Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Wpa: Writing Program Administration 31.1-2

Wpa: Writing Program Administration 31.1-2

Council, Writing Program Administrators

Paperback

Writing InstructionGeneral Education

ISBN10: 1602350493
ISBN13: 9781602350496
Publisher: Parlor Pr Lcc
Published: Dec 18 2007
Pages: 272
Weight: 0.89
Height: 0.61 Width: 6.00 Depth: 9.00
Language: English
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.

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