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?
  • Placement/assessment/tracking
  • 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)

ENGL 5361 Homepage |Spring09Schedule