Writing Program Administration, the journal of the Council of Writing Program Administrators, seeks papers that address new and innovative program design in rhetoric and composition. We welcome articles that explore programs in all aspects of writing administration—first-year writing, undergraduate writing, masters, and doctoral programs, as well as writing centers, writing across the curriculum and writing in the disciplines. We are especially interested in articles that not only outline new programmatic trends, but also place those trends within both an historical context of the field and within evolving theoretical conversations about the field. Manuscripts should be documented using the current MLA Style Manual and follow the WPA submission instructions at:
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As a relatively new discipline and one that generally gives more attention to training managers and technicians, composition programs reflect the field’s desire for practicality. There exist strong graduate programs that produce composition instructors, writing center managers, and writing program administrators. Indeed, issues of assessment, management, pedagogy, and administration are so central to the work of composition that they often appear as courses in themselves. They also reflect the course release and professionalizing opportunities for many graduate students. Within this environment, composition programs have emerged and thrived to the extent that they can train students to be teachers, managers, assessment agents, and technology specialists. Yet there is a significant shift toward more diversified rhetorical traditions, more interdisciplinary methodologies, more attention to comparative as well as intercultural modes of communication, and an understanding of the myriad implications of teaching rhetoric and composition beyond the classroom. What does such a composition program look like if it is not focused around traditional agendas, but moves forward in this new direction?

Papers may explore any of the following themes or suggest others: What are the possibilities and constraints of developing rhetoric and composition programs beyond the practical needs of the workplace? What does it mean to take the lessons of the post-process movement seriously and focus on theories of language? How can we create programs based within the liberal arts ideals of critical engagement, within the rhetorical tradition of public action, or within a philosophical inquiry about writers and writing? What are the socio-political and economic factors that thwart such alternative program development and how can those factors be addressed? What kinds of programs exit which diverge from or resist the current ideologies and political economic forces that pull program design into the technocratic mold? Essays may address pedagogical theory, practical administrative strategies, the role of graduate administrative training, new paths in undergraduate curriculum, approaches to promotion and retention of new programs, institutional dynamics such as negotiating with upper administration, and working with the public through internships, service learning, and programming.

Queries and submissions should be sent to the guest editors, Catherine Chaput (cchaput@georgiasouthern.edu), Danika Brown (redmonkey@mac.com), and MJ Braun (mbraun@uwf.edu). Manuscripts should be submitted by email attachment and should be accompanied by a message that includes the author’s relevant affiliations and contact information.