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Writing Program Administration by Susan H. McLeod Pdf
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.
The Things We Carry by Courtney Adams Wooten,Jacob Babb,Kristi Murray Costello,Kate Navickas Pdf
Emotional labor is not adequately talked about or addressed by writing program administrators. The Things We Carry makes this often-invisible labor visible, demonstrates a variety of practical strategies to navigate it reflectively, and opens a path for further research. Particularly timely, this collection considers how writing program administrators work when their schools or regions experience crisis situations. The book is broken into three sections: one emphasizing the WPA’s own work identity, one on fostering community in writing programs, and one on balancing the professional and personal. Chapters written by a diverse range of authors in different institutional and WPA contexts examine the roles of WPAs in traumatic events, such as mass shootings and natural disasters, as well as the emotional labor WPAs perform on a daily basis, such as working with students who have been sexually assaulted or endured racist, sexist, homophobic, and otherwise disenfranchising interactions on campus. The central thread in this collection focuses on “preserving” by acknowledging that emotions are neither good nor bad and that they must be continually reflected upon as WPAs consider what to do with emotional labor and how to respond. Ultimately, this book argues for more visibility of the emotional labor WPAs perform and for WPAs to care for themselves even as they care for others. The Things We Carry extends conversations about WPA emotional labor and offers concrete and useful strategies for administrators working in both a large range of traumatic events as well as daily situations that require tactical work to preserve their sense of self and balance. It will be invaluable to writing program administrators specifically and of interest to other types of administrators as well as scholars in rhetoric and composition who are interested in emotion more broadly.
The Promise and Perils of Writing Program Administration by Theresa Enos,Shane Borrowman Pdf
Combining formal quantitative research with narrative-based scholarship, THE PROMISE AND PERILS OF WRITING PROGRAM ADMINISTRATION represents multiple voices from faculty balancing between the demands of teaching, writing, and administering writing programs in professional, ethical ways-often under circumstances that can be defined, at best, as difficult. In these pages, junior faculty tell their stories of triumph and trauma, while more firmly established composition scholars reflect upon the changing and challenging profession we all share.
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 34.2: From the Editors "Addressing Instructor Ambivalence about Peer Review and Self-Assessment" by Pamela Bedore and Brian O'Sullivan "Troubling the Boundaries: (De)Constructing WPA Identities at the Intersections of Race and Gender" by Collin Lamont Craig and Staci Maree Perryman-Clark "Lessons about Writing to Learn from a University-High School Partnership" by Bradley Peters "Cohorts, Grading, and Ethos: Listening to TAs Enhances Teacher Preparation" Amy Rupiper Taggart and Margaret Lowry "WPAs Respond to "A Symposium on Fostering Teacher Quality" "Response to "A Symposium on Fostering Teacher Quality" by Sue Doe "Fostering Teacher Quality through Cultures of Professionalism" by Claire Coleman Lamonica "Response to "A Symposium on Fostering Teacher Quality" by Mike Palmquist "Crabgrass and Gumbo: Interviews with 2011 WPA Conference Local Hosts about the Place of Writing Programs at their Home Institutions" by Shirley K Rose, Irwin Peckham, and James C. McDonald REVIEW ESSAYS: "What Is Real College Writing? Let the Disagreement Never End" by Peter Elbow "Reinventing Writing Assessment: How the Conversation Is Shifting" by William Condon Contributors
The WPA Outcomes Statement—A Decade Later by Nicholas N. Behm,Gregory R. Glau Pdf
The WPA Outcomes Statement—A Decade Later examines the ways that the Council of Writing Program Administrators’ Outcomes Statement for First-Year Composition has informed curricula, generated programmatic, institutional, and disciplinary change, and affected a disciplinary understanding of best practices in first-year composition.
