Homework due Sept. 13

  • Reading response, 9-13
    • Otte & Mlynarczyk, "Historical Overview" (BW, Chapt. 1, 3-40)
    • Carter, The Way Literacy Lives, Chapter 1 (1-13)--Historical perspective in Texas
    • Shor, "Errors and Economics: Inequality Breeds Remediation" (p. 29-54), in Mainstreaming Basic Writers: Politics and Pedagogies of Access, ed. Gerri McNenny, Erlbaum, 2001. (Bell Library reserve)

In Class today

I posted the assignment for the Research Project
Let's check in on the major assignments for the class.

Historical Overview
Answer these questions for your time period. Use the Otte & Mlynarczyk mainly, but you might also refer to sections in Shor and Carter.

The Way Literacy Tests & Errors and Economics

  • STAAR tests
  • How does it feel to read about high-stakes testing in Texas?
  • Identify key terms in the chapter(s). Explore/discuss these quotes. What do the authors mean, and why are they arguing what they're arguing? Would Shor and Carter agree or disagree on their pedagogical approaches?
  • Carter writes, "we make the political dimensions visible by treating literacy differently, not as a "bundle of skills" but as a situated, people-oriented activity governed by "rules" established and maintained by insiders--members of the target community of practice" (15).
  • Carter writes, "The primary objective of this book . . . [is] to help our students develop the flexibility and skill necessary to negotiate multiple, always changing literacies, learning to hone and apply rhetorical dexterity to increasingly complex rhetorical situations" (20).
  • Carter writes, "we must routinely and explicitly validate the complex systems in which these students are already considered literate by taking them seriously and asking our students to do the same" (22).
  • Shor argues, "writing instruction has in fact been working from top down to protect and reproduce inequality . . . is a curriculum to produce mass failure among students who are then declared 'cultural deficits' need more remediation and more testing" (34).
  • Shor claims, "Against my argument that BW tracks and deters students, some earnest colleagues defend BW as a sanctuary to protect students who would be thrown out of college even sooner if not for a sheltered program." (44)
  • Shor argues, "Let us promote ethnographic, context-based, socially-oriented, interdisciplinary writing and community literacy" to improve writing, demoncracy, and social justice (48).

The rhetoric of BW


Second Language


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http://collegepuzzle.stanford.edu/?p=1033


http://www.amazon.com/What-Really-Matters-Writing-Research-Based/dp/0205627420/ref=pd_sim_b_1



http://www.gamepro.com/article/features/220842/our-favorite-red-vs-blue-moments-2/



http://www.cartoonstock.com/directory/r/remedial_classes.asp

Homework Due Sept 20

  • Research Question/Proposal due 9-20-11
  • Reading response, 9-20
    • Otte & Mlynarczyk, "Defining Basic Writing and Basic Writers" (BW, Chapt. 2, 41-77)
    • Haswell, Part I, (1-62)
  • Bring TDW and Haswell to class next week!