Wpa: Writing Program Administration 37.1 (Fall 2013) » książka
Wpa: Writing Program Administration 37.1 (Fall 2013)
ISBN-13: 9781602354838 / Angielski / Miękka / 2013 / 244 str.
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 37.1: From the Editors "WPAs, Writing Programs and the Common Reading Experience" by Brad Benz, Denise Comer, Erik Juergensmeyer, and Margaret Lowry "The Research Paper and Why We Should Still Care" by Doug Brent "When the Writing Requirements Went Away: An Institutional Case Study of Twenty Years of Decentralization/Abolition" by Duncan Carter, Christie Toth, and Hildy Miller "Taking the Long View: Investigating the History of a Writing Program's Teacher Evaluation System" by Laura J. Davies "WPA as Tempered Radical: Lessons from Occupy Wall Street" by Casie Fedukovich "Magic, Agency and Power: Mapping Embodied Leadership Roles" by Tina S.Kazan and Catherine Gabor "Creating Accessible Spaces for ESL Students Online" by Fernando SAnchez "A Queer Eye for the WPA" by Harry Denny "Queering the Writing Program: Why Now? How? And Other Contentious Questions" by Karen Kopelson "WPAs in Dialogue Response to Faye Halpern's 'The Preceptor Problem: The Effect of 'Undisciplined Writing' on Disciplined Instructors' by Andrea Scott "Response to Andrea Scott" by Faye Halpern Review Essays: "In the Internet Age, Who Needs Textbooks?" Richard Colby reviews Moxley, Joseph, ed. Writing Commons: The Home for Writers and Rhetoric and Composition WikiBook" "Multimodality in Local and Disciplinary Praxes" Randall W.Monty reviews Bowen, Tracey, and Carl Whithaus. Multimodal Literacies and Emerging Genres; Miller, Suzanne M., and Mary B. McVee Multimodal Composing in Classrooms: Learning and Teaching in the Digital World; and Rowsell, Jennifer. Working with Multimodality: Rethinking Literacy in a Digital Age "Contributors"
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 37.1: From the Editors | "WPAs, Writing Programs and the Common Reading Experience" by Brad Benz, Denise Comer, Erik Juergensmeyer, and Margaret Lowry | "The Research Paper and Why We Should Still Care" by Doug Brent | "When the Writing Requirements Went Away: An Institutional Case Study of Twenty Years of Decentralization/Abolition" by Duncan Carter, Christie Toth, and Hildy Miller | "Taking the Long View: Investigating the History of a Writing Program's Teacher Evaluation System" by Laura J. Davies | "WPA as Tempered Radical: Lessons from Occupy Wall Street" by Casie Fedukovich | "Magic, Agency and Power: Mapping Embodied Leadership Roles" by Tina S.Kazan and Catherine Gabor | "Creating Accessible Spaces for ESL Students Online" by Fernando Sánchez | "A Queer Eye for the WPA" by Harry Denny | "Queering the Writing Program: Why Now? How? And Other Contentious Questions" by Karen Kopelson | "WPAs in Dialogue Response to Faye Halpern's 'The Preceptor Problem: The Effect of 'Undisciplined Writing' on Disciplined Instructors' by Andrea Scott | "Response to Andrea Scott" by Faye Halpern | Review Essays: "In the Internet Age, Who Needs Textbooks?" Richard Colby reviews Moxley, Joseph, ed. Writing Commons: The Home for Writers and Rhetoric and Composition WikiBook" | "Multimodality in Local and Disciplinary Praxes" Randall W.Monty reviews Bowen, Tracey, and Carl Whithaus. Multimodal Literacies and Emerging Genres; Miller, Suzanne M., and Mary B. McVee Multimodal Composing in Classrooms: Learning and Teaching in the Digital World; and Rowsell, Jennifer. Working with Multimodality: Rethinking Literacy in a Digital Age | "Contributors"
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