In this Book

summary

Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies.

Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter.

The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration.

Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda

Table of Contents

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  1. Cover
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  1. Title Page, Copyright
  2. pp. i-iv
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  1. Contents
  2. pp. v-viii
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  1. Acknowledgments
  2. pp. ix-xii
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  1. Writing Program Architecture: An Introduction with Alternative Tables of Contents
  2. Jamie White-Farnham and Bryna Siegel Finer
  3. pp. 3-24
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  1. Part 1: Majors and Minors, Undergraduate and Graduate Writing Curriculums
  1. 1. Miami University Major in Professional Writing
  2. Heidi A. McKee
  3. pp. 27-41
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  1. 2. Oakland University Writing and Rhetoric Major
  2. Greg A. Giberson, Lori Ostergaard, and Marshall Kitchens
  3. pp. 42-57
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  1. 3. Purdue University Graduate Program in Rhetoric and Composition
  2. Patricia Sullivan
  3. pp. 58-71
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  1. 4. Rowan University Major in Writing Arts
  2. Sanford Tweedie
  3. pp. 72-88
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  1. 5. University of Rhode Island Writing and Rhetoric Major
  2. Nedra Reynolds and Joannah Portman-Daley
  3. pp. 89-100
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  1. 6. University of Wyoming Professional Writing Minor
  2. Michael Knievel and Meg Van Baalen-Wood
  3. pp. 101-118
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  1. Part 2: Writing and Communication across the Curriculum
  1. 7. Louisiana State University Communication across the Curriculum
  2. Sarah Liggett
  3. pp. 121-131
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  1. 8. Monmouth College Communication across the Curriculum
  2. Bridget Draxler
  3. pp. 132-143
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  1. 9. Old Dominion University Quality Enhancement Plan (QEP)
  2. Remica L. Bingham-Risher
  3. pp. 144-154
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  1. 10. University of Missouri Campus Writing Program
  2. Bonnie Selting and Amy Lannin
  3. pp. 155-170
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  1. Part 3: First-Year Composition and Introductory College Literacy
  1. 11. Arizona State University Writers’ Studio Online
  2. Angela Clark-Oates
  3. pp. 173-183
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  1. 12. John Jay College of Criminal Justice First-Year Writing Program
  2. Tim McCormack and Mark McBeth
  3. pp. 184-201
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  1. 13. Onondaga Community College Writing Program
  2. Malkiel Choseed
  3. pp. 202-215
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  1. 14. Our Lady of the Lake University QUEST First-Year Writing Program
  2. Candace Zepeda
  3. pp. 216-224
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  1. 15. St. Louis Community College ESL Program
  2. Lisa Wilkinson and Heather McKay
  3. pp. 225-238
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  1. 16. University of Notre Dame University Writing Program
  2. Patrick Clauss
  3. pp. 239-253
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  1. 17. University of Wisconsin–Eau Claire University Writing Program
  2. Shevaun E. Watson
  3. pp. 254-265
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  1. 18. University of Wisconsin–Superior Basic Writing
  2. John McCormick, Heather McGrew, and Jamie White-Farnham
  3. pp. 266-280
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  1. 19. Utah Valley University Department of Literacies and Composition
  2. Jacqueline Preston and Deborah Marrott
  3. pp. 281-300
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  1. Part 4: Writing Centers and Writing Support
  1. 20. Duquesne University Writing Center
  2. James P. Purdy
  3. pp. 303-318
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  1. 21. Indiana University of Pennsylvania Kathleen Jones White Writing Center
  2. Leigh Ann Dunning and Ben Rafoth
  3. pp. 319-333
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  1. 22. University of Connecticut Writing Center
  2. Thomas Deans and Kathleen Tonry
  3. pp. 334-347
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  1. 23. Shepherd University Academic Support Center
  2. Christy I. Wenger
  3. pp. 348-358
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  1. 24. Wallace Community College Center for Writing and Writing Instruction
  2. Emily W. Cosgrove
  3. pp. 359-372
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  1. 25. Westminster College Writing Center
  2. Christopher LeCluyse
  3. pp. 373-384
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  1. Part 5: Integrated Programs
  1. 26. Arizona State University Writing Programs in the Department of English
  2. Shirley K. Rose, Susan Naomi Bernstein, and Brent Chappelow
  3. pp. 387-401
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  1. 27. Colby College Writing Program and Farnham Writers’ Center
  2. Stacey Sheriff and Paula Harrington
  3. pp. 402-415
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  1. 28. Drew University Vertical Writing Program
  2. Sandra Jamieson
  3. pp. 416-433
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  1. 29. New Mexico Tech Writing Program and Writing Center
  2. Maggie Griffin Taylor, Julianne Newmark, and Steve Simpson
  3. pp. 434-450
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  1. 30. Pomona College WAC-Based First-Year Writing Seminar and Writing Center
  2. Dara Regaignon
  3. pp. 451-464
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  1. About the Authors
  2. pp. 465-472
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  1. Index
  2. pp. 473-479
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