Discusses reasons for the lack of ongoing exchange among university colleagues. Suggests how writing programs can foster this exchange through various collaborative projects for writing faculty, including peer advising, composition seminars, and interactive observation. (MM)

Discusses plagiarism and offers guidelines for its prevention. Discusses writing program administrator policies on plagiarism and how to confront confirmed cheaters. Relates actual cases, and describes situations where plagiarism was not intended by the students. (PRA)

Considers the value of consciously applying marketing language to educational efforts. Urges that market analysis might lead composition administrators to go with some flows that at first might seem best resisted. Presents an introduction to marketing rhetoric. Considers examining the current "plan" for marketing composition and its effects,…

Lists six recommendations made by consultants who evaluated a writing program at Lehigh University. Gives a brief history of the problem that led to each of the recommendations. Offers five tips for others who are thinking of doing a writing program evaluation. (MG)

Focuses on ways the dominance of large-school culture within more recent WPA (Writing Program Administrator) record has resulted in over-valorizing of power as a tool for the WPA. Argues that this over-valuation has led to inexact description of the concept of WPA power in the record and, as importantly, has overshadowed other political…

Explores some historical reasons why, academic freedom and tenure notwithstanding, retaliation against Writing Program Administrators (WPA) remains rather invisible as well as rather commonplace. Suggests that there is a good deal of historical connection between many WPAs' and writing teachers' present job circumstances and the circumstances that…

Describes the institutional and programmatic context in which a consultant-evaluation visit was requested at Washington State University and the evaluators' recommendations and subsequent changes that have taken place. Lists five reasons for requesting an evaluation. (MG)

Describes how and why writing program administrators should get involved in developing a technical communication program. Discusses one such program, in which students are prepared as technical writers to enter the profession of technical communication. Suggests how to begin and how to develop ties with the industrial community. (HB)

Presents two educators' stories: one that illustrates the Writing Program Administrator's need for improvisation when faced with pre-existing forms of hiring rationales, and another that considers how the required teacher preparation course may actually contribute to the instability of the writing program. (SG)

Describes various aspects of a writing program partnership between the University of Maryland Baltimore County (UMBC) and two Baltimore City high schools, including: program goals; student selection; scheduling; instructional methods; writing evaluation; and the partnership's impact on a writing program. Recommends several changes based on the…

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…

Discusses why, despite successes in other universities, some writing across the curriculum (WAC) programs are struggling to survive. Discusses faulty assumptions about WAC and competing priorities within the university. Concludes that WAC forces institutions to reexamine their identity. (RS)

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 logistics and underlying principles of a summer institute for writing teachers (sponsored by the Gateway Writing Project) which integrates word processing into the writing experience. Discusses how writing program administrators can apply this information to setting up workshops with their own staff. (MM)

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)