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Record Nr. |
UNINA9910213826203321 |
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Titolo |
Discord and direction : the postmodern writing program administrator / / edited by Sharon James McGee, Carolyn Handa |
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Pubbl/distr/stampa |
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Logan, : Utah State University Press, c2005 |
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ISBN |
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9786613275233 |
9781283275231 |
1283275236 |
9780874215205 |
087421520X |
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Descrizione fisica |
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1 online resource (233 p.) |
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Altri autori (Persone) |
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McGeeSharon James |
HandaCarolyn |
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Disciplina |
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Soggetti |
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English language - Rhetoric - Study and teaching |
Report writing - Study and teaching (Higher) |
Postmodernism and higher education |
Writing centers - Administration |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 207-217) and index. |
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Nota di contenuto |
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Contents; Acknowledgments; Introduction: Postmodernity and Writing Programs; 1 Where Discord Meets Direction: The Role of Consultant Evaluation in Writing Program Administration; 2 Cold Pastoral: The Moral Order of an Idealized Form; 3 Beyond Accommodation: Individual and Collective in a Large Writing Program; 4 Overcoming Disappointment: Constructing Writing Program Identity through Postmodern Mapping; 5 The Road to Mainstreaming: One Person's Successful but Cautionary Tale; 6 Developmental Administration: A Pragmatic Theory of Evolution in Basic Writing |
7 Information Technology as Other: Reflections on a Useful Problem8 Computers, Innovation, and Resistance in First-Year Composition Programs; 9 Minimum Qualifications: Who Should Teach First-Year Writing?; 10 The Place of Assessment and Reflection in Writing Program Administration; 11 New Designs for Communication across the Curriculum; 12 Mirror, Mirror on the Web: Visual Depiction, Identity, |
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and the Writing Program; Notes; References; Contributors; Index |
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Sommario/riassunto |
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The argument of this collection is that the cultural and intellectual legacies of postmodernism impinge, significantly and daily, on the practice of the Writing Program Administrator. WPAs work in spaces where they must assume responsibility for a multifaceted program, a diverse curriculum, instructors with varying pedagogies and technological expertise-and where they must position their program in relation to a university with its own conflicted mission, and a state with its unpredictable views of accountability and assessment. The collection further argues that postmodernism offers |
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