Due Nov. 8

  • Reading response, 11-8
    • Otte & Mlynarczyk, "The Future of Basic Writing" (BW, C5, 163-188)
    • Adler-Kassner & Harrington, "Looking Outward" and "Basic Writing Now and Beyond" (Basic Writing as a Political Act, C5-6, 61-103) (Bell Library reserve).
    • Check out the WPA Network for Media Action website.
  • Peer review of Teaching Portfolio drafts

  • Review calendar, remind students re: WC extra credit points
  • Sign up for conference presentations--name + working title
  • 15 minutes each--NO MORE!
  • Thanksgiving week--online or f2f?

Teaching Portfolio

  • What do we know about peer review?
  • What do you need to get from your peers to make this useful?
  • Pair up, exchange, give feedback.

Politics, Basic Writing, and the Future

  • Is there a qualitative or quantitative difference between FY composition and basic writing? Or, in what ways is the basic writing classroom a "pedagogical laboratory" for FYC and other writing instruction?
  • "To perform its democratic function, basic writing sits not at the point of exit from high school, but at the entry point to higher education" Goen-Salter, qtd. in Otte & Mlynarczyk, p. 180). What does this mean? What does it mean for a 2-year vs. 4-year institution?
  • How can we work to reframe the narrative of basic writing to focus on the long-term successes of students and the effects on their families, even a generation later?
  • "We have chosen to end our study with a review of syllabi in order to remind ourselves that basic writing, no matter how theorized or how studied, is fundamentally a classroom-based enterprise" (Adler-Kassner and Harrington, p. 97). In what ways does your syllabus/teaching portfolio perpetuate an autonomous model of literacy?
    • Street defines autonomous literacy as, "conceptualize literacy as a separate, reified set of 'neutral' competencies, autonomous of social context" (qtd. in A-K & H, p. 6). Autonomous literacy is contrasted with "critical literacy," which examines the ideological contexts in which literacy skills are used. (Shor argues how language perpetuates social relations & power structures & value systems).

WPA NMA Campaign Issue

  • In your working group, pick one of these topics
  • Draft/brainstorm a letter to the editor of the Caller Times about the issue, using the resources available. Read the tips & pay attention to audience. Try to connect it to a local story or event.
  • We will share our drafty NMA pieces.

Due Nov 15

  • Teaching Portfolio due
  • Discussion of drafts of research projects (bring a partial draft, complete drafts next week)
  • Reading response, 11-15
    • Brandt, Deborah, "Sponsors of Literacy" (Writing about Writing, p. 331-352) (Bell Library reserve textbook for 1301 or come get a copy if you're not teaching FY Composition).
    • The Way Literacy Lives (chapters 1-3, pp. 1-60)