Wpa - by Council Writing Program Administrators Pdf
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 34.1: From the Editors Assess Locally, Validate Globally: Heuristics for Validating Local Writing Assessments by Chris W. Gallagher Toward Rhetorical Source Use: Three Student Journeys by Cynthia R. Haller Undaunted, Self-Critical, and Resentful: Investigating Faculty Attitudes Toward Teaching Writing in a Large University Writing-Intensive Course Program by Lori Salem and Peter Jones Introducing "The CWPA Mentoring Project" and Survey Report by Sheldon Walcher, Joseph Janangelo, and Duane Roen Notes on Comp: When "WPA" Work Hints at Suspicion by Joseph Janangelo WPAs in Dialogue: Response to Keith Rhodes's "You Are What You Sell: Branding the Way to Composition's Better Future" by Linda Adler-Kassner An Agreeable Response to Linda Adler-Kassner by Keith Rhodes A Symposium on Fostering Teacher Quality: Larry Beason, "Fostering Quality through Sense of Place"; Beth Brunk-Chavez, "Embracing Our Expertise through Faculty and Instructional Development"; Diana Ashe, "Fostering Cultures of Great Teaching"; Clyde Moneyhun, "Performance Evaluation as Faculty Development" Review Essays: The Promises and Perils of Writing Partnerships by Lorelei Blackburn and Ellen Cushman As Writing Professionalizes, Asking What, How, and Why by Douglas Hesse Conflicted Brokers: The Local, Historical, and Political of Basic Writing by Kelly Ritter Contributors to WPA 34.1 Announcements
One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act. Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.
Black Perspectives in Writing Program Administration by Staci Perryman-Clark,Collin Lamont Craig Pdf
Editors Staci M. Perryman-Clark and Collin Lamont Craig have made a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. This collection centers writing program administration (WPA) discourse as intersectional race work. In this historical moment in public discourse when race and racist logics are no longer sanitized in coded language or veiled political rhetoric, contributors provide examples of how WPA scholars can push back against the ways in which larger, cultural rhetorical projects inform our institutional practices, are coded into administrative agendas, and are reflected in programmatic objectives and interpersonal relations. Editors Staci M. Perryman-Clark and Collin Lamont Craig have made a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. This framework also positions WPAs of color to build relationships with allies and create contexts for students and faculty to imagine rhetorics that speak truth to oppressive and divisive ideologies within and beyond the academy, but especially within writing programs. Contributors share not just experiences of racist microaggressions, but also the successes of black WPAs and WPAs whose work represents a strong commitment to students of color. Together they work to foster stronger alliance building among white allies in the discipline, and, most importantly, to develop concrete, specific models for taking action to confront and resist racist microaggressions. As a whole, this collection works to shift the focus from race more broadly toward perspectives on blackness in writing program administration.
The Writing Program Administrator as Researcher by Shirley K. Rose,Irwin Weiser Pdf
This collection of essays discusses writing program administrators' (WPAs') research. The essays pose several questions to characterize WPAs' research practices: "What is WPA research? What characterizes WPA research and the sites of WPA inquiry?"; and "What values guide WPA research?" The 14 chapters are divided into 2 parts, "Writing Program Administrators' Inquiry in Action" and "Writing Program Administrators' Inquiry in Reflection." Part 1 exemplifies WPA research by describing and conceptualizing specific research projects conducted as part of WPA responsibilities, and thereby provides a detailed picture of administrative research. Part 2 then draws on the concrete experiences of particular WPAs and particular writing programs, raising and reflecting on issues about WPA research in general. Each chapter demonstrates that WPAs' inquiry is characterized by a recursive interplay between reflection and action. Some of the many topics addressed in the book include diverse research methodologies for diverse audiences, feminist methods, conflicts between teaching and assessing writing, outcomes assessment research as a teaching tool, the contributions of sociolinguistic profiling, assessing teacher preparation programs, reflective essays, local research and curriculum development, enabling research in the writing program archives, WPAs as historians, historical work on WPAs, the role of research in writing programs, and postmodern mapping. (RJM)
