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99 pages

English

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Description

This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading.

Informations

Publié par	Parlor Press, LLC
Date de parution	16 mars 2007
Nombre de lectures	1
EAN13	9781602352766
Langue	English

Informations légales : prix de location à la page 0,0050€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Reference Guides to Rhetoric and Composition
Series Editor, Charles Bazerman
The Series provides compact, comprehensive and convenient surveys of what has been learned through research and practice as composition has emerged as an academic discipline over the last half century. Each volume is devoted to a single topic that has been of interest in rhetoric and composition in recent years, to synthesize and make available the sum and parts of what has been learned on that topic. These reference guides are designed to help deepen classroom practice by making available the collective wisdom of the field and will provide the basis for new research. The Series is intended to be of use to teachers at all levels of education, researchers and scholars of writing, graduate students learning about the field, and all who have interest in or responsibility for writing programs and the teaching of writing.
Parlor Press and The WAC Clearinghouse are collaborating so that these books will be widely available through low-cost print editions and free digital distribution. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Existing Books in the Series
Invention in Rhetoric and Composition (2004, Lauer)
Reference Guide to Writing across the Curriculum (2005, Bazerman, Little, Bethel, Chavkin, Fouquette, and Garufis)
Revision: History, Theory, and Practice (2006, Horning and Becker)

Writing Program Administration
Susan H. McLeod
Parlor Press
West Lafayette, Indiana
www.parlorpress.com
The WAC Clearinghouse
http://wac.colostate.edu/

Parlor Press LLC, West Lafayette, Indiana 47906
© 2007 by Parlor Press and The WAC Clearinghouse
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Writing program administration / [edited by] Susan H. McLeod.
p. cm. -- (Reference guides to rhetoric and composition)
Includes bibliographical references and index.
ISBN 978-1-60235-007-6 (pbk. : alk. paper) -- ISBN 978-1-60235-008-3 (alk. paper) -- ISBN 978-1-60235-009-0 (adobe ebook)
1. English language--Rhetoric--Study and teaching--United States. 2. Report writing--Study and teaching (Higher)--United States. 3. Writing centers--Administration. I. McLeod, Susan H.
PE1405.U6W757 2007
808’.0420711--dc22
2007009454
Series logo designed by Karl Stolley.
This book is printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paperback, cloth, and Adobe eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com . For submission information or to find out about Parlor Press publications, write to Parlor Press, 816 Robinson St., West Lafayette, Indiana, 47906, or e-mail editor@parlorpress.com.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University’s Composition Program, it brings together four journals, three book series, and resources for teachers who use writing in their courses. This book will also be available free on the Internet at The WAC Clearinghouse ( http://wac.colostate.edu/).

Contents
Preface
Acknowledgments
1 Introduction and Overview
Issues in Writing Program Administration
Organization and Scope of the Text
2 Distinctions and Definitions
The WPA in the Institution
The WPA as Unappreciated Wife
The WPA as Scholar
The WPA as Politician, Rhetor, Change Agent, Manager
The WPA as Leader
3 A History of Writing Program Administration
The Beginnings
English Departments and Composition
The History of Rhetoric and the New Emphasis on English
Development of a Composition Underclass
The Pedagogy and Curricula of Early Composition Courses
The Tenacity of Current-Traditional Rhetoric 7
The Pre-Professional Period: Writing Program Administration up to World War II
The Period of Professionalization: Post World War II
The First Professional Organization for WPAs: CCCC
The Birth of the Council of Writing Program Administrators
The Development of WPA: Writing Program Administration
Writing Program Administration in the Twenty-First Century
4 Current Issues and Practical Guidelines
Curriculum
First-Year Composition
Basic Writing
ESL and Generation 1.5 Students
Articulation
Beyond First-Year Composition
Pedagogy
Assessment and Accountability
Overviews
Placement
Proficiency
Program Assessment
Staffing, Staff Development, and Evaluation
Administrative and Professional Issues
5 Glossary
6 Practical Resources for Writing Program Administrators: A Selected Bibliography
General Resource Guides/Overviews
Curriculum and Pedagogy
Assessment and Accountability
Staffing and Staff Development
Administrative and Professional Issues
Notes
Works Cited
Index

Preface
The teaching of writing in higher education almost always occurs within a writing program (or similar unit such as a department largely devoted to the teaching of writing) under the supervision and coordination of an administrator, often called a Writing Program Administrator (WPA). Furthermore, the field of teaching of writing has socially, economically, and historically been organized around writing programs. Finally, most people embarking on a career in the teaching of writing will at some point be engaged in administering a writing program. Surprisingly then, this volume offers the first overall history we have had of writing programs and their administration as a central organizing theme of the field. Understandably the field of teaching of writing has focused on the units of analysis all have had much experience of: being a writer, being a learner of writing, supporting learning of writing, and running a classroom devoted to the teaching and leaning of writing. Yet, just the next level up in the economic and institutional realities of administration, we gain a remarkable perspective on what the field of college composition is and how it has become that way. This is a story of interest to every teacher of college writing, whether or not they will be an administrator or are engaged in program policy issues.
On a more practical level, there has been a growing body of publications reporting the experiences of WPAs, providing practical advice, and surveying the nature and conditions of programs nationally. This fourth volume of the reference guides to rhetoric and composition provides an excellent introduction to this useful literature, so that anyone embarking on Writing Program Administration can explore the state of the art—and perhaps even more importantly connect up with the personal and publication networks WPA’s have developed for mutual support. Nonetheless, despite there now being some collected wisdom based on the hard won experience of many dedicated and thoughtful people, we still have much to learn about this important role and the decisions facing administration. I hope this overview of our current state of knowledge will inspire a new generation of research and evidence to provide guidance and support for the writing programs of the future.
—Charles Bazerman

Acknowledgments
I have tried to write the book I wish I’d had when I first started as a WPA. My debts are many. I would like to thank Chuck Bazerman for inviting me to take on this project; David Russell, who reviewed the chapter on the history of writing program administration and gave me excellent feedback; Shirley Rose, who read the entire manuscript and also gave me good advice; UCSB librarian Sherri Barnes, who tirelessly tracked down elusive sources; the history graduate students in my Writing for Publication seminar, who helped me understand how difficult it is to write history; my colleagues on the WPA listserv, who gave me useful feedback on the glossary; Rebecca Mitchell, who copy-edited an early version of the manuscript; Amy Ferdinandt Stolley, who created the index; David Blakesley, whose patience and good humor are unsurpassed among editors; and as always, my husband Doug, who supported and put up with me throughout. I am also grateful to two WPA mentors: Joyce Steward, who was my TA supervisor many years ago at the University of Wisconsin and who modeled the behavior of respect towards students and novice teachers that I have strived to emulate as a WPA, and Maxine Hairston, who led a WPA workshop that I had the great good fortune to attend in 1984 and who served as a role model for me in more ways than she knew.

1 Introduction and Overview
Although the work involved in writing program administration has existed for some time (as documented in Chapter 3), it was not until the formation of the Council of Writing Program Administrators in the late 1970s that the work was dignified with a title that aligned it with other administrative positions in the university. Before that time, the job was usually a service task assigned to some faculty member (often to supervise TAs), and there was usually one per camp