This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
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 Mueeller 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
