wpa writing program administration
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WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 40.2 (Spring 2017): Letter from the Editors Letter from the Book Review Editors In Memoriam: Lloyd Bitzer (1931-2016) by Kathleen Blake Yancey In Memoriam: Carol Berkenkotter (1940-2017) by J. Thomas Wright In Memoriam: Theresa Jarnagin Enos (1935-2016) by Tracy Ann Morse Race, Silence, and Writing Program Administration: A Qualitative Study of US College Writing Program by Genevieve GarcIa de MUeller and Iris Ruiz Grief and the New WPA by Laura J. Davies "How Do You Know That Works?" A Mixed Methods Approach to Writing Program Assessment by Amy A. Lannin, Jonathan Cisco, Jes Philbrook, and Maxwell Philbrook A Model of Efficiency: Pre-College Credit and the State Apparatus by Joyce Malek and Laura R. Micciche Class Size for a Multilingual Mainstream: Empirical Explorations by Bradley Queen On Learning to Teach: Letter to a New TA by E. Shelley Reid Letter to a New TA: Affect Addendum by Elizabeth Saur and Jason Palmeri Standard English and Colorblindness in Composition Studies: Rhetorical Constructions of Racial and Linguistic Neutrality by Bethany Davila WPAs in Action: Vignettes from the Field: U-Turns, Pivots, and Gradual Arrivals: Navigating Midlife and Mid-Career in Academe's Changing Landscape by Peggy O'Neill Travelogue: Hearing the Bass Line: Giving Attention to Writing at the University of Tennessee, Knoxville by Shirley K Rose and Kirsten Benson Policy Review: Common Core State Standards Initiative for Writing Program Administrators by Diane Kelly-Riley
WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 41.2 (Spring 2018): Dancing the Same Dances: WPA, 1979-1981 by Lori Ostergaard, Jim Nugent, and Jacob Babb ESSAYS: Inez in Transition: Using Case Study to Explore the Experiences of Underrepresented Students in First-Year Composition by Christina Saidy Making (Collective) Memory Public: WPA Histories in Dialogue by Kelly Ritter Adapting Writing about Writing: Curricular Implications of Cross-Institutional Data from the Writing Transfer Project by Carol Hayes, Ed Jones, Gwen Gorzelsky, and Dana L. Driscoll Preparing Graduate Students for the Field: A Graduate Student Praxis Heuristic for WPA Professionalization and Institutional Politics by Ashton Foley-Schramm, Bridget Fullerton, Eileen M. James, and Jenna Morton-Aiken PLENARY ADDRESSES: "Everyone Should Have a Plan" A Neoliberal Primer for Writing Program Directors by Nancy Welch Austerity and the Scales of Writing Program Administration: Some Reflections on the 2017 CWPA Conference by Tony Scott REVIEW ESSAY: Beyond Satisfaction: Assessing the Goals and Impacts of Faculty Development by E. Shelley Reid BOOK REVIEWS: Learning on the Job and Learning from the Job: A Review of The Working Lives of New Writing Center Directors by Brandy Lyn G. Brown Collaborating to Support Graduate Student Writers: Working beyond Disciplinary and Institutional Silos by Daveena Tauber Announcements
Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline collects essays that shine new light on the early history of writing program administration. Broad in scope, the book illuminates the development of the profession in the narratives of the individuals who helped form the discipline prior to the emergence of the Council of Writing Program Administrators in 1976, including those narratives of Gertrude Buck and Laura J. Wylie, Edwin Hopkins, Regina Crandall, Rose Colby, George Jardine, Clara Stevens, Stith Thompson, and George Wykoff. Drawing from deep archival work, these narratives offer rare glimpses into writing program administration and the development of composition as a college requirement. In addition to eleven chapters from contributors, Historical Studies of Writing Program Administration includes a preface by Edward M. White, a concluding essay by Jeanne Gunner, interviews with Erika Lindemann and Kenneth Bruffee, and a detailed introduction by the editors, Barbara L'Eplattenier and Lisa Mastrangelo.
The role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. The Writing Program Administrator's Resource has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves. Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do. This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.
Presents the major issues and questions in the field of writing program administration. The collection provides aspiring, new, and seasoned WPAs with the theoretical lenses, terminologies, historical contexts, and research they need to understand the nature, history, and complexities of their intellectual and administrative work.
Combining formal quantitative research with narrative-based scholarship, this edition represents multiple voices from faculty, who are balancing the demands of teaching, writing, and administering writing programs in professional, ethical ways. (Education/Teaching)
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.
The last 25 years have witnessed extraordinary growth in the field variously known as composition studies or as rhetoric and composition. What was noticeable about the field in its infancy was a preoccupation with practice, a lack of emphasis on theory, and an exclusive reliance on writing as a process. As its disciplinary status has grown, composition studies has expanded its focus, reconceptualized the writing process, and embraced a wide range of contemporary critical perspectives. This reference book is a guide to the numerous theories that now form the foundation for composition studies.
Description This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading. Written by a WPA who has also served in other administrative positions (department chair and associate dean), the book takes a broad perspective on the work of the WPA. It is an indispensable guide for experienced and new writing program administrators alike. Students new to the study of writing program administration will find it to be their essential guide to its history and to their own professionalization. ABOUT THE AUTHOR Susan H. McLeod is Professor of Writing and Director of the Writing Program at the University of California, Santa Barbara. She has published widely on writing across the curriculum and composition. Her most recent book is Composing a Community: A History of Writing Across the Curriculum (Parlor Press, 2006), which she edited with Margot Soven.