WPA : Writing Program Administration 46.1 (Fall 2022)

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ISBN 10: 164317374X / ISBN 13: 9781643173740

Verlag: Parlor Press, 2022

Beschreibung

Zustand: Sehr gut | Seiten: 144 | Sprache: Englisch | Produktart: Bücher.

Bestandsnummer des Verkäufers 41249763/2

Bibliografische Details

• Titel: WPA : Writing Program Administration 46.1 (Fall 2022)
• Verlag: Parlor Press
• Veröffentlichungsdatum: 2022
• Sprache: Englisch
• ISBN-10: 164317374X
• ISBN-13: 9781643173740
• Bindung: Softcover
• Zustand: Sehr gut
• Verkäuferkataloge:
  • Bücher

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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 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 46.1 (Fall 2022): Editor's Introduction: Minding the Gap by Tracy Ann Morse, Patti Poblete, Wendy Sharer, and Kelly Moreland. ESSAYS: Assembling Multi-Institutional Writing Programs: Reimagining the English Major While Expanding Writing Studies by Steven Accardi, Nicholas Behm, and Peter Vandenberg | Examining Retention at the SLAC: The Impact of Race, Class, and Resource Use on First-Year Writing by Erin M. Andersen and Lisa S. Mastrangelo | Standing Outside Success: A Re-Evaluation of WPA Failure during the COVID-19 Pandemic by Justin H. Cook and Jackie Hoermann-Elliot | When Communities of Practice Fail to Form: Instructor Perceptions of Peer Support Networks and Developing Competence in Hybrid Course Design by Brian Fitzpatrick, Lourdes Fernandez, Ariel M. Goldenthal, Jessica Matthews, Brandon Biller, and Courtney Adams Wooten| Directed Self-Placement and the Figured World of College Writing by Kristine Johnson | How Writing Teachers' Beliefs about Learning Transfer Impact Their Teaching Practices: A Case from L2 Academic Writing by Dorothy Worden-Chambers and Ashley S. Montgomery. REVIEW: Everything Is Connected: A Review of Institutional Ethnography by AJ Odasso