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Transnational Writing Program Administration
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.

Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.

This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

"1118176298"
Transnational Writing Program Administration
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.

Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.

This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

30.95 In Stock
Transnational Writing Program Administration

Transnational Writing Program Administration

by David S. Martins (Editor)
Transnational Writing Program Administration
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Transnational Writing Program Administration

Transnational Writing Program Administration

by David S. Martins (Editor)

Overview

While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.

Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.

This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

Product Details

ISBN-13: 9780874219616
Publisher: Utah State University Press
Publication date: 01/09/2015
Edition description: 1
Pages: 304
Product dimensions: 6.00(w) x 8.90(h) x 0.90(d)
Age Range: 18 Years

About the Author

David S. Martins is associate professor and writing program administrator at the Rochester Institute of Technology.

Table of Contents

Acknowledgments vii

Transnational Writing Program Administration: An Introduction David S. Martins 1

Part I Transnational Positioning

1 Deconstructing "Writing Program Administration" in an International Context Chris M. Anson Christiane Donahue 21

2 Tech Travels: Connecting Writing Classes across Continents Alyssa O'Brien Christine Alfano 48

3 The First-Year Writing Seminar Program at Weill Cornell Medical College-Qatar: Balancing Tradition, Culture, and Innovation in Transnational Writing Instruction Alan S. Weber Krystyna Golkowska Ian Miller Rodney Sharkey Mary Ann Rishel Autumn Watts 72

4 Adaptation across Space and Time: Revealing Pedagogical Assumptions Danielle Zawodny Wetzel Dudley W. Reynolds 93

5 So Close, Yet So Far: Administering a writing Program With a Bahamian Campus Shanti Bruce 117

6 Exploring the Context of US-Mexican Border Writing Programs Beth Brunk-Chavez Kate Mangelsdorf Patricia Wojahn Alfredo Urzua Beltran Omar Montoya Barry Thatcher Kathryn Valentine 138

Part II Transnational Language

7 Global Writing Theory and Application on the US-Mexico Border Barry Thatcher Omar Montoya Kelly Medina-López 163

8 Globalization and Language Difference: A Mesodiscursive Approach Hem Paudel 202

9 (Re-)Situating Translingual Work for Writing Program Administration in Cross-National and Cross-Language Perspective from Lebanon and Singapore Nancy Bou Aysh 226

10 Discourse of Internationalization and Diversity in US Universities and Writing Programs Christine M. Tardy 243

Part III Transnational Engagement

11 Disposable Drudgery: Outsourcing Goes to College Rebecca Dingo Rachel Riedner Jennifer Wingard 265

12 Economics of Composition: Mapping Transnational Writing Programs in US Community College Wendy Oslon 289

13 From "Educating the Other" to Cross-Boundary Knowledge-Making: Globally Networked Learning Environments as Critical Sites of Writing Program Administration Dorreen Starke-Meyerring 307

Afterword Bruce Horner 332

About the Contributors 343

Index 345

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