Destabilizes the current construction of writing program administration by both questioning the theoretical constructs inherent in the traditional language writing program administrators use to represent themselves and suggesting a more ethically sound conceptual frame. Suggests an expanded way for understanding the remarkable opportunity…

Examines the theoretical and pragmatic objections to first-year composition courses raised by recent abolitionists who are composition insiders. Assesses four frequently proposed alternative models of first-year composition. Discusses evaluating these alternatives from the perspective of a writing program administrator's dual roles of curriculum…

Shares knowledge about the administrative audience, what the authors wish they had known when they were directors of writing centers and writing programs. Addresses how they could have negotiated for more dollars, more space, more options for expanding and improving services. Notes that administrators are part of the institution and can be…

Proposes a model for writing program administrators to use to assess the effectiveness of composition programs. Argues the need to consider local conditions, evaluate the internal coherence of programs, and consider the external relevance of programs. Describes how using this model led the Writing Center at Northern Arizona University to make…

Describes the authors' experience co-chairing a writing department. Identifies seven key areas where the sharing of writing program administrator duties has resulted in personal, departmental, or institutional benefits. Discusses workload and professional identity, the politics of writing programs, co-directing as post-bureaucratic practice, and…

Describes how co-mentoring functions in the administration of the Writing Program at Utah State University, where administrative responsibilities are shared by eight people. Outlines specific systemic roles held by those involved. Argues that co-mentoring administration is enhanced through communication and various electronic media. (SR)

Offers four perspectives on dynamic changes in the architecture of power and leadership in one university's large Freshman English writing program as it implemented a more collaborative approach in its administration, reforming a top-down administrative structure into a more egalitarian one. (SR)

Offers perspectives of 3 members of a 10-member coordinating committee that has collaborated in the administration of their university's first year writing program for the past 10 years. Discusses how such partnerships come to be created in a hierarchical university environment, how power is acquired, and how collaboration works on a daily basis.…

Argues that the writing program administrator's role of developing and maintaining a program that embodies and tests theoretical principles is a scholarly activity and should be recognized as such. Claims that the traditional disciplinary view restricting scholarship to written publication must be broadened. (RS)

Compares the administrative structures and educational ideologies of the writing center model and the curriculum-based model of peer tutoring. Argues that while the curriculum-based model may be administratively more efficient, the writing center model offers a collaborative learning environment in which students critically understand themselves…

Analyzes scholarship on administrative leadership styles. Describes the writing program co-directorship model the author and a colleague developed at a Southern public university, and offers a critical analysis of both the possibilities and pitfalls of collaborative administration for untenured writing program administrators. Points out ways in…