Toward a Definition of a Writing Program at a Two-Year College: You Say You Want a Revolution?
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Description or Abstract
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Given the pressures under which two-year colleges find themselves to improve retention, completion rates, and other measures of success, while simultaneously suffering drastic budget cuts and even more overreliance on non-tenure-track or adjunct faculty, looking hard at how we function as writing programs can provide us a means of pushing back and showing, not just asserting, that the stronger the program, the better the gains in student learning. Carolyn Calhoon-Dillahunt, in a keynote address at the 2010 Council of Writing Program Administrators (CWPA) Summer Conference, later published in the WPA journal in 2011, argues that two-year college English faculty are already resourceful shapers of writing programs, which operate most often as something like communities of practice, rising to the point of need and then dissolving when a task is completed.
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Bibliographic Citation
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Teaching English in the Two Year College, vol. 40, no. 3, March 2013, pp. 257-273.
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Year
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2013
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Rights Holder
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National Council of Teachers of English
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Title
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Toward a Definition of a Writing Program at a Two-Year College: You Say You Want a Revolution?