Writing Program Architecture: Thirty Cases for Reference and Research - Softcover

Softcover

ISBN 10: 1607326264 ISBN 13: 9781607326267

Verlag: Univ of Chicago behalf of UP Colorado, 2017

Inhaltsangabe

Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies.

Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader's own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a "Primary Document" section of each chapter.

The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding-the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration.

Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda

Über diesen Titel

Über die Autorin bzw. den Autor

Bryna Siegel Finer is an associate professor, director of Liberal Studies English, and the founding director of the Writing Across the Curriculum program at Indiana University of Pennsylvania, where she has also coordinated the first-year writing placement program. Her scholarship has been published in Rhetoric Review, Teaching English in the Two-Year College, the Journal of Teaching Writing, the Journal of Pedagogic Development, and Praxis, among others. With Jamie White-Farnham and Cathryn Molloy, she is currently preparing an edited collection on the rhetorics of women's health activism.

Jamie White-Farnham is associate professor and writing coordinator in the Writing Program at the University of Wisconsin-Superior. Her research is split between feminist rhetorical studies and the scholarship of teaching and learning with a focus on writing program administration. Her work has been published in Community Literacy Journal, College English, Rhetoric Review, and Peitho.

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Writing Program Architecture

Thirty Cases for Reference and Research

By Bryna Siegel Finer, Jamie White-Farnham

University Press of Colorado

Copyright © 2017 University Press of Colorado
All rights reserved.

ISBN: 978-1-60732-626-7

Contents

Acknowledgments, 
Writing Program Architecture: An Introduction with Alternative Tables of Contents Jamie White-Farnham and Bryna Siegel Finer, 
Part 1: Majors and Minors, Undergraduate and Graduate Writing Curriculums, 
1 Miami University Major in Professional Writing Heidi A. McKee, 
2 Oakland University Writing and Rhetoric Major Greg A. Giberson, Lori Ostergaard, and Marshall Kitchens, 
3 Purdue University Graduate Program in Rhetoric and Composition Patricia Sullivan, 
4 Rowan University Major in Writing Arts Sanford Tweedie, 
5 University of Rhode Island Writing and Rhetoric Major Nedra Reynolds and Joannah Portman-Daley, 
6 University of Wyoming Professional Writing Minor Michael Knievel and Meg Van Baalen-Wood, 
Part 2: Writing and Communication across the Curriculum, 
7 Louisiana State University Communication across the Curriculum Sarah Liggett, 
8 Monmouth College Communication across the Curriculum Bridget Draxler, 
9 Old Dominion University Quality Enhancement Plan (QEP) Remica L. Bingham-Risher, 
10 University of Missouri Campus Writing Program Bonnie Selting and Amy Lannin, 
Part 3: First-Year Composition and Introductory College Literacy, 
11 Arizona State University Writers' Studio Online Angela Clark-Oates, 
12 John Jay College of Criminal Justice First-Year Writing Program Tim McCormack and Mark McBeth, 
13 Onondaga Community College Writing Program Malkiel Choseed, 
14 Our Lady of the Lake University QUEST First-Year Writing Program Candace Zepeda, 
15 St. Louis Community College ESL Program Lisa Wilkinson and Heather McKay, 
16 University of Notre Dame University Writing Program Patrick Clauss, 
17 University of Wisconsin–Eau Claire University Writing Program Shevaun E. Watson, 
18 University of Wisconsin–Superior Basic Writing John McCormick, Heather McGrew, and Jamie White-Farnham, 
19 Utah Valley University Department of Literacies and Composition Jacqueline Preston and Deborah Marrott, 
Part 4: Writing Centers and Writing Support, 
20 Duquesne University Writing Center James P. Purdy, 
21 Indiana University of Pennsylvania Kathleen Jones White Writing Center Leigh Ann Dunning and Ben Rafoth, 
22 University of Connecticut Writing Center Thomas Deans and Kathleen Tonry, 
23 Shepherd University Academic Support Center Christy I. Wenger, 
24 Wallace Community College Center for Writing and Writing Instruction Emily W. Cosgrove, 
25 Westminster College Writing Center Christopher LeCluyse, 
Part 5: Integrated Programs, 
26 Arizona State University Writing Programs in the Department of English Shirley K. Rose, Susan Naomi Bernstein, and Brent Chappelow, 
27 Colby College Writing Program and Farnham Writers' Center Stacey Sheriff and Paula Harrington, 
28 Drew University Vertical Writing Program Sandra Jamieson, 
29 New Mexico Tech Writing Program and Writing Center Maggie Griffin Taylor, Julianne Newmark, and Steve Simpson, 
30 Pomona College WAC-Based First-Year Writing Seminar and Writing Center Dara Regaignon, 
About the Authors, 
Index, 

