Publisher's Synopsis
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 38.1 (Fall 2014): From the Editors People of Color Caucus Statement "Social Contexts of Writing Assessment: Toward an Ecological Construct of the Rater" by Dylan B. Dryer and Irvin Peckham "Thinking Liminally: Exploring the (com)Promising Positions of the Liminal WPA" by Talinn Phillips, Paul Shovlin, and Megan Titus "Understanding Why Linked Courses Can Succeed with Students but Fail with Institutions" by Ann C. Dean "Relentless Engagement with State Educational Policy Reform: Collaborating to Change the Writing Placement Conversation" by Heidi Estrem, Dawn Shepherd, and Lloyd Duman "Revising FYC Outcomes for a Multimodal, Digitally Composed World: The WPA Outcomes Statement for First-Year Composition (Version 3.0)" by Dylan B. Dryer, Darsie Bowden, Beth Brunk-Chavez, Susanmarie Harrington, Bump Halbritter, and Kathleen Blake Yancey for the WPA Outcomes Statement Revision Task Force "WPA Outcomes Statement for First-Year Composition" Review Essay: Writing in Digital Environments: Everything Old Is New Again by Norbert Elliot CWPA 2015 Call for Proposals: Sustainable Writing/Program/Administrators
