Project options, oh boy, oh boy, oh boy

We’re ending up on these issues: reading and writing together in BW and how can we use the language of remix to help us connect to our BW students and help them figure out how to connect to the academy.

The final projects of the semester are going to have some options for everyone. Here you go.

Undergraduate Students

You must do a book review of one of the following texts:

Rehearsing New Roles: How College Students Develop as Writers by Lee Ann Carroll

What is “College-Level” Writing? edited by Patrick Sullivan & Howard Tinberg

Copy(write): Intellectual Property in the Writing Classroom edited by Martine Courant Rife, Shaun Slattery, and Daniel Nicole DeVoss.

A book review should be at least 3,000 words and do the following: describe the contents of the book overall, say who the audience is, who the authors/editors are, what the purpose is. Also, in this case, it’s vital to say where the book is found (on the WAC site)–and what does that say about the worth of the text and who it’s for.

The first book on the list is a full text about one project; the second and third books are collected essays about a topic. That means what you pick will also have an impact on the overall structure.

You should contextualize the book you choose by connecting it to materials you’ve read this term. Pick and choose, obviously, as you see fit or it won’t make sense. But do make connections between what you’ve read and the book you choose for this end-of-term project.

Questions? Let’s talk. FB message or email or we’ll talk at a meet-up.

Graduate Students

You need to do both Number 1 and Number 2, but you have options within each about focus.

Number 1:

You need to do an executive summary of a syllabus, lessons, ideas for teaching a BW class based on what we’ve read. THIS IS NOT a full syllabus, or a whole lesson, and certainly not a full schedule for a whole semester or quarter, but rather this should be a description of what you might think is vital to share with BW students to make them better writers (and/or readers). This needs to reflect, very clearly, works we’ve read to explain why you are doing what you’re doing.

This should contain several parts: a description of the class (objectives, goals, standards, outcomes–take from the documents that exist), lessons for writing and/or reading, and why you think what you propose would be useful. Please do not base any of your work on this project on materials that already exist for BW at AUM. Stretch beyond that please.

How long should this be? 2,000 words I would suggest.

Number 2:

Two options here: 1) a case study; or 2) an author study.

A case study will look at a BW program at a particular school. You can choose between these four:

  • AUM’s BW program
  • Accelerated Learning Program, Community College of Baltimore County
  • The Stretch Program at Arizona State University
  • English 90 at Boise State University

If you are interested in this option, I will give you detailed directions.

An author study is an exploration of one of the luminaries of basic writing. Pick one of the following scholars to investigate–both their works on BW and critics of their work can be explored, as well as their teaching lives.

  • Mina Shaughnessy
  • Edward M. White
  • Gregory Glau
  • Bruce Horner
  • David Bartholomae
  • George Otte
  • Mike Rose
  • Linda Adler-Kassner
  • Min-Zhan Lu
  • Peter Adams
  • Sondra Perl
  • Rebecca Mlynarczyk
  • Robert Connors
  • Keith Gilyard
  • Deborah Mutnick
  • Karen Uehling
  • Andrea Lunsford
  • Susan Miller
  • Ira Shor
  • Mary Soliday
  • Lynn Troyka

If you are interested in an author study, let me know and I will give you much more details directions.

For both of these options, I will post directions, but I do want to get a sense of what you want to do and be sure no one overlaps on authors, especially. Overlapping on the program case studies might happen, but we’ll deal with that as it comes up.


Basic writing resources 2/14/17

Happy Basic Writing Day! I’m just declaring that today is also Basic Writing Day besides being Valentine’s Day. Why not? There doesn’t seem to be a declared Basic Writing Day, so I’m just saying. For this year anyhow.

There’s so much that the first Mutnick article refers to beyond Shaughnessy (and including Halsted and Otte & Mlynarczyk), that I thought I’d put a bunch of the resources here for you in one spot. When you decide what you might like to explore on your own about basic writing, these will be handy places for you to visit.

Rebecca Moore Howard’s bibliographies linked to her book, Writing Matters, are always a great place to visit to get an overall scope of articles. Howard’s bibliographies are extensive, so be prepared to get distracted:

The logo on the page of CompPile.

The logo on the page of CompPile.

I like this place too: CompPile. There are any number of areas of you could find articles about from this place. Many of my comp/rhet friends have worked on this, including the writing of the Norton Field Guide to Writing, Rich Haswell. It’s a reputable site to explore writing studies:

You know the Journal of Basic Writing, of course, but here’s the link just the same (always good to bookmark this one):

There’s also the Council on Basic Writing Share:

And here’s the basic writing e-journal:

And for looking beyond the specifics of basic writing, because there are great articles about BW in another journals in rhet/comp. It pays to know the journals in the field and have a broad perspective when doing research in a field. The WPA pages are instrumental is defining our field from an administrative perspective–with loads of important documents and policy statements (as does NCTE/CCCCs). If you ever undertake administrative roles, this is the group to get involved with–there is no better. Here’s the list of journals on their page:

With all of these resources, you’ll never need to worry that you’re out of the loop when it comes to BW or writing studies in general. Finding time to read all this is another story. That’s something every single one of us will worry about us regularly. One way to tackle such a history and plethora of scholarship, pick a small topic and then: start exploring; take your time; stick to it; it will take time; but you’ll have time because you’ll make time. That’s how scholarly endeavor works; it’s how eudaimonia works; it’s how life-long learning works.