The Writing Program Administrators Resource: A Guide To Reflective Institutional Practice

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  • The writing program administrator's resource : a guide to reflective institutional practice.
  • The Boy, the Wolf, the Sheep and the Lettuce;
  • The Promise and Perils of Writing Program Administration | Parlor Press.
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The Promise and Perils of Writing Program Administration

A report on the results of a survey of forty-four writing programs at a variety of colleges and universities, as well as extensive descriptions of the programs at Chapel Hill, University of Pennsylvania, and Harvard. The survey data cover administrative structures, program design, staffing, and campus attitudes toward writing.

No single model for success is apparent, but good programs seem to be aided to some degree by writing program alliances within the university, the pedagogical skill and scholarly visibility of the director and staff, and a campus commitment to liberal education. Evaluating Teachers of Writing. Evaluating teachers, whether for development or judgment, is a complex and sensitive task for program administrators. Too often, formative evaluation for improving teaching and summative evaluation for judging overall performance are insufficiently distinguished by the instruments for gathering information and by our use of the information.

The thirteen essays here address three main concerns. The first, theoretical and ideological issues, includes Hult's introduction; David Bleich, "Evaluating the Teaching of Writing: Questions of Ideology"; and Jesse Jones's overview of purposes, objects of evaluation, sources of information, and the process of evaluation.

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Baker and Joyce A. Constructing and Administering Writing Programs. Writing program administration is a significant expression of academic scholarship, as the Portland Resolution strongly states [ ]. The eleven essays here extend and substantiate that claim through analysis of the history and current state of the main concerns facing the WPA.

Scenarios in Effective Program Management. Each of the nineteen chapters in three sections Selection and Training, Program Development, and Professional Issues presents real-world situations about different aspects of administration; the cases place readers into administrative situations. Houston, "Budgeting and Politics: Holdstein, "From Virtual to Reality: Writing Program Administration 12 Winter A survey of two-year colleges shows that most of their English departments concentrate on teaching writing rather than literature.

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Writing courses are not in separate programs, there are few program administrators, and course planning is often done by committee, with individual teachers retaining much classroom autonomy. Writing courses often concentrate on basic skills, academic discourse, and technical or business writing. Most teachers have five courses per semester, three of them in composition, and see themselves primarily as teachers, not researchers.

Their lack of familiarity with current professional discourse can make them feel excluded, but university-level writing program administrators would do well to bring them into collaborative projects to draw on their rich stores of pedagogical knowledge. The Writing Program Administrator as Researcher: Inquiry in Action and Reflection. WPAs' work as researchers deserves a greater understanding, and both new and experienced WPAs need to learn to identify opportunities for doing significant intellectual work in the context of their programs. Mirtz, "WPAs as Historians: Writing Program Administration 11 Spring ESL students may be foreign students planning to return home after college, recent immigrants, or bilingual native students.

Current theories of second-language acquisition are similar to current theories of composition for native English speakers, namely, that ESL students need practice in writing to make meaning and to develop strategies for construing meaning rather than grammar drill or audiolingual work. Linguists tend not to be the best writing teachers for ESL students because they are likely to use a grammar-based approach. Specialists in ESL are better because they bring knowledge of cultural diversity and contrastive rhetoric, but often their training has concentrated on oral communication.

ESL students may be best served by composition specialists familiar with college-level reading and writing. Mainstreaming ESL students instead of offering a separate ESL course may offer students more sophisticated instruction and oral practice while benefiting native English speakers by providing cultural diversity.