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)

Suggests that the first task of writing program administrators is to invite students to play along a spectrum of rhetorical occasions. Notes that, once students begin to negotiate these roles, then the opportunity exists to explore the diverse power of "the political" as opposed to the banalities of mere "politics." (RS)

Discusses the development and rationale of "ComPost," a weekly newsletter of the Composition Program at the University of Louisville. Suggests that a vehicle like ComPost can promote the communications that contribute to accomplishing collegiality and genuine program consensus. (RS)

Presents an annotated list of new and new editions of textbooks for writing courses. Categories include: developmental writing (including handbooks, rhetorics, and workbooks); freshman writing; advanced writing (including composition and literature texts and business and technical writing texts); and professional texts. Classifies computer…

Discusses the development of Guilford College's writing guide. Discusses benefits of the guide: it offers important information and resources; it promotes a common language about writing; it articulates common standards; and it provides the entire college with ownership of the writing enterprise. (RS)

Discusses a new model for teaching writing that emphasizes the acts of composing, especially how writers generate ideas and revise them through a series of drafts. Expresses the wish that administrators not solve the problems of enrollment reductions and budget cuts by enlarging composition classes. (RS)

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)

Suggests that writing teachers who believe that their role as authority and expert inhibits their students' empowerment as writers, and who deliberately shun that role, are in the process significantly affecting the way they are perceived professionally, both by clients and by peers. (RS)

Describes the transformation of the Colgate Interdisciplinary Writing Program into a department. Notes that, as the members of the program strove to lose their subordinate status, they worked against the temptation to do so in a militaristic spirit of antagonism, for that would undermine the collectivism that characterizes the program's…

Discusses the apparently successful efforts of an English department and composition program to comply with the Conference on College Composition and Communication's Statement of Principles and Standards with regard to working conditions of teaching assistants. (RS)

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,…

Suggests that the future of composition studies will be shaped, in a large part, by the ways that educators decide to represent the work of composition to themselves. Notes that looking at composition from the administrator's point of view can enhance educator's sense of what role composition might play in the evolving university. (SG)

Suggests that most programs have not based their acceptance of advanced placement credit on reasoned endorsement of the views of language, literature, and rhetoric that AP exams present. Criticizes the views implicit in the AP program and shows how they conflict with the goals of one particular college composition program. (RS)

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)

Recommends providing copy about undergraduate writing for publication in the campus "TA Handbook." Discusses the advantages of incorporating information about thinking-writing processes, and makes suggestions on the type of information needed by teaching assistants. (PRA)