{ "item_title" : "Wpa", "item_author" : [" Writing Program Administrators Council "], "item_description" : "WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include the education and support of writing teachers; the intellectual and administrative work of WPAs; the situation of writing programs, within both academic institutions and broader contexts; the programmatic implications of current theories, technologies, and research; relationships between WPAs and other administrators, between writing and other academic programs, and among high school, two-year, and four-year college writing programs; placement; assessment; and the professional status of WPAs. The journal is published twice per year: fall/winter and spring. CONTENTS: Letter from the Editors; The Definitive Article on Class Size, by Alice Horning; Reading Practices in the Writing Classroom, by Linda Adler-Kassner and Heidi Estrem; Memoranda of Fragile Machinery: A Portrait of Shaughnessy as Intellectual-Bureaucrat, by Mark McBeth; Understanding 'Transfer' from FYC: Preliminary Results of a Longitudinal Study, by Elizabeth Wardle; Insiders and Outsiders: Redrawing the Boundaries of the Writing Program, by Cary Moskovitz and Michael Petit; Taking Stock: Surveying the Relationship of the Writing Center and TA Training, by Melissa Ianetta, Michael McCamley, and Catherine Quick; Disciplinarity and Transference: Students' Perceptions of Learning to Write, by Linda S. Bergmann and Janet S. Zepernick; Invisible Administrators: The Possibilities and Perils of Graduate Student Administration, by Anthony Edgington and Stacy Hartlage Taylor; Split at the Root: The Vulnerable Writing Program Administrator, by Donna Qualley and Elizabeth Chiseri-Strater; What in God's Name? Administering the Conflicts of Religious Belief in Writing Programs, by Elizabeth Vander Lei and Lauren Fitzgerald; Mainstreaming Diversity Writing, by Philip P. Marzluf; Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study, by Ronda Leathers Dively and R. Gerald Nelms. REVIEW ESSAY: Anxieties of Influencers: Composition Pedagogy in the 21st Century, by E. Shelley Reid; includes reviews of Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants, by Sally Barr Ebest, Don't Call It That: The Composition Practicum, edited by Sidney I. Dobrin, and Relations, Locations, Positions: Composition Theory for Writing Teachers, edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon; REVIEW by Melissa Ianetta of The Everyday Writing Center: A Community of Practice, by Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet; ANNOUNCEMENTS; CONTRIBUTORS.", "item_img_path" : "https://covers1.booksamillion.com/covers/bam/1/60/235/049/1602350493_b.jpg", "price_data" : { "retail_price" : "15.95", "online_price" : "15.95", "our_price" : "15.95", "club_price" : "15.95", "savings_pct" : "0", "savings_amt" : "0.00", "club_savings_pct" : "0", "club_savings_amt" : "0.00", "discount_pct" : "10", "store_price" : "" } }

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