WPA 37.1 (Fall 2013)

Contents of WPA: Writing Program Administration 37.1 (Fall 2013)

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From the Editors

WPAs, Writing Programs and the Common Reading Experience
Brad Benz, Denise Comer, Erik Juergensmeyer, and Margaret Lowry

The Research Paper and Why We Should Still Care
Douglass Brent

When the Writing Requirements Went Away: An Institutional Case Study of Twenty Years of Decentralization/Abolition
Duncan Carter, Christie Toth, and Hildy Miller

Taking the Long View: Investigating the History of a Writing Program’s Teacher Evaluation System
Laura J. Davies

WPA as Tempered Radical: Lessons from Occupy Wall Street
Casie Fedukovich

Magic, Agency and Power: Mapping Embodied Leadership Roles
Tina S.Kazan and Catherine Gabor

Creating Accessible Spaces for ESL Students Online
Fernando Sánchez

A Queer Eye for the WPA
Harry Denny

Queering the Writing Program: Why Now? How? And Other Contentious Questions
Karen Kopelson

WPAs in Dialogue

Response to Faye Halpern’s “The Preceptor Problem: The Effect of ‘Undisciplined Writing’ on Disciplined Instructors”
Andrea Scott

Response to Andrea Scott
Faye Halpern

Review Essays

In the Internet Age, Who Needs Textbooks?
Richard Colby

  • Moxley, Joseph, ed. Writing Commons: The Home for Writers Rhetoric and Composition WikiBook

Multimodality in Local and Disciplinary Praxes
Randall W. Monty

  • 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
  • Rowsell, Jennifer.Working with Multimodality: Rethinking Literacy in a Digital Age


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View the entire issue of WPA 37.1 (Fall 2013) as one PDF file (3.5 MB).

* Credits: This digital archive was posted by David Blakesley and made possible by Parlor Press.