W6: BW Research, History of the Field, Autonomous Literacy
Due Feb 18
- Post reading response 5
- Read BB intro by Adler-Kassner and Glau (online)
- Read "Basic Writing As A Political Act: Public Conversations About Writing and Literacies" by Linda Adler-Kassner and Susanmarie Harrington, pp. 1-60
Discussion of key questions--based on observations
- Who is a basic writer 1?
- Teaching writing methods & philosophies of teaching
- Academic English, language variety, second language learners, and/or "bad" grammar &
- Politics and policies of basic writing & developmental education
Mapping the Field
- Work on map (look at exam list & those discussed in Chapter 2)
- Share with class
Adler-Kassner & Harrington discussion
- What is "autonomous literacy" (p. 6 and 9) and why do the authors consider it a problem?
- What is "critical literacy" (p. 7)?
- Why do the authors discuss the "iconic teacher" (p. 5) and "iconic student" (p. 11)?
- Why is the public discourse of basic writing important? Why is BW a "political act" (p.31)?
- How are literacies tied to ideologies? (p. 24)
- Do students have to abandon their home discourse/culture to succeed at college? (p. 25)
- Adler-Kassner & Harrington set their work against the "bridge" model of Jaffe (from last week) (p. 27)--why and what are the pros/cons, do you imagine?
- Have you experienced a separation between "writing" and "learning to write"? (Dana Driscoll put forth a similar argument re: what students perceived of as "writing" (not lab reports). Or in-school and out-of-school literacies? (chapter 3-4)
Homework due Feb. 25
- We will attend the Kathleen Adams presentation (7-8:30, UC Ballroom) and then go to class
- reading response 6
- BW, (pp. 61-103)