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Proponents of code switching manifest generally evince a democratic impulse to eliminate the traditional penalizing of linguistic differences in prescriptive writing classes. But is there more to the issue than has met our field's eye? This talk will explore the code-switching paradigm and its continuing relevance for writing pedagogy.
Keith Gilyard has lectured widely on language, literature, education, and civic affairs. His books include the education memoir Voices of the Self: A Study of Language Competence (1991), for which he received an American Book Award; Let's Flip the Script, An African American Discourse on Language, Literature, and Learning (1996); Composition and Cornel West: Notes toward a Deep Democracy (2008), and John Oliver Killens: A Life of Black Literary Activism (2010). Gilyard has served on the executive committees of the National Council of Teachers of English (NCTE), the Conference on English Education (CEE), and the Conference on College Composition and Communication (CCCC). He is currently Distinguished Professor of English at The Pennsylvania State University, University Park.
While writing programs are central to the educational mission of most colleges and universities, debates regarding their appropriate purpose and design are commonplace. Such debates are both “internal” (i.e., they occur among the students, teachers and administrators of writing programs) and “external” (i.e., they occur among members of the larger college and university community, as well as among members of other communities which institutions of higher education serve or upon which they depend). These debates center on a number of often inter-related issues, including how best to mesh the teaching of writing into the specific skill sets needed by students with very different academic and career trajectories; the role of writing programs in the larger personal and civic development of students; the appropriateness of privileging writing in a world in which communication goes well beyond the printed word; and growing pressure to systematically document the individual and collective benefits (relative to costs) that result from students’ participation in writing programs. Drawing on my vantage point as an “interested outsider” (specifically, my training in the disciplines of Political Science and Communication as well as in the use of quantitative methods, my research interests in the civic and political engagement of young adults, and my administrative role as dean) I will address these issues with an eye towards how writing programs might increase their impact, stature and visibility as a core component in the education of democratic citizens.
Michael X. Delli Carpini, Dean of the Annenberg School for Communication, received his B.A. and M.A. from the University of Pennsylvania (1975) and his Ph.D. from the University of Minnesota (1980). Prior to joining the University of Pennsylvania faculty in July of 2003, Professor Delli Carpini was Director of the Public Policy program of the Pew Charitable Trusts (1999-2003), and member of the Political Science Department at Barnard College and graduate faculty of Columbia University (1987-2002), serving as chair of the Barnard department from 1995 to 1999. Delli Carpini began his academic career as an Assistant Professor in the Political Science Department at Rutgers University (1980-1987). His research explores the role of the citizen in American politics, with particular emphasis on the impact of the mass media on public opinion, political knowledge and political participation. He is author of Stability and Change in American Politics: The Coming of Age of the Generation of the 1960s (New York University Press, 1986), What Americans Know about Politics and Why It Matters (Yale University Press, 1996 and winner of the 2008 American Association of Public Opinion Researchers Book Award) A New Engagement? Political Participation, Civic Life and the Changing American Citizen (Oxford University Press, 2006), and Talking Together: Public Deliberation and Political Participation in America (University of Chicago Press, 2009), as well as numerous articles, essays and edited volumes on political communications, public opinion and political socialization. Professor Delli Carpini was awarded the 2008 Murray Edelman Distinguished Career Award from the Political Communication Division of the American Political Science Association.
What might happen if we tried to "see" ourselves as we may be seen? Together, we will explore this question.
A formal introduction might say that Joseph Janangelo served as President of the Council of Writing Program Administrators and list his books, articles and service to CWPA and CCCC. A salient one would let Joe thank CWPA members for the opportunity to work with them.
Joe thanks the mentoring voices on WPA-L, CWPA’s Executive Board and Institutional Home members, dedicated volunteers, editorial teams, officers--President Linda Adler-Kassner and Vice-President Duane Roen—and past presidents Chris Anson and Shirley K. Rose. Enduring thanks go to the hosts of our recent WPA conferences--Greg Glau, Barry Maid, Duane Roen (2007), Doug Hesse (2008), and Tim Gustafson (2009)—for their tremendous work on our behalf. Special thanks go to Charles Bazerman, Barbara Cambridge, and Kent Williamson for sharing their knowledge for the good of students and teachers.
Joe enjoys teaching at Loyola University Chicago where he has fine students and colleagues and a wonderful Chair, Professor Joyce Wexler. In studying leadership and humanity, he keeps learning from Carmella Fiorelli, Yola J. Janangelo, Duane Roen, Farrell J. Webb and the children and adults at Chicago House who strive for literacy and life while experiencing the challenges of HIV and AIDS.
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