TYCA-PNW.ORG

Program | Registration (.pdf) | Hotel and Travel Information | Exhbitors and Sponsors

Friday, October 13
Registration & Book Fair
3pm-5:30pm

Roundtable Discussions
3pm-4pm

POLITICS IN THE ENGLISH CLASSROOM: DEFINING (AND TRANSGRESSING) BOUNDARIES
Dr. Catherine Pavlish, Oregon Coast Community College
With 18 states in the last two years introducing Academic Bills of Rights that define and limit what professors in the classroom can and cannot talk about, and how they can and cannot talk about subjects, it is imperative that English teachers be aware of these proposals and how they could affect their courses. This session will cover some key elements of these Bills and ways that English teachers can respond to this issue.
BUILDING 3, ROOM 101

LITERACIES OF PLACE: MAPPING AN ENGLISH COURSE ABOUT THE COASTAL ENVIRONMENT
Dr. Dorothy Blackcrow Mack, Oregon Coast Community College
Oregon Coast Community College now offers a locally-focused course, ENG 269, “Reading & Writing about Our Coastal Environment,” developed for both Aquarium Science majors and others interested in our local sea and shore ecology. Discuss how you can develop an interdisciplinary English course to fit your college’s special degree programs.
BUILDING 3, ROOM 118

4:15pm-5:15pm

REC ROUNDTABLE
Featuring Paul Bodmer, Senior Program Officer for Higher Education, NCTE; Eric Bateman, National TYCA Associate Chair; and others.
BUILDING 3, ROOM 118 & 119

Social Event
5:30pm-7pm
Featuring beer from Ram Big Horn Brewing, along with assorted non-alcoholic beverages and music.

Dinner & Open Mic Readings
7pm

Saturday, October 14
Registration & Coffee
7:30am-8:15am

Book Fair
7:30am-5pm

Welcome
8:15am-9:45am

Fred Chancey, Chemeketa Community College
Paul Bodmer, Senior Program Officer for Higher Education, NCTE
Liz Goulard, Chemeketa Community College
Eric Bateman, San Juan College, National TYCA Associate Chair

Keynote Address

Cheryl Glenn, Penn State University, 2007 Program Chair CCCC

Dr. Glenn is the recipient of the 2004 College of Liberal Arts Outstanding Teaching Award. Her recent publications include Unspoken: A Rhetoric of Silence (Carbondale: Southern Illinois University Press, 2004), Rhetorical Education in America (Tuscaloosa: University of Alabama Press, 2004), The St. Martin's Guide to Teaching Writing (5th edition, 2003), Making Sense: A Real-Time Rhetorical Reader (Second edition, 2004), and The Harbrace Handbook (2005). She is the Editor of Studies in Rhetorics and Feminisms (Southern Illinois University Press).
BUILDING 6 THEATER

Group I Sessions
10am-11am

A COMPASS FOR THE COMPOSITION CLASSROOM: CONVERSING AND CONSUMING IN CYBERSPACE COMMUNITIES
Sara Jameson, Oregon State University
Michael Faris, Oregon State University
This presentation demonstrates how composition classes can effectively use blogs to advance information literacy through online reading, writing, and researching activities, creating strong learning communities and increasing students’ information and rhetorical power for success in the classroom, workplace, public arena, and their personal lives.
BUILDING 6, ROOM 102

WRITING WITH STUDENTS: MAPPING OUT SUCCESSFUL STRATEGIES
Sharon Mitchler, Centralia College
How can writing along with students be accomplished given power structures and time constraints? Sharon will share practical steps, provide context for decisions to write with students, and provide examples. The session will conclude with a brief activity identifying when writing with students might be helpful for participants’ classrooms, followed by discussion.
BUILDING 3, ROOM 103

MAPPING VISUAL TEXTS: LOCATING MEDIA AND RHETORIC IN THE COMPOSITION CLASSROOM
Stephen Rust, Oregon State University
Nathan Fleming, Oregon State University
Brad Foster, Oregon State University
Visual media can be the key to unlocking the writing potential within composition students. Utilizing an approach toward a literature of familiarity yields better writing, analysis, and critical thinking from students. This panel demonstrates the innate applicability visual media (specifically popular film, documentary film, and television commercials) has in the composition classroom.
BUILDING 3, ROOM 116