CHAPTER 1

MIAMI UNIVERSITY MAJOR IN PROFESSIONAL WRITING

Heidi A. McKee

"I've always loved Miami, but one of the main reasons that I came here was because it offered a professional writing major; it was exactly what I'd been looking for in other colleges but couldn't find anywhere else."

— Kaitlyn Foye, 2015, professional writing major

"I am very happy to have found a first job doing what I want to do — writing."

— Amanda Harr, 2013, professional writing major and writer for Licking Memorial Health Systems in Ohio

Institution Type: Public Research University

Location: Oxford, Ohio

Enrollment: 15,400 undergraduates

Year program was founded: August 2011 (revision of degree in Technical and Scientific Communication founded originally in the 1980s)

Writing Program Administrator (WPA) reports to: English Department Chair

Program funded by: English Department General Budget

Description of undergraduate students: At Miami in general: 40.1 percent instate, 49.5 percent out-of-state, 6.6 percent international students (Miami University 2009)

PROGRAM SNAPSHOT

The professional writing major is a BA in professional writing (not English) housed within the Department of English in the College of Arts and Science on the Oxford campus. Starting with five majors in August 2011, the degree has grown (as of January 2016) to over 180 majors and is now the second largest major in the department.

WPA'S PROFILE

I came to WPA work eagerly — seeking to do good work in the world and wanting to create better teaching, learning, and research opportunities for writing, writers, and writing instructors. My WPA career began in graduate school. While earning an MA in 2000 from the University of Wyoming, I co-wrote an instructor's guide for first-year composition (FYC). I loved the experience of working closely with graduate student and faculty colleagues to develop resources for mentoring new instructors. During my doctoral studies at the University of Massachusetts in 2003, I served for a year as the assistant director of the Writing Center. In that position, I taught two semester courses for undergraduate peer consultants, supervised day-to-day operations of the center, and collaborated with consultants to build student workshop programming. Co-creating the workshop series was my first experience in program building, and it was exciting to see how the consultants and the students with whom they worked flourished. From both of these graduate school experiences, I came away with a clear and passionate understanding of how much WPAs matter, not just for shaping the day-to-day administration of a program but also for providing opportunities for others.

I took this passion with me to my tenure-track position at Miami University in 2005. At this time, no sections of first-year writing were taught in a computer classroom (desktop or laptop), thus limiting class activities and students' opportunities for exploring, engaging, and composing with a wide-range of genres and modalities. So working with teams of faculty and graduate student colleagues, I set out to change that. In 2006, I became the founding coordinator of the Digital Writing Collaborative, working to integrate digital writing technologies into first-year composition. As a pre-tenured faculty member, this was a WPA position I eagerly chose to create — with the support of the director of composition, the English Department chair, the senior director of information technology, the dean, and the provost. Thanks to the tremendous work of many people in those early years, including Jason Palmeri and James Porter, Miami's Oxford campus went from having no sections of FYC in digital classrooms (desktop or laptop) in 2005 to 100 percent by 2011. (For more information about this process of program transformation, please seeAdsanatham et al. 2013 and Ninacs 2009). I served as coordinator for the Digital Writing Collaborative for...

Details zur Ausgabe

• Verlag: Univ of Chicago behalf of UP Colorado
• Erscheinungsdatum: 2017
• Sprache: Englisch
• ISBN 10: 1607326264
• ISBN 13: 9781607326267
• Einband: Taschenbuch
• Anzahl der Seiten: 490
• Herausgeber: Finer Bryna Siegel
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: gpsr@libri.de; gpsr@libri.de; ; Friedensallee 273; Hamburg; 22763; Deutschland