Posted in Calls to Action, CBW 2013, CCCC 2013, Who is Basic Writing?

Questions and Answer Session with Victor Villanueva

1. There have been questions and discussion about engaging faculty from other departments & disciplines. One issue that’s come up is what happens when students are kept out of the regular curriculum & faculty outside of basic writing do not engage with those students. How do we make those “introductions” and engage them in the conversation?

One strategy is to marshal the arguments for moving basic writing into a credit-bearing position in the university (rather than making basic writing a gate keeping course).

2. What happens when basic writers move into other classes and find themselves still in conflict with the academy? It’s not that this history goes away as students move into other courses.

“Subversive complicity”: how you move through the system and engage the rhetoric of power/dominant discourse while also maintaining your identity.

“Compliantly revolutionary”: alternate term suggested by the group.

3. Engaging students in a question of “how to get something out of the professor”–a question of agency & students engaging in a practice of figuring out what is helpful from the course.

4. See Victor Villanueva’s syllabi in a new book this week edited by Deborah Teague & Ronald Lunsford (Utah State UP, 2013)

These syllabi show his cycle of writing in working with basic writers & the classroom. For example, the syllabi demonstrate that he doesn’t require revisions: those are a practice of seeing if students can obey.

5. Why do we have students write about themes other than language & consciousness of language? Villanueva suggests that we want students to focus on language, not social topics. What we know and know well is language: why not engage students in that?

6. Hannah Ashley shared a teaching practice of “ghost writing,” having her students ghost write other student narratives in the class to think about the issue of learning language & discourse.

She suggested that perhaps we should “ghost” or “ghost write” with colleagues from other disciplines. We need to take ourselves seriously as we make connections & work in our colleges. Work to get them to see your point-of-view.

7. There are many conversations to be had: psychologists are focusing on cognition (how do we build on that and learn from them?).

8. What is the relationship between “second chance” and the language of “non-assimilation assimilation”?

In part, that language is about a social structure: “second chance” means students failed. It also means that they are an exploitable class. So, Villanueva suggests that we reject that language.

And, education is more than a chance.

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Posted in CBW 2013, CCCC 2013, Uncategorized, Who is Basic Writing?

Villanueva, Part 3

Within faculty workshops, our colleagues can be shown that markers in students writing might be markers of other cultural organization.

We can listen, open the door, and learn more about conventions as conventions, discourse as discourse. We need to move into these interdisciplinary spaces to make our work their work and their work our work.

We need to do our work and help students go where they want to go, using academic discourse, without erasing where students have been.

It’s time we started talking basic writing across the curriculum.

Posted in CBW 2013, CCCC 2013, Who is Basic Writing?

Villanueva, Part 2

Villanueva discussed the importance of political economy.

Considering the important question of maintaining political identity while also complying with the dominant ideology/culture, Villanueva invoked the idea of masks, masquerades, passing, jaiba (messing around): how can you be an academic writer without turning into an academic? How do you stay who you are while also playing the game (and seeing it as more than a game).

Villanueva talked about the idea of “Subversive complicity”: how you move through the system and engage the rhetoric of power/dominant discourse while also maintaining your identity.

Villanueva added the idea of jaiba rhetorics as a concept of “messing around,” somewhat like the idea of masks and masquerades and how we think about dealing with playing with identity, jargon, rhetorics, and language in the classroom.

E.G. Villanueva talks to a provost, invokes the language of academia and invokes the language of multiculturalism instead of remediation (back to where we started).

How do we create a rhetoric of survival? We argue for basic writing imitating the discourse of power. We use that rhetoric to make the argument that can be heard; we do this as part of a masquerade to achieve our goals.

But, we need to also engage our colleagues and our students in this work. How do we create an anti-racist pedagogy that uses the discourse of power?

For example, how do you ask students to “translate” academic discourse into their own language and back again, engaging basic writing students in the work of understanding contrastive rhetorics.

Posted in CBW 2013, CCCC 2013, Uncategorized, Who is Basic Writing?

“We Can’t Afford the Luxury of Basic Writing”: Victor Villanueva Talk, Part I

Villanueva began by talking about the story of saving basic writing at University of Washington in the beginning of his career.

He was called to a meeting on the same day his daughter was born and told that “we can’t afford the luxury of basic writing.” The provost contended that English 101 wasn’t remedial but English 100 was. The only difference? The population. Villanueva was able to mount arguments to save the program by focusing on what basic writing did for the university including the importance of acculturation. He said “We don’t remediate, we acculturate.”

Villanueva went on to talk about how we marshal arguments & how we exercise political economy to get what we need.

He then moved to talking about racism and writing programs.

“First year comp has always been remedial, but it was never called that until it began to serve working people, people of color, and the poor.” He reminded us that basic writing was born in the Bronx, in CUNY.

