At the 2006 WPA Conference in Chatanooga, in keeping with the conference themes, our three plenary speakers presented us with perspectives on the past of the organization, and provided us with an overview of some possible oppportunities to look out for in the future. In the first plenary, Jacqueline Jones Royster asked us to consider the "lessons hopefully learned" over the course of the organization's 30 year history.
Those of us subscribed to WPA-L are aware of an ongoing conversation (in various venues). Here's a recent posting to KairosNews that includes links to most of the current discussions, with some added commentary of its own.
WPAs @ Two-Year Colleges
- Are there WPAs at two-year institutions?
- What does Writing Program Administration “look like” at two-year colleges?
- How is being a WPA at a two-year institution similar and/or different from four-year institutions?
- What has been published about WPAs at two-year intuitions?
- How can we better connect and support two-year college WPAs?
Come join our conversation about Writing Program Administrators at Two-Year Colleges. This conversation will be a part of this year’s WPA conference, Keeping on Track: Looking Back, Looking Forward, Looking Out for New Opportunities, in Chattanooga TN. To engage in dialogue about WPAs @ Two-Year Colleges our panel proposed both an online asynchronous portion as well as a synchronous portion (both face-to-face and online). If you are interested in discussion questions like those above, please join us.
My colleague and I are opening a new writing center in the fall at our high school. It will be a full day center for one-on-one tutoring, full class workshops, extracurricular writing events including the publication of the literary magazine etc. We need suggestions for writing instruction curriculum and a structure for diagnosing student writing weaknesses and tracking progress. Any advice or suggestions welcome.
Call for Papers:
Teaching Audience: Theory and Practice
Brian Fehler (Tarleton State University), Elizabeth Weiser (Ohio State University-Newark), and Angela Gonzalez (Texas Christian University) invite scholars in rhetoric, composition, literacy, and communication studies to contribute to the collection Teaching Audience: Theory and Practice. Considerations of audience have been important in our disciplines at least since Aristotleâ€™s Rhetoric, and this collection aims to open a space for discussing how scholar-teachers theorize and teach audience in first-year and advanced writing and communication courses. In particular, this collection will address such questions as:
Irv Peckham has set up a blog for those who want to participate in discussions of the "technology plank" for the WPA Outcomes Statement.
Kathi Yancey writes: "We have posted some notes from our deliberations last summer as well as some other notes related to our thinking. Please do read and contribute! We'll include these postings when we work on this effort in TN next month, too."
A session at the upcoming 2006 WPA Summer Conference in Chattanooga will be devoted to discussion of the "techno-plank":
Friday afternoon from 3:30-5:30.
Dear Members and Friends of the Council of Writing Program Administrators,
Final preparations are in progress for the 2006 WPA Conference in Chattanooga July 13-16. A draft of the program outline and a draft of the schedule of concurrent sessions is available online in PDF attachments at this URL: http://wpacouncil.org/2006ConfDraft
We have closed registration for the 2006 WPA Workshop in Chattanooga, Tennessee July 9-12. Workshop leaders Lauren Fitzgerald and Greg Glau are in the process of giving worshop registrants their "homework" assignments for advanced preparation.
Next year's workshop will be in Tempe, Arizona July 8-11. Begin planning to attend now!
Dickinson State University is seeking an energetic, enthusiastic, and creative individual to join the Academic Success Center (ASC), a learning excellence program. As an ASC team member, the Writing Center and Supplemental Instruction Coordinator will supervise direct academic assistance in writing; teach three sections of supplemental instruction for developmental English courses; and provide leadership and structural support for the Writing Across the Curriculum initiative. The Coordinator will also hire, train, and evaluate the English peer tutors and Writing Center Interns; develop and implement an On-Line Writing Lab (OWL); provide training sessions and informational workshops for both students and faculty; and write grants to support the initiatives of this program.