Overview

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include the education and support of writing teachers; the intellectual and administrative work of WPAs; the situation of writing programs, within both academic institutions and broader contexts; the programmatic implications of current theories, technologies, and research; relationships between WPAs and other administrators, between writing and other academic programs, and among high school, two-year, and four-year college writing programs; placement; assessment; and the professional status of WPAs. The journal is published twice per year: fall/winter and spring. CONTENTS: Letter from the Editors; The Definitive Article on Class Size,"" by Alice Horning; ""Reading Practices in the Writing Classroom,"" by Linda Adler-Kassner and Heidi Estrem; ""Memoranda of Fragile Machinery: A Portrait of Shaughnessy as Intellectual-Bureaucrat,"" by Mark McBeth; ""Understanding 'Transfer' from FYC: Preliminary Results of a Longitudinal Study,"" by Elizabeth Wardle; ""Insiders and Outsiders: Redrawing the Boundaries of the Writing Program,"" by Cary Moskovitz and Michael Petit; ""Taking Stock: Surveying the Relationship of the Writing Center and TA Training,"" by Melissa Ianetta, Michael McCamley, and Catherine Quick; ""Disciplinarity and Transference: Students' Perceptions of Learning to Write,"" by Linda S. Bergmann and Janet S. Zepernick; ""Invisible Administrators: The Possibilities and Perils of Graduate Student Administration,"" by Anthony Edgington and Stacy Hartlage Taylor; ""Split at the Root: The Vulnerable Writing Program Administrator,"" by Donna Qualley and Elizabeth Chiseri-Strater; ""What in God's Name? Administering the Conflicts of Religious Belief in Writing Programs,"" by Elizabeth Vander Lei and Lauren Fitzgerald; ""Mainstreaming Diversity Writing,"" by Philip P. Marzluf; ""Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study,"" by Ronda Leathers Dively and R. Gerald Nelms. REVIEW ESSAY: ""Anxieties of Influencers: Composition Pedagogy in the 21st Century,"" by E. Shelley Reid; includes reviews of Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants, by Sally Barr Ebest, Don't Call It That: The Composition Practicum, edited by Sidney I. Dobrin, and Relations, Locations, Positions: Composition Theory for Writing Teachers, edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon; REVIEW by Melissa Ianetta of The Everyday Writing Center: A Community of Practice, by Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet; ANNOUNCEMENTS; CONTRIBUTORS.

Full Product Details

9781602350496

Table of Contents

Reviews

Author Information

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available