THE HEURISTICS OF COMPOSITION TEACHERS FROM PRINT TO PIXELS: A MUTUAL SHAPING RELATIONSHIP
Susan Hendricks Grover, Brigham Young University, Idaho
How have computers changed what your teaching? How have computers changed what you teach? If computers have impacted your teaching and what you teach, how have computers changed who you are as a composition teacher? How do you feel about the change? What are your heuristics related to composition and computers? What has been the evolution of your feelings and your heuristics? How would uncovering/discovering those feeling and heuristics impact your teaching philosophy?
BUILDING 3, ROOM 118

LOST IN TRANSLATION: EXPLORING TENUOUS BORDERLANDS BETWEEN BASIC WRITERS, MINORITY STUDENT IDENTITY, AND INSTITUTIONAL RESOURCES
Gretchen Coulter, Western Washington University
Matthew Holtmeier, Western Washington University
Zacchoreli Frescobaldi-Grimaldi, Western Washington University
This panel examines a critical intersect of minority student identity between three key areas within minority student life: Basic Writing, Writing Centers, and Departments of Student Life. We invite discussion on how these diverse areas of student experience come together and enhance the learning environment of this vulnerable population.
BUILDING 3, ROOM 262

Group II Sessions
11:15am–12:15pm

MANY ENGLISH
Eric Rupert, Klamath Falls Community College
Speaking strictly, there is one English. Colonialism, like a cheap suit, clothes culture in an ill-fitting makeshift disguise. But post-colonial writers manipulate these clothes in inventive ways: making swimming shorts, flights-of-fancy pants, tweed hats, and tip-toe shoes. Whether synergistically or syncretistically, novelty becomes commonplace when there is resistance to dominance.
BUILDING 3, ROOM 103

QUESTION AND DISCUSSION SESSION
Cheryl Glenn, Penn State
BUILDING 3, ROOM 116

IN THE WILDERNESS OF CRITICAL ANALYSIS: NAVIGATING THE GRIZZLY MAZE WITH TIMOTHY TREADWELL AND WERNER HERZOG
Jeff Holmes, Eastern Washington University
In Werner Herzog’s Grizzly Man, two flawed narratives chronicle the life and grisly death of self-proclaimed bear expert Timothy Treadwell. Moving beyond the sensationalism and irony of Treadwell’s mad quest to protect already protected brown bears, I ask students to write critical analyses of Herzog’s work, not of Treadwell himself.
BUILDING 3, ROOM 118

MAPPING NEW TERRITORIES AND EXPANDING BOUNDARIES IN THE TEACHING OF ARGUMENT: COMMUNITY VOICES AND STUDENT VOICES CONVERGE ON “CIVIL LIBERTIES” IN THE COMPOSITION CLASSROOM
Gordon Koestler, Yakima Valley Community College
Sandra Schroeder, Yakima Valley Community College
This session explores the claim that teaching argument must reflect only Aristotelian, Toulmin, or Rogerian approaches and offers strategies for going “beyond argument” in the advanced composition classroom. Presenters will discuss (1) the relationship of current theory and practice to teaching argument, (2) the theme of “civil liberties” as a starting point for better understanding the day-to-day need for non-adversarial argumentation, (3) the inclusion of community members in the classroom environment, and (4) practical classroom assignments and activities that encourage critical thinking and generate community involvement.
BUILDING 3, ROOM 255

HELPING ESL STUDENTS DEVELOP ACADEMIC LITERACY SKILLS
Miriam Burt, The Center for Adult Language Acquisition
Presenters discuss recent research regarding teaching reading to adult English language learners, focusing on how reading instruction for these students should be different from instruction for native English speakers. Research-based strategies that teachers can use across the curriculum to help adult English language learners understand course materials are also presented.
BUILDING 3, ROOM 262

Lunch/Awards/Elections
12:15pm–1:45pm

Group III Sessions
2pm–3pm

SCORING THE COMMUNICATIVE VALUE OF SUCCESSIVE STUDENT ESSAY DRAFTS: EVALUATING BOTH PROCESS AND PRODUCT
Tom Cameron, Olympic College
The Communication Essentials Scale is a rhetorical guide that helps students comprehend the degree to which they have been able to communicate to their readers what they want to say. This session describes the scale’s components and shows how the scale is used to evaluate both developing and final drafts.
BUILDING 3, ROOM 103

