The Longman Sourcebook for Writing Program AdministratorsPearson Longman, 2008 - 400 sider The Longman Sourcebook for Writing Program Administrators serves as a reference work and handbook for those charged with administering writing programs at colleges and universities. Both English Department Chairpersons and Directors of Writing Programs will find this an essential resource. The book is also intended for graduate-level courses in writing program administration, serving as an introduction to the theory, issues, and practical problems of writing program administration. |
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Side 94
... LITERATURE A dominant concern in the WPA record is the political marginalization and general diminution in status of the WPA within the structure of institutions and in the teaching profession generally . Prime expressions of this ...
... LITERATURE A dominant concern in the WPA record is the political marginalization and general diminution in status of the WPA within the structure of institutions and in the teaching profession generally . Prime expressions of this ...
Side 340
... literature programs . Departments should hire colleagues , not administrators . Writing specialists must define themselves — and be defined by their departmental peers — as colleagues in order to survive the tenure wars in their ...
... literature programs . Departments should hire colleagues , not administrators . Writing specialists must define themselves — and be defined by their departmental peers — as colleagues in order to survive the tenure wars in their ...
Side 380
... LITERATURE COURSES Recommendation : College English teachers should teach no more than thirty - five stu- dents in a literature course and no more than twenty - five in a writing - intensive course . For each additional thirty - five ...
... LITERATURE COURSES Recommendation : College English teachers should teach no more than thirty - five stu- dents in a literature course and no more than twenty - five in a writing - intensive course . For each additional thirty - five ...
Innhold
Introduction | 1 |
David Schwalm | 9 |
Katherine K Gottschalk | 23 |
Opphavsrett | |
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academic activities approach assessment assignments Association authority become campus classroom College Communication composition computers Conference consider courses critical curriculum dean decisions Describes direct director discipline discussion effective English English studies essay evaluation example expectations experience faculty members field first-year funding goals graduate graduate students groups Higher Education important improve individual institution instruction instructors interest involved issues kinds knowledge language learning literature means meet ment methods movement offer opportunities organization pedagogy political position practice preparation problems professional promotion questions reading reflect responsibility rhetoric role scholarship social staff strategies structures studies successful suggestions teachers teaching Teaching Assistants tenure theory tion understand University workshops writing courses Writing Program Administration