Council of Writing Program Administrators

The University of Toledo Department of English invites applications for two instructional positions in the Composition Program, beginning Fall 2008. One position (lecturer) is a continuing non-tenure-track appointment, contingent upon satisfactory performance and instructional need. The other position is a one-year non-tenure-track visiting appointment, renewable up to three years, also contingent upon satisfactory performance and instructional need.

Call for Nominations

Award for Graduate Writing in WPA Studies

Can anyone point me to a recent national survey of WPA salaries, ideally broken down by years of experience, type of faculty appointment (if any), and type of institution?

Thanks in advance for any information on this!

Deb Rossen-Knill

The English Department is pleased to announce the establishment of the Houston Writing Fellows Program for writing instructors interested in joining a cohort of teachers and scholars committed to the theory and practice of writing pedagogy. The Houston Writing Fellows Program is designed to enhance the intellectual and pedagogical community of instructors involved in the English Department’s writing courses by providing workshops, mini-conferences, mentorship opportunities, and other events that explore writing pedagogy.

The Department of Writing is seeking to fill several full-time, non-tenure-line positions in Composition and Writing. Our Visiting Faculty teach 11 or 12 credits per semester (depending on course credits this could work out as either a 3/3 or 3/4 load), mainly first-year or junior-level writing. In addition, we have a particular need for teachers of professional writing courses, including Business Communication and Introduction to Professional Writing as well as someone to teach Creative Non-fiction.

This position is designed for recent PhDs or MFAs planning to seek

College-level writing is self-taught, but most college students are passive learners, especially when learning writing. Passive learners will not magically become active in their self-teaching, unless self-teaching is effortless. Granted, the obligatory introductory college writing course is supposed to lay the foundation, but it is only through constant feedback on the student’s writing tendencies that the passive learner might be a worthy self-teacher; worthy, if the learner is active in seeking timely feedback. Timely feedback means shortly before the assignment is due.

Hello All,

I'm beginning a project that attempts to explore (and starts to define) graduate writing instruction as it is occurring across the disciplines. I'll be conducting a few local interviews, but I'd first like to see what's been written and who might already have experience with this topic. I thought I might call on the expert knowledge of the WPA members as a first resort. Can anyone suggest notable sources that cover this topic? Is there any notable scholarship that takes a WAC approach to graduate student writing instruction?

Many thanks in advance!

Justin

The English Department of San Antonio College (San Antonio, Texas) is looking for a Director to start-up its new Writing Center in the Fall of 2008. The position is a tenure-track position.

Job Title: Instructional Faculty-English/Writing Center Job Description: 1. Teach at least one three-hour English course per semester. 2. Oversee and assess writing center's instructional programs. 3. Hire, teach, and evaluate faculty and graduate student tutors as facilitatiors of small-group and one-to-one writing instruction.

Instructor of English