Wp Writing Program Administration 33. 1-2 (Fall/Winter 2009)
Wp Writing Program Administration 33. 1-2 (Fall/Winter 2009) by the Writing Program Administrators Council is published by Parlor Press in October 2009. This edition consists of 180 pages and is presented in English. The journal features a collection of articles and essays that address various aspects of the organization and administration of college and university writing programs, focusing on the education and support of writing teachers, the roles of Writing Program Administrators (WPAs), and the broader implications of current theories and technologies in writing education.
Readers will find discussions on topics such as writing assessment, pedagogical memory, and cross-campus partnerships within writing programs. The journal also includes a review section that critiques relevant literature in the field, along with contributions that explore diversity and the intellectual responsibilities of WPAs. This edition aims to provide insights into the professional development of WPAs and the evolving landscape of writing education, making it a valuable resource for those involved in educational policy and reform, language arts, and rhetoric.
Official synopsis Publisher
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 OF WPA 33.1-2 (Fall/Winter 2009): From the Editors “Exploring Options for Students at the Boundaries of the “At-Risk” Designation” by Stuart Blythe, Rachelle Darabi, Barbara Simon Kirkwood, and William Baden “What Do WPAs Need to Know about Writing Assessment? An Immodest Proposal” by Chris W. Gallagher “Pedagogical Memory: Writing, Mapping, Translating” by Susan C. Jarratt, Katherine Mack, Alexandra Sartor, and Shevaun E. Watson “Reformist Possibilities? Exploring Writing Program Cross-Campus Partnerships ” by Marie Paretti, Lisa McNair, Kelly Belanger, and Diana George “Twenty More Years in the WPA’s Progress” by Jonikka Charlton and Shirley K Rose Review of Kelly Ritter’s Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960 by Gregory R. Glau “Power, Fear, and the Life of the Junior WPA: Directions for New Conversations,” a Review by Susan Meyers of Untenured Faculty as Writing Program Administrators: Institutional Practices and Politics edited by Debra Frank Dew and Alice Horning and The Promise and Perils of Writing Program Administration edited by Theresa Enos and Shane Borrowman “A Symposium on Diversity and the Intellectual Work of WPAs”-” Literacy and Diversity: A Provocation” by Jonathan Alexander and “Embracing Linguistic Diversity in the Intellectual Work of WPAs” by Paul Kei Matsuda Contributors
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