Shares several writing program administrators' observations on selecting and changing course names, job titles, and program terminology. Considers the psychological and social dimensions that lend power to the act of naming. Draws generalizations about the developing discipline of composition. (RS)

Describes a program at Arizona State University in which community college faculty were invited to teach basic writing at the university. Reviews the problems encountered in developing the program, and suggests how most of the problems can be avoided. Argues that this approach to basic writing is "disturbing." (RS)

Discusses what constitutes "reasonable accommodation" for disabled students in the writing classroom. Argues that because of the format and labor-intensive nature of most writing classes, writing program administrators should plan for academic adjustments to smooth the way for students with physical, emotional, or learning disabilities.…

Argues that it is the responsibility of writing program administrators to determine computers' role in writing instruction. Explores three ways in which computers significantly affect writing instruction: (1) dialogue and collaboration among students increase; (2) students' access to information increases; and (3) the perception and creation of…

Argues that the writing program serving second-language writers requires the following: a program and courses that provide and use social context for writing and language development; teachers who know about both writing and language; and assessment that takes into account principles of language acquisition and literacy development. (JK)