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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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Posted in CBW 2018, CBW Exec Board, Uncategorized

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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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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Official CBW Events at CCCC

Here is your guide to every official Council on Basic Writing session at CCCC 2016.  Please try to attend one or more of these sessions in order to help us continue to build the CBW as an institutional force at CCCC.  A guide to other Basic Writing sessions is forthcoming.

4/6               9:00-5:00     W.05  CBW Workshop                Hilton Room 335 C, Level 3

“The Transformative Action of Basic Writing”

This year’s all-day workshop will explore how the lives of students and instructors intersect with their institutions and communities to demand basic writing action that fosters social justice. Throughout the day, we will consider how the practice of BW affirms student lives and respects student agency while fostering collective action amongst BW researchers and instructors.

4/7               1:45-3:00    TSIG.11 CBW Business Meeting             Hilton Room 344A, Level 3

“CBW Business Meeting”

The Council on Basic Writing, a standing group of CCCC, invites all members of the CBW and all interested parties to attend the first public meeting of the CBW Executive Board. Agenda items for this meeting will include reviewing the CBW mission, membership, and annual goals; discussing annual awards; planning for the annual CCCC workshop; electing new board and committee members; and electing a new co-chair of the CBW. Member and audience commentary will be welcome; voting will be limited to board members.

4/7               4:45-6:00     E.06  CBW Sponsored Session      Hilton Ballroom of the                                                                                                                              Americas, Salon E, Level 2

“Shaping the Field, Shaping the Community, Shaping the Classroom:  The Council on Basic Writing at 35”

The Council on Basic Writing (CBW) is thirty-five. Where have we been? How has the field changed? How has the CBW helped to navigate those changes? Where is the field going? How will CBW be part of the shifting field? In this roundtable discussion, we invite six former chairs of the CBW to reflect on the past, present, and future of basic writing in general and the CBW in particular, based on their experiences of guiding the CBW through new steps of development and through institutional and cultural challenges to both the organization and the field.

4/7               6:30-7:30         TSIG.02  CBW Sig                   GRB Room 351C, Level 3

“CBW SIG:  Contemplating Action in the Classroom, Institution, State, Nation”

The Council on Basic Writing hosts this Special Interest Group for basic writing teachers and anyone who is concerned about access to higher education. This meeting will focus on the reciprocal interactions of pedagogy and policy. Participants are encouraged to bring assignment ideas and teaching strategies as material for sharing and as a starting point for conversations regarding how Basic Writing instructors can use pedagogy to affirm, shape, and explore policy.

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New CBW Twitter Account

The CBW has a new Twitter account. We will be using this account to make announcements, publicize events, share BW news, and to make occasional statements in support of BW. Please follow us: @4cCBW.

If you’re going to be at CCCC this year and if you Tweet about any BW discussions, please include @4cCBW in your tweet.

We look forward to connecting with you.

 

 

 

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CBW Award for Innovation: Call for Applications

The Council on Basic Writing (CBW) invites applications for the 2015 Award for Innovation. 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 2015 CBW Award for Innovation.

Please note that only innovations that have been implemented will be considered for the award.

SELECTION PROCESS

Recipients of the Council on Basic Writing’s Award for Innovation will be determined by a review committee.

AWARD CRITERIA

*       Originality – the creativity and uniqueness of the innovation

*       Portability – the extent to which the innovation lends itself to application in other institutions or contexts

*       Results and Benefits – specific details, data, and observations derived from the innovation, focusing on specific educational benefits to students

APPLICATION MATERIALS

The following will be considered a complete application packet.  ALL application materials must be submitted in electronic form.  Please include the following:

1. A descriptive title of the innovation, along with the name, institution, 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 (one paragraph maximum) explanation of how students are labeled as such.

3.  A complete description of the innovation including:

*       justification of the creativity and uniqueness of the innovation compared to traditional methods

*       evidence or examples of portability to other basic writing programs

*       the measurements and monitoring used; results indicating a significant benefit in achievement in educational goals or outcomes

Please note that applications are limited to five (5) pages or less; single spaced; 12pt font; graphs and charts are accepted as part of the page limitation.

