LEADER 03847nam 2200721 a 450 001 9910213826203321 005 20200520144314.0 010 $a9786613275233 010 $a9781283275231 010 $a1283275236 010 $a9780874215205 010 $a087421520X 035 $a(CKB)1000000000458727 035 $a(EBL)316737 035 $a(OCoLC)476107580 035 $a(SSID)ssj0000139648 035 $a(PQKBManifestationID)11144872 035 $a(PQKBTitleCode)TC0000139648 035 $a(PQKBWorkID)10011647 035 $a(PQKB)10222184 035 $a(MiAaPQ)EBC3442775 035 $a(OCoLC)62425184 035 $a(MdBmJHUP)muse16390 035 $a(MiAaPQ)EBC316737 035 $a(Au-PeEL)EBL316737 035 $a(DE-B1597)716739 035 $a(DE-B1597)9780874215205 035 $a(Perlego)2068171 035 $a(EXLCZ)991000000000458727 100 $a20050519d2005 ub 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDiscord and direction $ethe postmodern writing program administrator /$fedited by Sharon James McGee, Carolyn Handa 210 $aLogan $cUtah State University Press$dc2005 215 $a1 online resource (233 p.) 300 $aDescription based upon print version of record. 311 08$a9780874216172 311 08$a0874216176 320 $aIncludes bibliographical references (p. 207-217) and index. 327 $aContents; 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 327 $a7 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, and the Writing Program; Notes; References; Contributors; Index 330 $aThe 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 606 $aEnglish language$xRhetoric$xStudy and teaching 606 $aReport writing$xStudy and teaching (Higher) 606 $aPostmodernism and higher education 606 $aWriting centers$xAdministration 615 0$aEnglish language$xRhetoric$xStudy and teaching. 615 0$aReport writing$xStudy and teaching (Higher) 615 0$aPostmodernism and higher education. 615 0$aWriting centers$xAdministration. 676 $a808/.042/0711 701 $aMcGee$b Sharon James$01023667 701 $aHanda$b Carolyn$01023666 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910213826203321 996 $aDiscord And Direction$92432130 997 $aUNINA