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 40.3 (Summer 2017): SPECIAL ISSUE: ABILITY AND ACCESSIBILITY | Letter from the Editor, Kathleen M. Hunzer | ARTICLES: Ma(r)king a Difference: Challenging Ableist Assumptions in Writing Program Policies, Melissa Nicolas | Toward Inclusive and Multi-Method Writing Assessment for College Students with Learning Disabilities: The (Universal) Story of Max, Steven J. Corbett | Failures to Accommodate: GTA Preparation as a Site for a Transformative Culture of Access, Casie J. Fedukovich and Tracy Ann Morse | Saying No to the Checklist: Shifting from an Ideology of Normalcy to an Ideology of Inclusion in Online Writing Instruction, Sushil K. Oswal and Lisa Meloncon | Kindness in the Writing Classroom: Accommodations for All Students, Kelly A. Shea | REVIEWS: Developing Inclusive and Accessible Online Writing Instruction: Supporting OWI Principle 1, Brenta Blevins | Rereading and Retelling Rhetoric’s Embodied Stories, Ella R. Browning | Toward an Interpretive Framework for Access in Writing Programs, Annika Konrad | Centering Madness in the Academe: Supporting and Learning from Mental Disability, Elisabeth L. Miller | Making Space to Engage Difference in the Classroom, Kelly A. Whitney
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 40.3 (Summer 2017): SPECIAL ISSUE: ABILITY AND ACCESSIBILITY | Letter from the Editor, Kathleen M. Hunzer | ARTICLES: Ma(r)king a Difference: Challenging Ableist Assumptions in Writing Program Policies, Melissa Nicolas | Toward Inclusive and Multi-Method Writing Assessment for College Students with Learning Disabilities: The (Universal) Story of Max, Steven J. Corbett | Failures to Accommodate: GTA Preparation as a Site for a Transformative Culture of Access, Casie J. Fedukovich and Tracy Ann Morse | Saying No to the Checklist: Shifting from an Ideology of Normalcy to an Ideology of Inclusion in Online Writing Instruction, Sushil K. Oswal and Lisa Meloncon | Kindness in the Writing Classroom: Accommodations for All Students, Kelly A. Shea | REVIEWS: Developing Inclusive and Accessible Online Writing Instruction: Supporting OWI Principle 1, Brenta Blevins | Rereading and Retelling Rhetoric’s Embodied Stories, Ella R. Browning | Toward an Interpretive Framework for Access in Writing Programs, Annika Konrad | Centering Madness in the Academe: Supporting and Learning from Mental Disability, Elisabeth L. Miller | Making Space to Engage Difference in the Classroom, Kelly A. Whitney