Issues of naming: we refer to “New Students”: as if the university had a sudden realization that about who people who have been in our society all along–this tag differentiates “white” students from “other” students.

Villanueva contends that “There is no basic writing without talking about political economy and racism.”

Part of the problem with multi-culturalism is that it is not assimilation, not anti-racist, and it doesn’t work.

So, how do things change?

Think about the violence of our metaphor for pluralism: a “melting pot.” It’s so violent. Assimilation is the norm. Eventually we all give in to the assimilation demands. But, what does that mean for our students? What does that mean for race and education?

Rather than throw up our hands and say “well, that’s the reality: we have to give into assimilation & the norm, maybe it’s time we begin to infiltrate other spaces.”

Right now, there is no basic writing in writing across the curriculum. What happens if we infiltrate that space and engage with other disciplines? Today, some of the most interesting writing about racism is happening in sociology (writing about racism), psychology (studies of racism), medical profession (written narratives).

Citing the article in The Chronicle of Higher Education this week, “The Second Chance Club” (http://chronicle.com/article/The-Second-Chance-Club/137817/), Villanueva suggested that we need to move basic writing away from a social work/missionary mode. Instead, we need to engage our colleagues who are working in interesting ways on race, racism, gender, and critical theory (among others) and add our work in writing to their work: integrating the work–yoking critical work and the work of writing & pedagogy.

Posted in CBW 2013, CCCC 2013, Professional Developmwnt, What's New in Basic Writing, Who is Basic Writing?

Live Streaming from CCCC 2013 and More!

Just a reminder that we will be streaming 2 CCCC sessions live! (Technology Gods willing!!!):

Victor Villanueva’s keynote at CBW 2013, Wednesday, 13 March 2013 @ 9:15 am Pacific Time

AND

“There’s Nothing Basic About Basic Writing” session: Thursday, 14 March 2013 @ 10:30 am Pacific Time

For BOTH sessions (technology gods willing!) we will post the URL to the YouTube/Google streaming link.

For BOTH sessions you will be able to leave comments on the YouTube page and/or on the CBW Facebook Page. We will be monitoring both and will bring your questions into the q & a sessions. We’ve never tried this before, so we ask for your patience. We’ll keep you updated before and during the sessions.

Look on the CBW Facebook Page, on the CBW-Listserv and here, on the CBW Blog, for the link the day of the session.

Also, remember that Sheri Rysdam, Sara Webb-Sunderhaus, Anthony Warnke and J. Elizabeth Clark will be live blogging many of the Basic Writing sessions at CCCC! Keep up at cbwblog.wordpress.com throughout the week for posts, pictures, and more!

Posted in CCCC 2013, Scholarship of Basic Writing, What's New in Basic Writing, Who is Basic Writing?

Quick Guide to Basic Writing Sessions at CCCC 2013

CCCC 2013

The Council on Basic Writing presents its annual quick guide to Basic Writing sessions and workshops to help you connect with other Basic Writing faculty at the 2013 CCCC Convention in Las Vegas, Nevada. This year’s CCCC 2013 convention is incredibly exciting with many, many Basic Writing offerings and its own Basic Writing strand (hooray!).

Our thanks to this year’s CCCC program chair, Howard Tinberg for his visible and vocal support of Basic Writing.

This list was compiled by J. Elizabeth Clark from submissions on our CBW-L listserv using information and descriptions provided by the presenters.

Thanks to all of you for crowd-sourcing this guide. Happy CCCC 2013! 

You can download a Microsoft Word version of the information in this post by clicking this link: CCCC 2013 BW Sessions.

Pre-Conference Workshops:

MW.03: Expanding the Conversation: Graduate Students, Contingent Faculty, and the Future of Basic Writing

W01: TYCA Presents: Developmental Education in the Two-Year College, a Place of Possibility

W06: Council on Basic Writing 2013: Basic Writing and Race: A Symposium

CCCC 2013 Regular Sessions:

A.17: There’s Nothing Basic about Basic Writing
Location: Riviera Hotel, Royale Pavilion 6, First Floor
Time: Thursday, 3/14 from 10:30 AM – 11:45 AM

Join us for a face-to-face exploration of major issues facing Basic Writing faculty and students. This roundtable discussion is the culmination of month-long asynchronous dialogue highlighting issues in Basic Writing.

Chair: John McKinnis Buffalo State College
Co-Chair: Rochelle Rodrigo Old Dominion University

Speakers:

Debra Berry, College of Southern Nevada, Las Vegas – Teacher Preparation
and Professional Development

J. Elizabeth Clark, LaGuardia Community College, CUNY – Teaching with
Technology

Elaine Jolayemi, Ivy Tech College – Who Are Basic Writers?

Leigh Jonaitis, Bergen Community College – Who Are Basic Writers?

