WPA 38.2 (Spring 2015)

Contents of WPA: Writing Program Administration 38.2 (Spring 2015)

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From the Editors

Letter from the Book Review Editors

"Singing Wonderfully": Remembering the Scholarship of Linda Bergmann
Lauren Fitzgerald, Rita Malenczyk, and Kelly Ritter

Disabling Writing Program Administration
Amy Vidali

How Do Dual Credit Students Perform on College Writing Tasks After They Arrive on Campus? Empirical Data from a Large-Scale Study
Kristine Hansen, Brian Jackson, Brett C. McInelly, & Dennis Eggett

Making the Most of Networked Communication in Writing Program Assessment
Sonya Lancaster, Heather Bastian, Justin Ross Sevenker, & E.A. Williams

Making Space for Service Learning in First-Year Composition
Thomas Sura

Plenary Addresses

The WPA as Worker: What Would John Ruskin Say? What Would My Dad?
Douglas D. Hesse

Absence and Action: Making Visible WPA Work
Melissa Ianetta

Writing Program Faculty and Administrators as Public Intellectuals: Opportunities and Challenges
Duane Roen


Imperative as a River: Interview with Heidi Estrem
Shirley K Rose


Looking at Language to Learn about Race and Racism
Asao B. Inoue

  • Eddy, Robert, and Victor Villanueva, eds. A Language and Power Reader: Representations of Race in a "Post-Racist" Era

Stone Walls Do Not a Prison Make
Irvin Peckham

  • Malenczyk, Rita, ed. A Rhetoric for Writing Program Administrators

Twelve Teachers Teaching
Jessica Nastal-Dema

  • Coxwell-Teague, Deborah, and Ronald F. Lunsford, eds. First-Year Composition: From Theory to Practice

Reconsidering Content in First-Year Composition: A Study of "Teaching for Transfer"
Mary Jo Reiff

  • Yancey, Kathleen Blake, Liane Robertson, and Kara Taczak. Writing across Contexts: Transfer, Composition, and Sites of Writing

Ads and Back Cover

View the entire issue of WPA 38.2 (Spring 2015) as one PDF file (3.8 MB).

* Credits: This digital archive was posted by David Blakesley and made possible by Parlor Press.