Longman Sourcebook for Writing Program Administrators

Until now, no one collection assembled the most respected and experienced names in the field to address issues facing WPAs. The Longman Sourcebook for Writing Program Administrators does just that, offering essential advice for the novice, the experienced, or the returning WPA.   This book serves as a reference work and handbook for those charged with administering writing programs at colleges and universities. Both English Department Chairpersons and Directors of Writing Programs will find this an essential resource. The book is also intended for graduate-level courses in writing program administration, serving as an introduction to the theory, issues, and practical problems of writing program administration.

Table of Contents:
*Indicates original articles commissioned for this volume. Foreword, Gary A. Olson. Introduction, William J. Carpenter. Part One: Who Are You as Administrator? *David Schwalm. “The Writing Program (Administrator) in Context: Where am I, and Can I Still Behave Like a Faculty Member?” Katherine K. Gottschalk. “The Writing Program in the University.” Richard Gebhardt. “Administration as Focus for Understanding the Teaching of Writing.” *Barry M. Maid. “Working Outside of English.” Part Two: Administering, Managing, Leading. *Irene Ward. “Developing Healthy Management and Leadership Styles: Surviving the WPA's 'Inside Game.'” Joyce Kinkead and Jeanne Simpson. “The Administrative Audience: A Rhetorical Problem.” Hildy Miller. “Postmasculinist Directions in Writing Program Administration.” Thomas Amorose. “WPA Work at the Small College or University: Re-Imagining Power and Making the Small School Visible.” Edward White. “Use It or Lose It: Power and the WPA.” Part Three: Teaching Assistant Training and Staff Development. *Irene Ward and Merry Perry. “A Selection of Strategies for Training Teaching Assistants.” Catherine G. Latterell. “Training the Workforce: An Overview of GTA Education Curricula.” *William J. Carpenter. “Professional Development for Writing Program Staffs.” Timothy Catalan, Will Clemens, Julia Goodwin, Gary McMillin, Jeff White, and Stephen Wilhoit. “TA Training in English: An Annotated Bibliography.” Part Four: Curriculum Design and Assessment. *David Smit. “Curriculum Design for First-Year Writing Programs.” *Brian A. Huot and Ellen E. Schendel. “A Working Methodology of Assessment for Writing Program Administrators.” *Todd Taylor. “Ten Commandments for Computers and Composition.” Geoffrey Chase. “Redefining Composition, Managing Change, and the Role of the WPA.” Daniel Mahala and Michael Vivion. “The Role of the AP and the Composition Program.” *Martha Townsend. “Writing Across the Curriculum.” Barbara Walvoord. “The Future of WAC.” Part Five: Promotion and Professional Issues for WPAs. *Douglas D. Hesse. “Understanding Larger Discourses in Higher Education: Practical Advice for WPAs.” *Jeanne Gunner. “Professional Advancement of the WPA: Rhetoric and Politics in Tenure and Promotion.” Charles I. Schuster. “The Politics of Promotion.” Part Six: Appendicies. Appendix A: “Statement of Principles and Standards for the Postsecondary Teaching of Writing.” Appendix B: “The Portland Resolution.” Appendix C: “WPA Outcomes Statement for First-year Composition.” Appendix D: “Guidelines for the Workload of the College English Teacher.” Appendix E: “Position Statement on the Preparation and Professional Development of Teachers of Writing.”College Composition and Communication. Appendix F: “Evaluating the Intellectual Work of Writing Administration.” Appendix G: “ADE Guidelines for Class Size and Workload for College and University Teachers of English: A Statement of Policy.” Appendix H: The Buckley Amendment: “Protection of the Rights and Privacy of Parents and Students.” Appendix I: “Guidelines for Self-Study to Precede WPA Visit.”WPA: Writing Program Administration.