Marisa Klages, LaGuardia Community College – Teacher Preparation &
Professional Development

Carla Maroudas, Mt. San Jacinto Community College – Student Placement
Amy Edwards Patterson, Moraine Park Technical College – Day-to-Day Life
in the Classroom

Ilene Rubenstein, College of the Desert – Academic Skills/Writing Centers

A.33: What Works: New Approaches in the Basic Writing Classroom
Location: Riviera, Skybox 205, 2nd floor
Time: Thursday, 3/14 from 10:30 AM – 11:45 AM

21st century pathways into the basic writing classroom that includes innovative methods to initiate as models for integrative learning.

Speakers:

Anita August – We Need to Talk about Student X: ‘Situating’ Visual Literacy in the Basic Writing Curriculum

Heather Camp, Minnesota State University, Mankato – Revisiting Writing-about-Writing in the Basic Writing Classroom

Susan Gebhardt, Burns Norwalk Community College – Using Invention Techniques with Community College Basic Composition Students

C.03: Public Access, Public Work: A Case Study for Multiple Basic Writing Pilots
Location: Riviera Hotel, Capri 105, First Floor
Time: Thursday, 3/14 from 1:45 PM – 3:00 PM

Chair: Stacy Day Penn State University-Abington

Speakers:

Stacy Day, Penn State University-Abington – The English Enhancement Pilot: A Narrative of Development, Implementation, and Assessment

Nicole McClure, Penn State University-Abington – Diverse Learners in Digital Spaces: Developing Supplemental Online Instruction for Basic Writers

Karen Weekes, Penn State University-Abington – One University, Demographically Dispersed

C.26: Making the Personal Public: Storytelling as Academic Discourse
in College Composition
Location: Riviera Hotel, Skybox 207, Second Floor
Time: Thursday, 3/14 from 1:45 PM – 3:00 PM

This panel examines narrative and storytelling from three perspectives: the basic writing classroom, the first-year student, and theoretical frameworks.

Speakers:

Amanda Athon – Storytelling and Basic Writing

D1: The Go-To Place for Basic Writing–Two-Year Colleges
Location: Riviera Hotel, Royale Pavilion 5, First Floor
Time: Thursday, 3/14 from 3:15 PM – 4:30 PM

Chair: Patrick Sullivan
Manchester Community College, CT

Speakers:

Jennifer Swartout, Heartland Community College, Normal IL
Three Rivers – Merging Scholarship on Community Colleges, Basic Writing and Developmental Education

Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Yakima, WA
Basic Writing in the Two-Year College—Mission Possible

Lynn Quitman Troyka, Queensborough Community College, CUNY, New York, NY
CCCC’s Stance toward BW and Two-Year Colleges

D.07: Approximating the University: Novices Practicing Knowledge in the Basic Writing Classroom

Location: Riviera Hotel, Royale Pavilion 7, First Floor
Time: Thursday, 3/14 from 3:15 PM – 4:30 PM

Chair: Karen Gocsik, Dartmouth College

Speakers:

Laura Braunstein, Dartmouth College – Entering the Conversation: How Sources Support and Impede Learning

Karen Gocsik ,Dartmouth College – Assembling Knowledge: How Novice Writers Practice Knowing

Cynthia Tobery, Dartmouth College – Writing Together: How Collaboration Enhances (and Limits) Knowledge Construction

D.28: Concurrent Literacies: Digital Literacy and Basic Writing
Location: Riviera Hotel, Grande Ballroom H, First Floor
Time: Thursday, 3/14 from 3:15 PM – 4:30 PM

Chair: Linda Howell, University of North Florida

Speakers:

Rachael Jordan, CSU Northridge – Engaging in Digital Public Space: Facebook & Basic Writing Students

Pegeen Reichert Powell, Columbia College Chicago – Low Tech Means to High Tech Ends: Teaching Digital Writing in the Basic Writing Classroom

Lauren Williams, CUNY Bronx Community College – Rethinking Basic Writing for a Digital Future: Replacing Assimilation with an Agenda of Empowerment

E.02: The Thin and Imaginary Border between Remedial and Degree-Credit Composition: Using Multiple Measures to Assess Student Readiness for College Reading and Writing

Location: Riviera Hotel, Capri 103, First Floor
Time: Thursday, 3/14 from 4:45 PM – 6:00 PM

Chair: Holly Hassel, University of Wisconsin Marathon County

Speakers:

Joanne Giordano, University of Wisconsin Colleges – Ready or Not: The Inaccuracy of Standardized Tests in Placing Students in Remedial Courses

Holly Hassel, University of Wisconsin Marathon County – Using Multiple Measures to Assess Student Readiness

Cassandra Phillips, University of Wisconsin-Waukesha – Ready to Write: Multiple Measures and Learning the Writing Process

