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)

Examines some emblematic job advertisements published in the MLA Job Information List during the past two years and argues that the majority of these advertisements militate against writing program administrators' professional advancement. (MG)

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)

Discusses 10 rites of writing program administrators followed by some suggestions for how to deal with them--in some instances through reactive behavior that accommodates the rites; in other instances through taking the initiative that transforms initiation rites into initiation rights. (MG)

Identifies 10 questions that dominated the 1990 WPA Conference at Portland, Oregon, part of a continuing dialogue over professional standards in writing instruction. Captures the voices of conference participants as they pose answers to the issues raised in the Wyoming Resolution and the Statement of Principles and Standards. (RS)

Describes briefly the proposal to change the writing program universitywide at Western Illinois University. Draws conclusions about the rhetorical situation of the writing program administrator in his or her attempts to substantively rename and predicate what educators do and thus to redefine the discipline. (MG)

Reports on a survey of 40 geographically representative state and private universities with sizable composition programs. Documents both the need for and interest in peer coaching of teaching assistants. (MG)