Inhaltsangabe
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 31n3: Letter from the Managing Editors; Letter from the Editors of the Special Issue; “Lest We Go the Way of Vocational Training: Developing Undergraduate Writing Programs in the Humanist Tradition” by Catherine Chaput; “The Persistence of Institutional Memory: Genre Uptake and Program Reform” by Dylan B. Dryer; “Service vs. Subject Matter: Merging First-Year Composition and First-Year Experience” by Kimberly A. Costino; “Competing Interpretations of ‘Textual Objects’ in an Activity System: A Study of the Requirements Document in the ___ Writing Program” by John Oddo and Jamie Parmelee; “The Prospects for Rhetoric in a First-Year Composition Program: Deliberative Discourse as a Vehicle for Change?” M. J. Braun; Review by Thomas Deans, Mandy Suhr-Sytsma, and Alisande Pipkin of College Writing and Beyond: A New Framework for University Writing Instruction by Anne Beaufort; Review by Brad E. Lucas of Local Histories: Reading the Archives of Composition edited by Patricia Donahue and Gretchen Flesher Moon; Review by Duane Roen of Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life by Chris Thaiss and Terry Myers Zawacki ; Review by Bruce Horner of Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions edited by Cristina Kirklighter, Diana Cárdenas, and Susan Wolff Murphy; Announcements; Contributors
Reseña del editor
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 31n3: Letter from the Managing Editors; Letter from the Editors of the Special Issue; “Lest We Go the Way of Vocational Training: Developing Undergraduate Writing Programs in the Humanist Tradition” by Catherine Chaput; “The Persistence of Institutional Memory: Genre Uptake and Program Reform” by Dylan B. Dryer; “Service vs. Subject Matter: Merging First-Year Composition and First-Year Experience” by Kimberly A. Costino; “Competing Interpretations of ‘Textual Objects’ in an Activity System: A Study of the Requirements Document in the ___ Writing Program” by John Oddo and Jamie Parmelee; “The Prospects for Rhetoric in a First-Year Composition Program: Deliberative Discourse as a Vehicle for Change?” M. J. Braun; Review by Thomas Deans, Mandy Suhr-Sytsma, and Alisande Pipkin of College Writing and Beyond: A New Framework for University Writing Instruction by Anne Beaufort; Review by Brad E. Lucas of Local Histories: Reading the Archives of Composition edited by Patricia Donahue and Gretchen Flesher Moon; Review by Duane Roen of Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life by Chris Thaiss and Terry Myers Zawacki ; Review by Bruce Horner of Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions edited by Cristina Kirklighter, Diana Cárdenas, and Susan Wolff Murphy; Announcements; Contributors
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