Writing Program Administration
Series Editors: Susan H. McLeod and Margot Soven
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978-1-60235-296-4 (paperback, $32) 978-1-60235-297-1 (hardcover, $65) 978-1-60235-298-8 (Adobe ebook, $20; downloadable in Dec. 2013) © 2013 by Parlor Press. 344 pages, with notes, bibliography, appendix, and index.
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The WPA Outcomes Statement—A Decade Later addresses the national and global dispersion and influence of the Council of Writing Program Administrators’ Outcomes Statement ten years after its adoption and publication. Relating how the Outcomes Statement informs the work of writing programs, writing centers, and English departments, the essays demonstrate the significant influence of the Outcomes Statement in and across institutions in various institutional categories. The WPA Outcomes Statement—A Decade Later contributes to the scholarly conversation by discussing relevant issues of assessment and accountability in institutional contexts. Edited by Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, and Edward M. White, the collection also interrogates the politics that may pervade writing programs as writing program administrators attempt to adapt the Outcomes Statement to suit local institutional contexts, implement the revised outcomes, and develop curricula that support and manifest those outcomes. The collection explores programmatic issues that may result from its implementation and corresponding assessment strategies for measuring its impact on student learning.
The WPA Outcomes Statement—A Decade Later serves as an informative resource for former, current, and future writing program administrators, scholars within composition studies and writing program administration, and other stakeholders concerned about writing programs, writing assessment, and the teaching of writing.
Contributors include Linda Adler-Kassner, Paul Anderson, Chris M. Anson, Darsie Bowden, Lizbeth A. Bryant, Micheal Callaway, Barbara J. D’Angelo, Debra Frank Dew, J. S. Dunn, Jr., Heidi Estrem, Justin Everett, Sarah Fabian, Suzanne Gray, Morgan Gresham, Teresa Grettano, Kimberly Harrison, Judy Holiday, Rebecca Ingalls, Emily Isaacs, Craig Jacobsen, Melinda Knight, Hava Levitt-Phillips, Barry M. Maid, Paul Kei Matsuda, Susan Miller-Cochran, Karen Bishop Morris, Tracy Ann Morse, Wendy Olson, Kimberly Coupe Pavlock, Deirdre Pettipiece, Sherry Rankins-Robertson, Shelley Rodrigo, Ryan Skinnell, Sarah Soebbing, Doug Sweet, Susan Thomas, Martha Townsend, Stephen Wilhoit, and Kathleen Blake Yancey.
Nicholas N. Behm is an Assistant Professor of English at Elmhurst College in Illinois, where he teaches courses in composition and rhetoric and studies composition pedagogy and theory, whiteness studies, and critical race theory. His research examines how first-year composition textbooks may reinforce white privilege and maintain white hegemony.
Gregory R. Glau is Associate Professor and Director of the University Writing Program at Northern Arizona University. With Duane Roen and Barry Maid, he is the co-author of The McGraw-Hill Guide: Writing for College, Writing for Life and has published numerous academic essays, especially focused on basic writing. His latest book, co-authored with Chitra Duttagupta of Utah Valley University, is Everyday Writing (Pearson, 2012).
Deborah H. Holdstein is Dean of the School of Liberal Arts and Sciences and Professor of English at Columbia College Chicago. Holdstein recently completed a five-year term as editor of College Composition and Communication. She has published widely in composition and rhetoric, film, technology, and literature and has also directed the Consultant-Evaluator Service of the Council of Writing Program Administrators. She has served on the MLA Publications Committee, the Executive Board of the CWPA, the Executive Committee of CCCC, and as an Officer of the CCCC. Her most recent book, co-edited with Andrea Greenbaum, is Judaic Perspectives in Composition and Rhetoric (Hampton Press, 2008), and her work has appeared in such journals as CCC, College English, WPA: Writing Program Administration, and Pedagogy.
Duane Roen is Professor of English at Arizona State University, where he also serves as Assistant Vice Provost for University Academic Success Programs, Head of Interdisciplinary and Liberal Studies, and Head of Technical Communication. In addition to more than 250 articles, chapters, and conference presentations, he has published eight books. He has served as secretary of the Conference on College Composition and Communication (2007–2011). He currently serves as president of the Council of Writing Program Administrators (2011–2013).
Edward M. White, a Visiting Scholar at the University of Arizona, has written or edited fourteen books and about one hundred articles or book chapters on writing, writing instruction, and writing assessment. His best-known books are Teaching and Assessing Writing, which won a Shaughnessy award from the Modern Language Association in 1994, and Assessment of Writing, an MLA research volume, published in 1996. He received the 2011 Exemplar Award from CCCC, and is featured in Writing Assessment in the 21st Century: Essays in Honor of Edward M. White (Hampton, 2012).
Part I: Adapting the WPA OS to Develop Curriculum
1 CWPA Outcomes Statement as Heuristic for Inventing Writing-about-Writing Curricula by Debra Frank Dew
2 The Politics of Pedagogy: The Outcomes Statement and Basic Writing by Wendy Olson
3 Building a Writing Program with the WPA Outcomes: Authority, Ethos, and Professional Identity by Kimberly Harrison
4 The Perilous Vision of the Outcomes Statement by Teresa Grettano, Rebecca Ingalls, and Tracy Ann Morse
5 The Outcomes Statement as Support for Teacher Creativity: Applying the WPA OS to Develop Assignments by Sherry Rankins-Robertson
6 Released from the Ghost of Platonic Idealism: How the Outcomes Statement Affirms Rhetorical Curricula by Doug Sweet
7 Beyond Composition: Developing a National Outcomes Statement for Writing Across the Curriculum by Paul Anderson, Chris M. Anson, Martha Townsend, and Kathleen Blake Yancey
Part II: Applying the WPA OS to Enact Programmatic, Institutional, and Disciplinary Change
8 The WPA Outcomes Statement and Disciplinary Authority by Craig Jacobsen, Susan Miller-Cochran, and Shelley Rodrigo
9 Achieving a Lasting Impact on Faculty Teaching: Using the WPA Outcomes Statement to Develop an Extended WID Seminar by Stephen Wilhoit
10 Building Clout in Non-Program Programs by Using the Outcomes Statement by Karen Bishop Morris and Lizbeth A. Bryant
11 Reframing the Conversation: Can the Outcomes Statement Help? by Darsie Bowden
12 The WPA Outcomes Statement: The View from Australia by Susan Thomas
13 Ripple Effect: Adopting and Adapting the WPA Outcomes by Morgan Gresham
14 Ethos and Topoi: Using The Outcomes Statement Rhetorically To Achieve The Centrality and Autonomy of Writing Programs by Deirdre Pettipiece and Justin Everett
15 Adoption, Adaptation, Revision: Waves of Collaborative Change at a Large University Writing Program by J.S. Dunn, Jr. Sarah Fabian, Suzanne Gray, Kimberly Coupe Pavlock, Hava Levitt-Phillips, Sarah Soebbing, Heidi Estrem, and Linda Adler-Kassner
Part III: Cultivating the Intellectual Enrichment of the WPA OS through Critique
16 Considering the Impact of the WPA Outcomes Statement on Second Language Writers by Paul Kei Matsuda and Ryan Skinnell
17 Competing Discourses within the WPA Outcomes Statement by Judy Holiday
18 Is Rhetorical Knowledge the Über-Outcome? by Barry M. Maid and Barbara J. D’Angelo
19 The WPA Learning Outcomes: What Role Should Technology Play? by Micheal Callaway
20 Assessing the Impact of the Outcomes Statement by Emily Isaacs and Melinda Knight
Appendix: WPA Outcomes Statement for First-Year Composition