Due Nov. 8
- Reading response, 11-8
- 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?
- 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)