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Geoff Layton
>From: Chuck Fisher <[log in to unmask]>
>Reply-To: Assembly for the Teaching of English Grammar
><[log in to unmask]>
>To: [log in to unmask]
>Subject: Colorado Community College Conference on Composition - 5Cs
>Date: Wed, 21 Sep 2005 12:43:23 -0600
>
>Call For Papers and Presentations
>Colorado Community College Conference on Composition: 2006
>
>
>Dear Colleague:
>
>
>
>Aims Community College in Greeley will be hosting the Colorado Community
>College Conference on Composition (5C’s) on Friday, April 14, 2006.
>Participants in the 5C’s over the years have enthusiastically endorsed the
>event as Colorado’s top conference for writing teachers, and we hope to
>continue that tradition this year.
>
>
>
>We are delighted to announce that our keynote speaker will be John
>Calderazzo from Colorado State University. Calderazzo is a former
>freelance magazine writer who's been teaching nonfiction courses at
>Colorado State University since 1968. He's written an over-the-shoulder
>writing guide, Writing from Scratch: Freelancing; a children's science
>text, 101 Questions about Volcanoes; and a new book about ways that
>volcanoes around the world have affected human culture, Rising Fire:
>Volcanoes and Our Inner Lives. His essays, short stories, and articles have
>appeared in Audubon, Coastal Living, Georgia Review, Miami Herald, Writer's
>Digest, and dozens of other publications. He's won many writing honors but
>is most proud of his 1998 award as a Best CSU Teacher.
>
>
>
>We are focusing the 2006 conference on the following theme:
>
>
>
>Real-World Writing: Ennobling Composition
>
>
>
>The Issue
>
> How can we encourage students to see that writing well is more
>than a college graduation requirement, more than a marketplace skill, more
>even than a tool to help them engage in participatory citizenship? How can
>we inspire them to see writing as a gift to themselves, to others—as a
>product of the human spirit? How can writing be ultimately a satisfying
>experience? Is there any nobility to learning to write well, and if so,
>how can we ennoble composition for our students?
>
> Writing teachers often find themselves imparting basic writing
>and thinking skills in a time-constricted, increasingly consumeristic,
>accountability-centered milieu. James Berlin has said, "Many [writing]
>teachers . . . look upon their vocation as the imparting of a largely
>mechanical skill, important only because it serves students in getting them
>through school and in advancing them in their professions. [But] writing
>teachers are . . . given a responsibility that far exceeds this merely
>instrumental task." Our syllabi are filled with state-mandated and state-
>or institution-driven goals and competencies, so we often find ourselves
>subordinating ideas for creatively engaging students to the needs of
>accountability patrols. Inevitably, we fall back on what Daniel Fogerty in
>Roots for a New Rhetoric (1959) called "current-traditional" approaches to
>teaching writing, which focus on essay patterns, drills, and rubrics. Such
>an approach conveniently—but not always accurately—distills the writing
>process into measurable bits. But how can we push beyond those approaches
>for our basic composition students?
>
>
>
>A Call for Proposals
>
> We invite proposals for presentations that address the
>following question: How can we—without sentimentality—expose the wonder and
>nobility of writing while at the same time foster the skills necessary to
>communicate to strangers meaningfully and in a common grammar? Consider
>the following questions as "starter" ideas:
>
>
>
>Is all writing "creative" writing? If so, in what ways? Should we impart
>this notion to students, and if so, how?
>
>What do we tell students good writing is?
>
>What models of writing do we present to students?
>
>In what ways can we build bridges between "creative writing," "real-world"
>writing, and "classroom" writing?
>
>What are the advantages and disadvantages of "patterns" or "models" of
>writing?
>
>How can we make teaching writing more satisfying in the face of of
>conformist pressures?
>
>Is "creativity" an appropriate, measurable criterion for evaluating
>students' work?
>
>
>
>The deadline for submitting proposals is January 31, 2006. Please observe
>the following guidelines:
>
>
>
>· Submit by snail-mail or email to the address below.
>
>· Include a title as you want it to appear in the program
>
>· Include an abstract (50-100 words) as you want it to appear in
>the program
>
>· Include a brief autobiography as you want it to appear in the
>program
>
>· Include the length of presentation (single presenter): 45-50
>minutes
>
>· Include the length of presentation (panel or workshop): 45-90
>minutes
>
>· Include a statement of technology needs (Note: presenters must
>provide their own laptop computers)
>
>
>
>As always, part-time faculty and full-time faculty from two- or four-year
>institutions, graduate students, teaching assistants, and writing center
>support staff and tutors are encouraged to submit proposals. Please share
>this information with your entire writing faculty and staff.
>
>
>
>ALSO,
>
>
>
>Please nominate an instructor for the 5C’s Award for Teaching Excellence,
>by returning the Nomination Form on the next page (even if you do not wish
>to present at the conference). The award winner must be able to attend the
>conference.
>
>
>
>Please submit proposals via email to [log in to unmask] or mail to :
>
>
>
> Chuck Fisher
>
> Aims Community College
>
> 5401 W. 20th Street
>
> Greeley, CO 80634
>
>
>
>
>
>Chuck Fisher
>Professor, English
>Aims Community College
>5401 West 20th St.
>Greeley, CO 80634
>970-339-6520
>[log in to unmask]
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