COME JOIN US: EXPLORATION OF EFFECTIVE LEARNING COMMUNITY ENROLLMENT MARKETING STRATEGIES
Stacy Kowtko, Spokane Community College
Angela Rasmussen, Spokane Community College
Andrea Reid, Spokane Community College
Learning Communities, while offering unique integrated learning opportunities, often pose logistical enrollment problems. This session will explore Learning Community contexts at Spokane Community College, including enrollment challenges and potential solutions; and innovative multi-media recruitment tools. This interactive session includes participatory activities geared toward developing marketing methods that really reach students.
BUILDING 3, ROOM 116

REDRAWING THE BOUNDARIES OF THE WRITING CURRICULUM: VISUAL RHETORIC AND THE COMPOSITION CLASSROOM
Ann Ciasullo, Spokane Falls Community College
Laura Read, Spokane Falls Community College
Lori Monnastes, Spokane Falls Community College
Three experienced faculty members will share successful strategies for building composition assignments which incorporate political, cultural, iconic, and artistic images. Sample assignments and student essays will be provided.
BUILDING 3, ROOM 118

GETTING PERSONAL: A PATH FROM SELF-DISCLOSURE TO ACADEMIC WRITING
Janet Lucas, Peninsula College
In drawing literacy maps, teachers often assume students’ road to academic discourse begins somewhere around English 101. However, this journey began long before they stepped into our classrooms. As a result, they may disclose highly personal topics both in papers and in person. I explore the whys, hows, what-to-dos, and advantages of such self-disclosure.
BUILDING 3, ROOM 255

METAPHORICAL RIVERS AND MOUNTAIN RANGES
Justus Ballard, Chemeketa Community College
Arminda Lathrop, Chemeketa Community College
Jeff McAlpine, Chemeketa Community College
Landmarks and obstacles on a map determine the paths we take, much the same as our backgrounds, experiences, and opportunities determine the directions and paths of our literacies. Our literacies are dictated by stories, events, even tragedies. In this interactive session, presenters and participants will create their own maps and discuss strategies for helping students examine their paths as writers. Crayons will be provided, and, if we can get our hands on some, so will construction paper.
BUILDING 3, ROOM 262

Saturday, October 14: Group IV Sessions
3:15pm-4:15pm

REDRAWING THE (ESSAY) MAP: STUDENT EXPEDITIONS THROUGH CRITICAL INQUIRY
Jill Darley-Vanis
Carole Hanaway, Skagit Valley Community College
Jill Kronstadt, Highline/Green River Community Colleges
Geeta Sadashivan, Cascadia Community College
Are our maps for thesis-driven essays stifling the critical thinking we want our students to do as they write? Using Kristin Dombek and Scott Herndon’s idea that structure creates content, we examine how a periodic/exploratory essay form opens pathways for meaningful critical inquiry in developmental, transfer and research writing courses.
BUILDING 3, ROOM 103

GUIDED NAVIGATION: A STEP-BY-STEP APPROACH TO TEACHING WRITING
Gary Pollitt, California State University Fullerton
Craig Baker, California State University Fullerton
Presenters will focus on the advantages of an interpersonal approach (scaffolding) over the traditional intrapersonal method (personal discovery) in the composition classroom, with the purpose of giving teachers a strategy to train students more effectively while at the same time reducing the grading load.
BUILDING 3, ROOM 116

DAVE BARRY IS NO JONATHAN SWIFT: POPULAR CULTURE AND THE MISSING LINK
Lynne Nolan, Clark College
Most composition textbooks published today focus on popular culture as a means of teaching students how to write. Using topics with which students are familiar does make learning to write less demanding. But whoever said that learning should be easy? Does an overemphasis on popular culture displace complexity of thought?
BUILDING 3, ROOM 118

TOOLS AND RESOURCES FOR ADULT ESL
Sarah Young, Center for Adult English Language Acquisition
As more English language learners transition from adult education programs into community colleges, instructors increasingly need effective techniques and approaches for teaching this diverse population. The Center for Adult English Language Acquisition provides this through Web and print materials and technical assistance. This interactive session introduces participants to these resources.
BUILDING 3, ROOM 262

MAPPING NEW TERRITORY: APPROACHES TO WRITING AND THE LEARNING DISABLED STUDENT
Patty Wilde, Portland Community College, Rock Creek
This session will explore issues related to the growing population of learning disabled students entering college and taking the required writing courses. Specifically, the session will consider both the documented and undocumented LD student, frequent writing errors, the Americans with Disabilities Act, school resources and responsibilities, and finally, explore specific activities and techniques to better assist the LD student.
BUILDING 3, ROOM 255

Wrap-Up & RAFFLE
4:30pm–5pm