Bedford/St. Martin’s, 2010. Print.
Gleason, Barbara. “Evaluating Writing Programs in Real Time: The Politics of Remediation.” College Composition and Communication 51.4 (2000): 560–88. Print.
Greenberg, Karen L. “A Response to Ira Shor’s ‘Our Apartheid: Writing Instruction and Inequality.'” Journal of Basic Writing 16.2 (1997): 90–94. Print.
McNenny, Gerri, Ed. Mainstreaming Basic Writers: Politics and Pedagogies of Access. Mahwah: Erlbaum, 2001. Print.
Otte, George, and Rebecca Williams Mlynarczyk. Basic Writing. West Lafayette, Indiana: Parlor P, 2010. Print. [Also available as open access book on the WAC Clearinghouse: http://wac.colostate.edu/books/basicwriting%5D
Ritter, Kelly. Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960. Carbondale, IL: Southern Illinois UP, 2009. Print.
Rose, Mike. Back to School: Why Everyone Deserves A Second Chance at Education.
NY: New Press, 2012. Print.
—. Lives on the Boundary: The Struggles and Achievements of America’s Underprepared. New York: Free, 1989. Print.
—. Possible Lives: The Promise of Public Education in America. Houghton Mifflin: 1995. Print.
—. The Mind at Work: Valuing the Intelligence of the American Worker. NY: Penguin, 2004.
Shor, Ira. “Our Apartheid: Writing Instruction and Inequality.” Journal of Basic Writing 16.1 (1997): 91–104. Print.
Soliday, Mary, and Barbara Gleason. “From Remediation to Enrichment: Evaluating a Mainstreaming Project.” Journal of Basic Writing 16.1 (1997): 64–78. Print.
Soliday, Mary. The Politics of Remediation: Institutional and Student Needs in Higher Education. Pittsburgh: U of Pittsburg P, 2002. Print.
Sternglass, Marilyn S. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah, NJ: Erlbaum, 1997. Print.
Traub, James. City on a Hill: Testing the American Dream at City College. Reading, Mass.: A William Patrick Book/Addison-Wesley, 1994.
Uehling, Karen S. “The Conference on Basic Writing: 1980-2005.” The Bedford Bibliography for Teachers of Basic Writing. Ed. Gregory R. Glau and Chitralekha Duttagupta. 3rd ed. NY: Bedford/St. Martin’s, 2005. 8-22. Print.
Here’s the presentation for those of you who were asking.
It should be downloadable as a PDF file.
You are invited to join us in a conversation about Basic Writing! We’d love to hear your thoughts, ideas, experiences, and pedagogical approaches in teaching Basic Writing!
We hope you will join us to share resources, best practices, and to engage as a national community helping members respond to local issues.
This discussion follows up on last year’s roundtable at CCCC. As we did last year, we invite you to join both the asynchronous and synchronous conversations.
Join the conversation online: February 12, 2013 to March 13, 2013. Online conversations will be held on the Council on Basic Writing Facebook Page (https://www.facebook.com/groups/50538806660/).
Then, join us in person to continue the conversation at CCCC 2013: Session A.17, Thursday 3/14 10:30 AM – 11:45 a.m. There will also be an online option to join this session if you are not attending CCCC 2013.
THERE’S NOTHING BASIC ABOUT BASIC WRITING ONLINE TOPICS (CBW FACEBOOK PAGE): Everyone is invited to join in the conversation!
WHO ARE BASIC WRITERS?
Facilitated by Elaine Jolayemi, Ivy Tech and & Leigh Jonaitis, Bergen Community College
ACADEMIC SKILLS/WRITING CENTERS
Facilitated by Ilene Rubenstein, College of the Desert
TEACHING WITH TECHNOLOGY
Facilitated by J. Elizabeth Clark, LaGuardia Community College–CUNY
TEACHER PREPARATION & PROFESSIONAL DEVELOPMENT
Co-Facilitated by Debra Berry, College of Southern Nevada & Marisa Klages, LaGuardia Community College–CUNY
Facilitated by Carla Maroudas, Mt. San Jacinto Community College
DAY-TO-DAY LIFE IN THE CLASSROOM
Facilitated by Amy Edwards Patterson, Moraine Park Technical College
Hope to see you online or in person!
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 2013 CCCC presentation.
Questions, concerns, and completed Fellowship applications should be forwarded by email to:
Dr. J. Elizabeth Clark
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 2013 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.
January 12, 2013: Applications due
January 30, 2013: Award recipient notified
March 2013: Winner attends CBW workshop. Winner presents on professional interests at the CBW SIG & receives award.
Hope Parisi, Kingsborough CC/CUNY
Developing a tutorial/studio model with TRIO, a federally funded DOE program to serve disadvantaged students. Dialogue between two models of student development – one based on skills/transfer, and the other based on a more rhetorical concept of academic literacy. This program has not yet been implemented but is being constructed.
Karen S. Uehling at Boise State University announces:
I am delighted to announce five new modules posted on the basic writing CompFAQs wiki (Composition Frequently Asked Questions wiki from CompPile):
These resources were created by students in my graduate Teaching Basic Writing seminar at Boise State University, Spring 2011.
I had fourteen exceptional students in this seminar, some of whom have now graduated and are teaching or soon will be. These pre-service basic writing professionals did extensive research, created new materials, held a panel discussion, surveyed Council on Basic Writing members, and performed the first analysis of data from the CBW “National Survey of Basic Writing Programs.” I urge you to take the time to review these rich resources—and add to them.
Here are their contributions:
Service-Learning and Basic Writing: How can service-learning be implemented in a basic writing course? Extensive research including national service learning resources and application to basic writing. Created by Jeremy Branstad, Kimberly Pierce, and Richard Samuelson, Boise State University, Spring 2011.
English Language Learners and Basic Writing: What do basic writing instructors need to know to improve ELL student writing? Resources for teaching ELL students generally in basic writing and resources and original teaching materials for Mexican American ELL students. Initiated by Cecilia Pattee, Amanda Fehrer and Reba Bailey, Boise State University, Spring 2011.
CBW Survey Results by Type of School: What are the Trends Shown in the CBW Survey of Writing Programs When Collated by Type Of School? First analysis of data from the CBW “National Survey of Basic Writing Programs” with graphic representation, including spread sheet and bar graph analyses. Developed by Rick Coonrod, Shawna Schneiderman, and Nick Rose, Boise State University, Spring 2011.
Teaching Reading in Basic Writing: A resource for instructors looking to learn and share ways and reasons for incorporating reading instruction and practice in the Basic Writing classroom. Includes information from panel discussion with faculty at Boise State University and survey of CBW members who take varied approaches to reading. Developed by Joshua Seely, Alex Goochey, and Jenny Lawrence, Boise State University, Spring 2011.
Best Practices for Basic Writing Placement: Extensive overview of placement practices used to identify students for Basic Writing. Exceptional primary source research on existing placement procedures. Resource developed by Sarah Olson and Debra Touchette, Boise State University, Spring 2011.