E.07: Basic Writer as Lightening Rod, Rosetta Stone, and Crucible: Access, Accountability, Hispanic-Serving Institutions, and Texas
Location: Riviera Hotel, Capri 104, First Floor
Time: Thursday, 3/14 from 4:45 PM – 6:00 PM

Chair: Susan Wolff Murphy, Texas A&M University-Corpus Christi

Speakers:

Chimene Burnett, Texas A&M University-Corpus Christi – Institutional Identity and the Basic Writer

Michelle Garza, San Antonio College – (Re)Evaluating the Public: An Examination of Current Approaches to the Teaching of Writing and Argument

Chelsea Mikulencak, Texas A&M University-Corpus Christi – Evaluation of a Basic Writing Program

Susan Wolff Murphy, Texas A&M University-Corpus Christi – Evaluation of a Basic Writing Program

E.13: Social Connectedness and Student Support: Enhancing Success and Retention in the Transition to College-Ready
Location: Riviera Hotel, Capri 110, First Floor
Time: Thursday, 3/14 from 4:45 PM – 6:00 PM

Chair: Erin Lehman Ivy Tech Community College Columbus/Franklin

Speakers:

Hope Parisi, Kingsborough Community College/ CUNY – Competing and Converging Rhetorics: A Writing Tutorial for Taking a Student Support Services and Basic Writing Collaboration Public

Lynn Shelly, Indiana University of Pennsylvania – Marginality and Mattering: Basic Writing as Public Work

Zandree Stidham, University of New Mexico – Los Alamos – This Is Why We Leave. This Is Why We Stay: Forces Impacting the Trajectory of Transitioning Developmental Students

TSIG 04: The Council on Basic Writing
Location: Riviera Hotel, Capri 107, First Floor
Time: Thursday, 3/14 from 6:30 PM – 7:30 PM

This meeting of the Council on Basic Writing (CBW) SIG will provide networking opportunities for basic writing faculty. The CBW mission statement and charter will also be discussed. The Innovations Award and the Travel Award recipients will also be honored.

F.01: Basic Writing, Rhetorical Education, and Civic Engagement
Location: Riviera Hotel, Skybox 201, Second Floor
Time: Friday, 3/15 from 8:00 AM – 9:15 AM

Chair: Emily Walters University of Dayton

Speakers:

Jonathan Bush, Western Michigan University – Connecting to Community: Place-Based Pedagogy and the Developmental Writing Classroom

Bridget Ann Fahey, St. Ambrose University – The Role of Rhetoric in Basic Writing

Derek Handley, Community College of Allegheny County – Basic Writing and Conversations within the Community

F.25: Occupying the Language of Remediation: From CSUSB to Deborah Brandt to The Hunger Games
Location: Riviera Hotel, Grande Ballroom H, First Floor
Time: Friday, 3/15 from 8:00 AM – 9:15 AM

Chair: Esther Gutierrez, California State University, San Bernardino

Speakers:

Francesca Astiazaran, California State University, San Bernardino
Sonia Castaneda, California State University, San Bernardino
Robert Diaz, California State University, San Bernardino
Brisa Galindo, California State University, San Bernardino
Gina Hanson, California State University, San Bernardino
Carol Haviland, California State University, San Bernardino
Sara Scotten, California State University, San Bernardino
Arturo Tejada, Jr., California State University, San Bernardino
DeShonna Wallace, California State University, San Bernardino

F.28: The Work of Scholarship: Hermeneutics in Public and Institutional Arguments on Basic Writing
Location: Riviera, Grand Ballroom B
Time: Friday, 3/15 from 8:00 AM – 9:15 AM

Public and institutional discourses on Basic Writing and basic writers often center on policy initiatives addressing economics, efficiency, standardization, and testing. A cursory glance at the scholarship of BW reveals vastly different foci within the field. This session will explore that scholarship by revealing four different avenues of interpretation within BW that researchers might use to rewrite the ways public and institutional policy affect the practice of the BW classroom.

Chair: Hannah Ashley, West Chester University

Speakers:

Karen Uehling, Boise State University, ID – Assessment, Placement, and Access: Framing Arguments from Local and National Histories

William Lalicker, West Chester University – Agency through Assessment: Developing a Basic Writing Program Strength Quotient

Michael Hill, Henry Ford Community College – The Work of Philosophical Argument in an Age of Mechanical Assessment

Abby Nance, Gardner-Webb University – A Tale of Two Classrooms: Practicing Trauma-Sensitive Placement

G.01: The Accelerated Learning Program: Deepening the Teaching of Writing to Basic Writers
Location: Riviera Hotel, Skybox 202, Second Floor
Time: Friday, 3/15 from 9:30 AM – 10:45 AM

The Accelerated Learning Program at the Community College of Baltimore County as taken the national spotlight as a model in acceleration for basic writers. In the ALP, students who have placed into a non-credit bearing basic writing course are mainstreamed into a credit-bearing English composition course with twelve other composition students. ALP students are therefore concurrently enrolled in two English courses that meet consecutively and are taught by the same faculty member. After attending the English composition course, ALP students proceed as a cohort to another classroom where the basic writing section is taught in a workshop format that supports the students’ work in English 101. The presentation will also describe the program at Georgia Gwinnett College, how ALP is tailored to fit their needs and results after 1 year.

