WPA

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include the education and support of writing teachers; the intellectual and administrative work of WPAs; the situation of writing programs, within both academic institutions and broader contexts; the programmatic implications of current theories, technologies, and research; relationships between WPAs and other administrators, between writing and other academic programs, and among high school, two-year, and four-year college writing programs; placement; assessment; and the professional status of WPAs. The journal is published twice per year: fall/winter and spring. CONTENTS: Letter from the Editors; The Definitive Article on Class Size,' by Alice Horning; 'Reading Practices in the Writing Classroom,' by Linda Adler-Kassner and Heidi Estrem; 'Memoranda of Fragile Machinery: A Portrait of Shaughnessy as Intellectual-Bureaucrat,' by Mark McBeth; 'Understanding ’Transfer’ from FYC: Preliminary Results of a Longitudinal Study,' by Elizabeth Wardle; 'Insiders and Outsiders: Redrawing the Boundaries of the Writing Program,' by Cary Moskovitz and Michael Petit; 'Taking Stock: Surveying the Relationship of the Writing Center and TA Training,' by Melissa Ianetta, Michael McCamley, and Catherine Quick; 'Disciplinarity and Transference: Students’ Perceptions of Learning to Write,' by Linda S. Bergmann and Janet S. Zepernick; 'Invisible Administrators: The Possibilities and Perils of Graduate Student Administration,' by Anthony Edgington and Stacy Hartlage Taylor; 'Split at the Root: The Vulnerable Writing Program Administrator,' by Donna Qualley and Elizabeth Chiseri-Strater; 'What in God’s Name? Administering the Conflicts of Religious Belief in Writing Programs,' by Elizabeth Vander Lei and Lauren Fitzgerald; 'Mainstreaming Diversity Writing,' by Philip P. Marzluf; 'Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study,' by Ronda Leathers Dively and R. Gerald Nelms. REVIEW ESSAY: 'Anxieties of Influencers: Composition Pedagogy in the 21st Century,' by E. Shelley Reid; includes reviews of Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants, by Sally Barr Ebest, Don’t Call It That: The Composition Practicum, edited by Sidney I. Dobrin, and Relations, Locations, Positions: Composition Theory for Writing Teachers, edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon; REVIEW by Melissa Ianetta of The Everyday Writing Center: A Community of Practice, by Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet; ANNOUNCEMENTS; CONTRIBUTORS.