Contents of WPA: Writing Program Administration 38.2 (Spring 2015)
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"Singing Wonderfully": Remembering the Scholarship of Linda Bergmann
Lauren Fitzgerald, Rita Malenczyk, and Kelly Ritter
Disabling Writing Program Administration
How Do Dual Credit Students Perform on College Writing Tasks After They Arrive on Campus? Empirical Data from a Large-Scale Study
Kristine Hansen, Brian Jackson, Brett C. McInelly, & Dennis Eggett
Making the Most of Networked Communication in Writing Program Assessment
Sonya Lancaster, Heather Bastian, Justin Ross Sevenker, & E.A. Williams
The WPA as Worker: What Would John Ruskin Say? What Would My Dad?
Douglas D. Hesse
Absence and Action: Making Visible WPA Work
Imperative as a River: Interview with Heidi Estrem
Shirley K Rose
Looking at Language to Learn about Race and Racism
Asao B. Inoue
- Eddy, Robert, and Victor Villanueva, eds. A Language and Power Reader: Representations of Race in a "Post-Racist" Era
Stone Walls Do Not a Prison Make
- Malenczyk, Rita, ed. A Rhetoric for Writing Program Administrators
Twelve Teachers Teaching
- Coxwell-Teague, Deborah, and Ronald F. Lunsford, eds. First-Year Composition: From Theory to Practice
- Yancey, Kathleen Blake, Liane Robertson, and Kara Taczak. Writing across Contexts: Transfer, Composition, and Sites of Writing
View the entire issue of WPA 38.2 (Spring 2015) as one PDF file (3.8 MB).
* Credits: This digital archive was posted by David Blakesley and made possible by Parlor Press.