WPA by Tracy Ann Morse,Patti Poblete,Wendy Sharer Pdf
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 47.1 (Fall 2023) Special Issue: Writing Program Administration in the Time of COVID-19 REFLECTIONS: As My Dad Lay Dying by Courtney Adams Wooten We Can't Be All the Things: Protecting WPA Labor from Mission Creep in Times of Crisis by Scot Barnett and Miranda Yaggi Rodak The Writing Program Has COVID: Community Pacing as Praxis by Sarah N. Beam and Mark S. Rideout Pandemic Administration, Neurodiversity, and Interrogating Writing Center Accessibility by Elisabeth H. Buck Lessons From Caregivers by Paige Ellisor-Catoe Communities of Practice, Communities of Care: Building a Writing Program Community at the Height of COVID by Andy Frazee Advocating for Adjuncts During COVID-19 by Teresa Grettano The "Always On" Demands of Digital Technologies: Finding Space to Turn Off by Stephanie Hedge When Too Much Really Is Too Much: On WPAing Through the COVID Years by Kim Hensley Owens "But This Is Bullshit" Enforcing Boundaries as a Pregnant WPA by Christina M. LaVecchia Achieving Community Amid COVID-19 by Mary Lutze A Eulogy for an Awful Time That Just Won't Die by Bradley Smith Building Accessibility, Disabling Labor: Sustainable Models of WPA Work During a Pandemic by Sara Webb-Sunderhaus RESEARCH ARTICLES: We've Been Burned Out and Exhausted: GenAdmin WPA Labor Issues Exacerbated by the COVID-19 Pandemic by Amy Cicchino, Sarah Snyder, and Natalie Szymanski Practicing Equitable and Sustainable Trauma-Informed Writing Program Administration through Disability Justice by Kaitlin M. Clinnin The Quiet Revolution: How New WPAs are Shifting the Profession by Kristi Murray Costello Fugitive Administrative Rhetorics by Denae Dibrell, Andrew Hollinger, and Maggie Shelledy Snapping from the Center: Institutional Absurdity and Equitable Writing Center Administration by Amanda Fields, Elizabeth Leahy, Celeste Del Russo, and Erica Cirillo-McCarthy BOOK REVIEW: Metaphors That Move Us in the Right Direction by Megan Boeshart Burelle and Kristi Murray Costello Ads
A Rhetoric for Writing Program Administrators by Rita Malenczyk Pdf
Influenced by Erika Lindemann’s A Rhetoric for Writing Teachers, A Rhetoric for Writing Program Administrators delineates the major issues and questions in the field of writing program administration and provides readers new to that field with theoretical lenses through which to view those issues and questions. In brief and direct though not oversimplified chapters, A Rhetoric for Writing Program Administrators explains the historical and theoretical background of such concepts as “academic freedom,” “first-year composition,” “basic writing,” “writing across the curriculum,” “placement,” “ESL,” “general education,” and “transfer. ” Its thirty-nine contributors are seasoned writing program and center administrators who, in a range of voices, map the discipline of writing program administration and guide readers toward finding their own answers to solving problems at their own institutions.
Landmark Essays on Writing Program Administration by Kelly Ritter,Melissa Ianetta Pdf
Leading with the provocative observation that writing programs administration lacks ¿an established set of texts that provides a baseline of shared knowledge . . . in which to root our ongoing conversations and with which to welcome newcomers,¿ Landmark Essays on Writing Program Administration focuses on WPA identity to propose one such grouping of texts. This Landmark volume is the cornerstone resource for new Writing Program Administrators and graduate students seeking an ever-important overview of the literature on Writing Program Administration. Drawing broadly across scholarship in writing programs and writing centers, Ritter and Ianetta work to historicize, theorize, and problematize the ever-shifting answers offered to the question: Who¿or what¿is a WPA?
GenAdmin: Theorizing WPA Identities in the Twenty-First Century examines identity formation in a generation of rhetoric and composition professionals who have undergone explicit preparation in scholarly dimensions of writing program administration. The authors argue for “GenAdmin” both as an intellectual identity and as a contingent philosophy of writing program work. GenAdmin alternates between traditional chapters and accompanying “Interludes,” each of which offers extended illuminations of the single conflict or theoretical question integral to the preceding chapter.