Chair: Linda De La Ysla, Community College of Baltimore County

Speakers:

Linda De La Ysla, Community College of Baltimore County – ALP at CCBC

Christine W. Heilman, Georgia Gwinnett College – ALP at GGC

H.01: Perspectives on the History and Future of Basic Writing
Location: Riviera Hotel, Grande Ballroom A, First Floor
Time: Friday, 3/15 from 11:00 AM – 12:15 PM

This panel will offer perspectives on the history and possible futures of basic writing from scholars whose work has focused on this field’s social, material, and institutional histories. At this important juncture in our educational history—when access is threatened by economic conditions as well as misinformed perceptions of who and what basic writing is, and can be—this panel aims to provide a long view of the important moments in basic writing’s history, particularly those that portend for its future.

Chair: Kelly Ritter, University of North Carolina at Greensboro

Speakers:

Andrea Abernathy Lunsford, Stanford University – What’s in a Name: The Development of Basic Writing

George Otte, The City University of New York – Anything But Basic

Mary Soliday, San Francisco State University – Where We Were Is Where We Could Be

H.08: Digital Media and Basic Writing: Enhancing the Work of Composition
Location: Riviera Hotel, Top of the Riviera North, Monaco Tower, 24th Floor
Time: Friday, March 15 from 11:00 AM -12:15 PM

These speakers will argue that if we are to truly reinvigorate our commitment to assist all writers, we must teach our basic writers not only how to write, but also how to do school. One means by which we can accomplish this work is through a digital pedagogy which teaches students the tools they will employ in their classes and their lives outside the classroom. Digital media applications can help students learn to be more attentive to the rhetorical situations of composing, gain authority over their own writing, better understand the role of genre conventions, and transition from basic writing to first-year writing.

Chair: Sara Webb-Sunderhaus, Indiana-Purdue Fort Wayne (IPFW)

Speakers:
Nancy Pine, Columbus State Community College – “But I’m Just Not Good With Technology”: From Resistance to Empowerment in Basic Writing Courses

Catherine Braun, The Ohio State University at Marion – Encouraging Inquiry/Challenging Formalism: Remix Assignments in a Basic Writing Class

Sara Webb-Sunderhaus, Indiana-Purdue Fort Wayne (IPFW) – “A Narrative Can Be Explored in More Ways than One”: Digital Media and the Transition From Basic to First-Year Writing

H.16: Toward Consensus: Basic Writing Pedagogy in Community Colleges, from Faculty Development to Active Learning
Location: Riviera Hotel, Capri 109, First Floor
Time: Friday, 3/15 from 11:00 AM – 12:15 PM

Are there any core pedagogical principles upon which teachers of basic writing in community colleges can agree? Drawing from recent research in basic writing instruction and our work as teacher-scholars, we suggest that principles based upon general consensus in the field and the experiences of classroom teachers can ground the practice of basic writing.

Speakers:

Jamey Gallagher, Community College of Baltimore County – Faculty Development as Consensus Building

Peter Adams, Community College of Baltimore County – Thinking Our Way Toward a Pedagogy for Basic Writing

Michelle Zollars, Patrick Henry Community College – Transforming Colleges and Classrooms through Active Cooperative Learning

H.18: Politics, Basic Writing, and the CSU System
Location: Riviera Hotel, Capri 111, First Floor
Time: Friday, 3/15 from 11:00 AM – 12:15 PM

Chair: KC Culver University of Miami

Speakers:

Mathew Gomes, Michigan State University – Foreign Investments: International Student Recruitment and the Modern Utility of Remediation in the CSU System

Brenda Helmbrecht, California Polytechnic State University – Still on the Front Lines: The Battle to Protect Students from a ‘Remedial’ Debate

Dan Melzer, CSU Sacramento – Ending Remediation: A Critical Discourse Analysis

I.07: Reacting, Rallying, Re-imagining: Full-Fledged University Students, Basic Writers No More
Location: Riviera Hotel, Capri 103, First Floor
Time: Friday ,3/15 from 12:30 PM – 1:45 PM

Chair: Don Kraemer, California State Polytechnic University

Speakers:
John Edlund, California State Polytechnic University, Ponoma – Reacting, Rallying, Re-imagining: On Stretching a First-Year Composition Program

Kristy Hodson, California State Polytechnic University, Pomona – Reacting, Rallying, Re-imagining: On Teaching a Stretched First-Year Composition Course

