ABSTRACT
The main problem with such an ad is that it sets the stage for a drama whose main character is likely to become a Joan of Arc of writing administration. Because university faculty members and administrators so often fail to see the teaching and scholarly functions of writing program administration, those of the reader who consult on program evaluation and write supporting letters must explain those functions. In response to practical questions during any given weekly meeting, phone call, or office visit, Hanna may need to outline some theory and practice that focuses on engaging students in several of the canons or divisions of rhetoric; responding to students’ writing; orchestrating small-group discussion; employing ethical, logical, and pathetic proofs; and introducing students to writing-to-learn strategies. Hanna’s case illustrates the need for principles establishing fair working conditions for WPAs, as well as guidelines for evaluating their work for annual merit review and, especially, promotion and tenure.
