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 36.1: From the Editors | 'Recognizing Acts of Reading: Creating Reading Outcomes and Assessments for Writing' by Holly Middleton | 'The Effects of Writing Pedagogy Education on Graduate Teaching Assistants’ Approaches to Teaching Composition' by E. Shelley Reid and Heidi Estrem, with Marcia Belcheir | 'Thinking Ecologically: Rhetorical Ecological Feminist Agency and Writing Program Administration' by Kathleen J. Ryan | 'The Problem of Graduate-Level Writing Support: Building a Cross-Campus Graduate Writing Initiative' by Steve Simpson | 'The Companies We Keep or The Companies We Would Like to Try to Keep: Strategies and Tactics in Challenging Times' by Linda Adler-Kassner | 'Let’s Face It: Language Issues and the Writing Program Administrator' by Paul Kei Matsuda | 'Serving Those Who Have Served: Preparing for Student Veterans in our Writing Programs, Classes and Writing Centers' by Marilyn J. Valentino | 'The Visual and Beyond: A Symposium on Rereading, Revising or Perhaps 'Hacking the Source Code' of the CWPA Outcomes Statement' | 'The Matters of Key Knowledge Domains and Transfer of Learning in the Outcomes Statement' by Anne Beaufort | 'Genre Knowledge, Reading, and Faculty Development' by Barbara Little Liu | 'Reading to Write and the Economy of Attention' by Deborah Mutnick | 'Reading Matters: Thoughts on Revising the CWPA Outcomes Statement' by Cynthia R. Haller | 'Engaging Queerness and Contact Zones, Reimagining Writing Difference' by Martha Marinara | 'Queering Outcomes: Hacking the Source Code of the WPA Outcomes Statement for First-Year Composition' by William P. Banks | Reviews: 'The WPA Outcomes Statement-Ten Years Later' reviewed by Shane Borrowman | 'Making Our Brains' by Anne Ruggles Gere | '’ Taking Care of’ Writing' by David Schwalm | Contributors