Leonard Vandegrift, California State Polytechnic University, Pomona – Reacting, Rallying, Re-imagining: On Supporting a Stretched First-Year Composition Program

J.04: Legitimizing Basic Writers: A Public Conversation
Location: Riviera Hotel, Capri 105, First Floor
Time: Friday, 3/15 from 2:00 PM – 3:15 PM

Chair: Carolyn Ostrander Syracuse University

Speakers: Deborah Marrott, Utah Valley University – (More) Public Conversations about Writing and Literacy: Renewing the Call for Student-Present Research in Basic Writing

Dawn Terrick, Missouri Western State University – From Private to Public, from Marginal to Mainstream: Legitimizing the Work of the Basic Writing Student

J. 16: Trends in Accelerated Learning Programs
Location: Riviera Hotel, Royale Pavilion 4, First Floor
Time: Friday, 3/15 from 2:00 PM-3:15 PM

Chair: Robert Miller, The Community College of Baltimore County

Speakers:
Robert Miller, The Community College of Baltimore County – The Creation of the Website and the Process of Gathering Information

Cheryl Scott, The Community College of Baltimore County – A General Overview of the Accelerated Learning Program at CCBC and Nationally

Monica Walker, The Community College of Baltimore County – An Analysis of the Results Gathered from the Collected Data

J. 34: Troubling Placement in Basic Writing
Location: Riviera Hotel, Royale Pavilion 5, First Floor
Time: Friday, 3/15 from 2:00 PM – 3:15 PM

Chair: Sarah Kirk, University of Alaska Anchorage

Speakers:

Sarah Kirk, University of Alaska Anchorage – Tracking Student Success: Evaluating a Local Writing Sample as an Additional Placement Tool for Basic Writing Students

Ashley Ludewig, University of Louisville – (Re)Investigating Writing Apprehension as a Placement Tool: A Qualitative Exploration of Writing Apprehension with First-Year, At-Risk Writers

Sean Molloy, Hunter College, CUNY – ‘Caught in the Net of Numbers’: How Mina Shaughnessy Validated High-Stakes Writing Course Exit Tests

Keith Rhodes, Grand Valley State University – Own Your Own Placement: Self-Efficacy and the Public Face of Directed Self-Placement

J.37: Fostering Reading Identity for Students in the Developmental Writing Classroom
Location: Riviera Hotel, Skybox 202, Second Floor
Time: Friday, 3/15 from 2:00 PM – 3:15 PM

Description for my presentation: This presentation will discuss the results of classroom experiments designed to help basic writing students become more proficient readers and writers of difficult texts through guided experiences with metacognition and revision as they engage in the reading process—reading their own writing and the writing of others.

Speakers:

Cheryl Hogue Smith, Kingsborough Community College, CUNY – Basic Writers as Basic Readers: Addressing Obstacles to Academic Literacy

Meghan Sweeney, University of Nevada, Reno – Fostering Reading Identity for Students in the Developmental Writing Classroom

Maureen McBride, University of Nevada, Reno – Fostering Reading Identity for Students in the Developmental Writing Classroom

K.28: Navigating the Academic Lingo: Language and Difference in Basic Writing
Location: Riviera Hotel, Skybox 209, Second Floor
Time: Friday, 3/15 from 3:30 PM – 4:45 PM

Chair: Deborah Teague Florida State University

Speakers:

Mwangi Chege, University of Cincinnati–Blue Ash – Navigating the Terrain of Academic Discourse as an African American Basic Writer: Teachers as Co-Laborers by Adapting a Dialogic and Culturally Responsive Classroom Management Pedagogy Approach
Dhruba Neupane, University of Waterloo – Mainstreaming Basic Writing Today: Possibilities and Challenges

Meredith Singleton, University of Cincinnati – Exploring the Vernacular Literacy of Community College Students

Sarah Stanley, UAF – Tejada’s Whisper: Micro, Meso, and Macro Levels of a Parenthetical Limit Situation

L.31: Grading and Assessing Basic Writers
Location: Riviera Hotel, Skybox 210, Second Floor
Time: Saturday, 3/16 from 9:30 AM – 10:45 AM

Speakers:

Kerry Lane, Joliet Junior College – Collect $521 and Pass

Wendy Swyt, Highline Community College – Transparency and Grading Contracts: The Work of College Readiness

Chris Vassett, Mesa Community College – A Public Implementation of the Writing Program Administrator’s Outcomes Statement in a Developmental Writing Course

M Session Digital Pedagogy Posters
Location: Top of Riveria–South
Time: Saturday, 3/16 from 9:30 AM – 10:45 AM

Speakers:

Amy Edwards Patterson, Moraine Park Technical College – Encouraging Digital Dexterity in Basic Writers

Lynn Reid, Farleigh Dickinson University – Encouraging Digital Dexterity in Basic Writers

Nicole Hancock, Southwestern Illinois University – Encouraging Digital Dexterity in Basic Writers

We will share two assignments designed to increase digital dexterity in basic writers—an online journal, meant to familiarize students with electronic ways of thinking, and digital literacy narratives to enhance rhetorical thinking. The team, representing a technical college, a community college, and a private university, will share interviews and student projects.

