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 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 40.2 (Spring 2017): Letter from the Editors | Letter from the Book Review Editors | In Memoriam: Lloyd Bitzer (1931–2016) by Kathleen Blake Yancey | In Memoriam: Carol Berkenkotter (1940–2017) by J. Thomas Wright | In Memoriam: Theresa Jarnagin Enos (1935–2016) by Tracy Ann Morse | Race, Silence, and Writing Program Administration: A Qualitative Study of US College Writing Program by Genevieve García de Müeller and Iris Ruiz | Grief and the New WPA by Laura J. Davies | “How Do You Know That Works?”: A Mixed Methods Approach to Writing Program Assessment by Amy A. Lannin, Jonathan Cisco, Jes Philbrook, and Maxwell Philbrook | A Model of Efficiency: Pre-College Credit and the State Apparatus by Joyce Malek and Laura R. Micciche | Class Size for a Multilingual Mainstream: Empirical Explorations by Bradley Queen | On Learning to Teach: Letter to a New TA by E. Shelley Reid | Letter to a New TA: Affect Addendum by Elizabeth Saur and Jason Palmeri | Standard English and Colorblindness in Composition Studies: Rhetorical Constructions of Racial and Linguistic Neutrality by Bethany Davila | WPAs in Action: Vignettes from the Field: U-Turns, Pivots, and Gradual Arrivals: Navigating Midlife and Mid-Career in Academe’s Changing Landscape by Peggy O’Neill | Travelogue: Hearing the Bass Line: Giving Attention to Writing at the University of Tennessee, Knoxville by Shirley K Rose and Kirsten Benson | Policy Review: Common Core State Standards Initiative for Writing Program Administrators by Diane Kelly-Riley