Due today

Interview/Observation Report

5361 Working Groups Orientation

  • I have defined 6 working groups for the class
  • I have attempted to mix up folks with experience teaching composition in college, high school teachers, WC consultants, and those w/o any teaching experience.

Discussion of Rose

  • In your groups, your are responsible for the topic assigned below. Find specific textual examples to cite. Decide what Rose thinks, what you think, and be willing to present differences of opinion. Expect to present for 5-10 minutes, maximum.
    • Group A: Who is a basic writer?
    • Group B: Placement/assessment/tracking (politics and policies of basic writing & developmental education)
    • Group C: Defense mechanisms, the self-destructing writer, and/or development and writing
    • Group D: Teaching methods/pedagogies & philosophies of teaching & tutoring
    • The Spazmatics: Academic English, language variety, second language learners, and/or "bad" grammar.

Research Questions

Discussion of Rose

  • Get into your working groups to discuss any of the questions/topics below. Please be prepared to present your discussion to the larger group in the form of debate, thought provoking questions, and/or engaging contrast of views... whatever works for you
    • Politics of basic writing/developmental education--How is the situation today similar to/different from the "literacy crisis" of the 1970's?
    • How do the characteristics Rose lists as "defining" dev. educ. students seem accurate, in your view? What would you add, if anything?
    • What is your response to Rose's solutions (p. 193-194)?
    • Rose writes, "Through all my experiences with people struggling to learn, the one thing that strikes me most is the ease with which we misperceive failed performance and the degree to which this misperception both reflects and reinforces the social order" (p. 205). What does he mean by this statement? In your experience, is it accurate, or uncomfortable, or completely inaccurate, and why?
    • Rose argues that education is presented rhetorically as moral reform, similar to missionary work. How would postcolonial critiques respond/react to that allusion?

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)