M.15: Class Confidence: Basic Writing, Early Start, and the Future of Remediation at Public Universities
Location: Riviera Hotel, Royale Pavilion 8, First Floor
Time: Saturday, 3/16 from 11:00 AM – 12:15 PM

Chair: Tom Wilcox, California State University, Fullerton

Speakers:

Sheryl Fontaine, California State University, Fullerton – Learning the Etiquette of Academic Culture

Elizabeth Saur, California State University, Fullerton – Enforced Remediation and Reinforced Fears

Patrick Vallee, California State University, Fullerton – Say What? Understanding and Using Professor Feedback

Steve Westbrook, California State University, Fullerton – Remediation or Class Discrimination

M.19: Going Public through Partnership: Basic Writing as a Nexus for Transfer, Advocacy, and Activism
Location: Riviera Hotel, Capri 115, First Floor
Time: Saturday, 3/16 from 11:00 AM – 12:15 PM

Heeding calls from student affairs scholars for academic and student affairs to work together, the speakers will describe their efforts to establish support networks for marginalized students in basic writing courses and to share responsibilities for student success with invested institutional partners. By focusing on student writing as a point of connection, basic writing teachers and administrators can draw on such partnerships on campus and beyond, as sources of support and as sites for students to invest in their writing.

Chair: Nicole MacLaughlin University of Notre Dame

Speakers:

Nicole MacLaughlin, University of Notre Dame – Reaching towards the Whole Student: Collaboration as an Essential Element of an Accelerated Approach to Basic Writing

Ann McNair, University of Southern Mississippi – Operation Advocacy: Partnerships for Fostering Student-Veterans’ Success and Activism in Writing

Paula Patch, Elon University – Better Together: Opportunities for Including Athletic Academic Advisors as Partners in the Teaching and Learning of Writing

M.20: Radical Reform: Changing Basic Writing through Basic Writing Teachers
Location: Riviera Hotel, Skybox 206, Second Floor
Time: Saturday, 3/16 from 11:00 AM – 12:15 PM

Speakers:

Shiloh Peters, Missouri State University – Teaching Writing IS a Second Language: How Second Language Acquisition Theory May Mitigate Instructor Bias

Jerry Stinnett, University of Oklahoma – Finding a New Flagpole: Print Literacy, Teaching Practices, and the Instructional Counterpublics of Basic Writing

 

Posted in Basic Writing Projects & Initiatives, CCCC 2013, Politics of Remediation, Professional Developmwnt, Publishing, Resources, Scholarship of Basic Writing, Social Media, Tech, What's New in Basic Writing, Who is Basic Writing?

Join Us In A Conversation About Basic Writing

Hi, everyone!

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
2/12/13-2/16/13

ACADEMIC SKILLS/WRITING CENTERS
Facilitated by Ilene Rubenstein, College of the Desert
2/17/13-2/21/13

TEACHING WITH TECHNOLOGY
Facilitated by J. Elizabeth Clark, LaGuardia Community College–CUNY
2/22/13-2/26/13

TEACHER PREPARATION & PROFESSIONAL DEVELOPMENT
Co-Facilitated by Debra Berry, College of Southern Nevada & Marisa Klages, LaGuardia Community College–CUNY
2/27/13-3/3/13

STUDENT PLACEMENT
Facilitated by Carla Maroudas, Mt. San Jacinto Community College
3/4/13-3/8/13

DAY-TO-DAY LIFE IN THE CLASSROOM
Facilitated by Amy Edwards Patterson, Moraine Park Technical College
3/9/13-3/13/13

Hope to see you online or in person!

There’s Nothing Basic About Basic Writing!

Posted in Uncategorized, Who is Basic Writing?

Cross-blogging

Hi CBW-ers,

I started keeping a blog this semester about teaching developmental writing at the College of DuPage. It’s had an uneven start, but the entry I wrote today, Test Results Day, is one that many of you could relate to. It’s very in the moment. I hope you enjoy it and please feel free to comment. Hope you are having a peaceful end to your spring semester.

Here is the link: http://developingyoudevelopingme.wordpress.com/2012/04/26/test-results-day/

Karin Evans, College of DuPage, Glen Ellyn IL

Posted in CCCC 2012, What's New in Basic Writing, Who is Basic Writing?

Live from CCCC 2012: Roundtable on Basic Writing, 3.24.12

This year at CCCC, we tried an experiment to bring together conference attendees interested in Basic Writing and Basic Writing faculty from around the country who couldn’t attend CCCC in a live conference event.