IMPORTANT DATES:

February 25th, 2016: Nominations due

Early March, 2016:  Award recipient notified

April 2016: The Winner will be honored with the presentation of a plaque at the CBW Special Interest Group (SIG) at CCCC in Houston. The winner will be invited to give a brief presentation about the winning program to the SIG attendees.

SEND APPLICATIONS / DIRECT QUESTIONS TO:

Lynn Reid

Co-Chair, Council on Basic Writing

Coordinator of Basic Writing, Fairleigh Dickinson University

lynn.reid14@gmail.com

*Please check for a confirmation email to be sure your materials have been received.*

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New Issue of BWe!

I’m pleased to announce the publication of a new special issue of Basic Writing e-Journal, guest-edited by Tom Peele.

The link to the new issue is here: http://bwe.ccny.cuny.edu/BWeCurrentIssue.html
 
 

BWe Special Issue:

Basic Writing, Community Engagement, and Interdisciplinarity

Issue 13.1

2014

Thomas Peele, Guest Editor

Barbara Gleason, BWe Editor

Lynn Reid, Associate Editor, Production

Introduction:Basic Writing, Community Engagement, and Interdisciplinarity

Thomas Peele

Basic Writing Through the Back Door: Community-Engaged Courses in the Rush-to-Credit Age

Cori Brewster

This essay describes a linked, community-engaged writing course, “Field Writing: Food Stories,” which was offered as part of an early college program for rural high school students at a regional public university. While demonstrating many of the benefits commonly attributed to public writing and service learning in composition, the course raised important questions about the politics of access and acceleration, and about the role of community-engaged coursework in continuing to protect room in the curriculum for both high school and college writers.

A Service-Learning and Transfer-Oriented 
Approach to Teaching Developmental Reading and Writing Students

Jeremy Branstad

In this essay, Branstad discusses how he used service-learning informed by the scholarship on transfer to reimagine current-traditional assumptions common in composition and to create rhetorically-oriented pathways for student success. The evidence of student learning demonstrates the value of implementing service-learning techniques informed by the theory on transfer within the basic writing classroom.

Story-Changing Work and Asymmetrical Power Relationships in a Writing Center Partnership

Ann Shivers-McNair and Joyce Owleski Inman

Shivers-McNair and Inman analyze and reflect upon the dissolution of a partnership between their institution’s basic writing program and writing center. In their network reading of the partnership, the authors argue that their efforts to combat institutional discourses about students and faculty in two marginalized programs were complicated by asymmetrical relations of power. The authors conclude with reflections on possibilities for partnerships and collaborations between marginalized programs.

From Obscurity to Valuable Contributor: A Case for Critical Service-Learning

Marisa Berman, Julia Carroll, and Jennifer Maloy

This essay argues the benefits of a critical service-learning project in which English Language Learners and developmental writing students documented the stories of Holocaust survivors for a campus-based resource center at a two-year college. The authors demonstrate the importance of designing service-learning projects that promote reciprocity and sustained collaboration among participants and stress the need to structure such projects to meet the needs of community college students.

From Obscurity to Valuable Contributor: A Description of A Critical Service Learning Project and the Behind the Scenes Collaboration

Marisa Berman, Julia Carroll, and Jennifer Maloy

In this follow up to “From Obscurity to Valuable Contributor: A Case for Critical Service-Learning,” the authors detail how they collaborate in order to produce a successful project through the interviewing of Holocaust survivors. In this description, readers learn about the planning, interviews, and the final product produced by the students – with examples of student writing and photographs. As reference for educators looking to develop their own projects, the article covers how to build an authentic relationship across diverse communities, generate content knowledge and design classroom curriculum, and provides a chart detailing the collaboration and activities that educators can use as a template for organizing their own projects.

The Multimodal Remix: One Solution to the Double-Audience Dilemma in Service-Learning Composition

Karen Forgette, Chip Dunkin, and Andrew Davis

Students writing for an authentic audience in service-learning composition courses often face a double-audience dilemma. The texts they compose must suit the demands of the real-world audience of the service-learning project while also meeting the expectations of the academic audience. This article examines the role multimodal composition may play in helping alleviate the tension of the double audience, particularly for basic writers.