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 38.2 (Spring 2015): Letter from the Editors | Letter from the Book Review Editors | "Singing Wonderfully": Remembering the Scholarship of Linda Bergmann by Lauren Fitzgerald, Rita Malenczyk, and Kelly Ritter | Disabling Writing Program Administration by Amy Vidali | How Do Dual Credit Students Perform on College Writing Tasks After They Arrive on Campus? Empirical Data from a Large-Scale Study by Kristine Hansen, Brian Jackson, Brett C. McInelly, & Dennis Eggett | Making the Most of Networked Communication in Writing Program Assessment by Sonya Lancaster, Heather Bastian, Justin Ross Sevenker, & E.A. Williams; Making Space for Service Learning in First-Year Composition by Thomas Sura. PLENARY ADDRESSES The WPA as Worker: What Would John Ruskin Say? What Would My Dad? by Douglas D. Hesse | Absence and Action: Making Visible WPA Work by Melissa Ianetta | Writing Program Faculty and Administrators as Public Intellectuals: Opportunities and Challenges by Duane Roen. TRAVELOGUE Imperative as a River: Interview with Heidi Estrem by Shirley K Rose | REVIEWS Looking at Language to Learn about Race and Racism by Asao B. Inoue | Stone Walls Do Not a Prison Make by Irvin Peckham | Twelve Teachers Teaching by Jessica Nastal-Dema | Reconsidering Content in First-Year Composition:A Study of "Teaching for Transfer" by Mary Jo Reiff
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 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 38.2 (Spring 2015): Letter from the Editors | Letter from the Book Review Editors | "Singing Wonderfully": Remembering the Scholarship of Linda Bergmann by Lauren Fitzgerald, Rita Malenczyk, and Kelly Ritter | Disabling Writing Program Administration by Amy Vidali | How Do Dual Credit Students Perform on College Writing Tasks After They Arrive on Campus? Empirical Data from a Large-Scale Study by Kristine Hansen, Brian Jackson, Brett C. McInelly, & Dennis Eggett | Making the Most of Networked Communication in Writing Program Assessment by Sonya Lancaster, Heather Bastian, Justin Ross Sevenker, & E.A. Williams; Making Space for Service Learning in First-Year Composition by Thomas Sura. PLENARY ADDRESSES The WPA as Worker: What Would John Ruskin Say? What Would My Dad? by Douglas D. Hesse | Absence and Action: Making Visible WPA Work by Melissa Ianetta | Writing Program Faculty and Administrators as Public Intellectuals: Opportunities and Challenges by Duane Roen. TRAVELOGUE Imperative as a River: Interview with Heidi Estrem by Shirley K Rose | REVIEWS Looking at Language to Learn about Race and Racism by Asao B. Inoue | Stone Walls Do Not a Prison Make by Irvin Peckham | Twelve Teachers Teaching by Jessica Nastal-Dema | Reconsidering Content in First-Year Composition:A Study of "Teaching for Transfer" by Mary Jo Reiff
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