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)

Argues that, although a split between literature and composition may create major problems and involve major risks, it can and must be done for the future of the profession. (JK)

Describes a writing across the curriculum program at the University of California, San Diego. Reports on the program's design and administration, summarizes how students assess the program, and discusses administrative issues particular to the program. (MS)

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)

Offers a brief look at the history of freshman writing programs, examines the UCLA program in some detail, and comments on the state of such programs in general. (FL)

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.…

Describes the efforts of the basic writing program at the University of Louisville (Kentucky) to develop portfolio evaluation procedures to replace exit examinations. As a result, collaboration has come to play a more important role in relationships between administrator and teacher, as well as between teacher and student. (JK)

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…

Surveys freshman English directors in order to help define the role of the writing center director. Discusses how writing center directors are viewed within English departments. Appends the questionnaire used. (MS)

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)