The panel began asynchronously before CCCC on Facebook. There, each week, our moderators introduced the following topics:

Session Organizer and Moderator: Rochelle L. Rodrigo from Old Dominion University

Who are Basic Writers and Student Placement
Moderated by Debra Berry from College of Southern Nevada, Carla Maroudas from College of Southern Nevada, and Elaine M. Jolayemi from Glendale College

This discussion explored question such as: How do you get to know your students through the semester?
How do they get to know each other? What kinds of activities or assignments do you use to help students engage their lived experience with classroom curriculum? How does your institution handle placement?
Does your institution have issues with placement? What are they? How are you coping with them?
What courses does your institution offer, and how are students eligible for each step? How does your curriculum treat Basic Writers? Traditionally, such students have assumed to require instruction In Addition To that which is required of everyone, but current curricular currents seem to be shifting that emphasis; is In Addition To appropriate, or should such students instead be given instruction Different Than that which is effective for more traditional students?

Day-to-Day in the Life of Basic Writing Faculty and Students
Moderated by Kelly Keane from Bergen Community College

This discussion explored question such as: What are activities you use to build community within your Basic Writing Classes? Many instructors dread having to teach grammar, punctuation, and other surface feature related issues. What lessons and activities have worked well for you? What are you still struggling with?

Teaching with Technology
Moderated by Amy Edwards Patterson from Moraine Park Technical College and J. Elizabeth Clark from LaGuardia Community College, CUNY

This discussion explored question such as: How does technology become another facet of basic skills development in the 21st century? What are the key pieces of teaching with technology? Do these elements differ from teaching with technology in another kind of composition course?

Teacher Preparation and Professional Development
Moderated by Leigh Jonaitis from Bergen Community College and Marisa A. Klages from LaGuardia Community College, CUNY

This discussion explored question such as: What is the role of professional development for Basic Writing faculty? How do professional development practices in Basic Writing connect to professional development in other Composition and Rhetoric fields? How do we promote scholarship at the community college level, especially when faculty at the CC have such a heavy teaching load?

Academic Skills & Writing Centers
Moderated by Ilene Rubenstein, College of Desert

This discussion explored question such as: How will Skills/Writing Labs survive with reduced lab requirements and funding? Should they survive? How do we connect the pieces–tutors, faculty, administrators? Do any of you see any other concerns that will affect our basic skills writers and the help they receive in these academic skills/writing labs?

Then, at CCCC, we brought everyone together to continue the conversation synchronously (face-to-face and online) in a roundtable on Saturday, March 24, 2012.

The presentation began with a summary of the on-line conversation. Two groups, “Teaching With Technology” and “Professional Development” used Prezis to summarize. Other presenters summarized the conversations verbally.

We then moved to a rich and robust group conversation. The group discussed ideas for professional development, like creating a course or a series of workshops for faculty. We also discussed sharing syllabi and group norming.

Participants in both the on-line and the face-to-face discussion explored who basic writers are in our classes and how that differs from campus to campus. We also discussed how many levels each campus has for basic writing & where basic writing is on campus (developmental skills, combined with ESL, in an English department, etc.).

We also discussed grant writing as a strategy for getting additional funds for supplies and training for faculty.

People asked questions about designing effective basic writing curriculum, placement of students, and exit strategies. Participants shared ideas and examples from their own campuses.

We also discussed the challenges of using technology in the classroom when students don’t have access to technology.

  • Link to Teaching with Technology Prezi
  • Link to Professional Development Prezi
  • Link to the transcript of the on-line discussion during CCCC (this might be hard to follow but is a record of the on-line discussion happening during the face-to-face session. People who weren’t at CCCC posted comments/questions in chat and we responded.
  • Link to the CBW Facebook Page (This is open to anyone teaching/interested in the teaching of Basic Writing. Please join us for on-going discussions!)
  • We look forward to continuing these discussions on-line. We’ll be addressing the following topics, based on our discussions in St. Louis (Thanks to Amy Edwards Patterson for keeping careful nots on these!).

    * Grants: Where are the grants for BW? What grants are available to help us become better BW teachers/scholars/grantees? How do you find these opportunities? The Hewlitt Packard grant also came up as a specific example.

    * Professional development: This was a popular topic! People asked about training, adjuncts, etc., and where they could receive training (for example, are there grants out there for Basic Writing Professional Development?). There was also an interest in seeing more information on the Mesa Community College course on teaching composition in a two-year college.

    * Belonging: Does Basic Writing belong in the English department or Dev Ed? What are the differences? Why?

    * Curriculum: Where to start? How do you go about developing a curriculum for BW? Tips and resources?

    * “Classroom and action research”: how do we capture what happens in our classrooms as theoreticians and practitioners?

    Please join us!

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