This article traces the complexities of two-year college (TYC) writing program administration and offers suggestions for more research about TYC writing program administration and in collaboration with TYC writing program administrators.

This article applies critical race theory to an institutional analysis of writing curricular outcomes to assist two-year college writing program administrators, curriculum coordinators, and instructors with examining the racist implications of writing curriculum outcomes and to develop antiracist curricula that support the academic, professional, and civic success of the majority of their students.

Reviewed are: A Rhetoric for Writing Program Administrators, edited by Rita Malenczyk Reviewed by Caitlin Holmes A New Writing Classroom: Listening, Motivation, and Habits of Mind by Patrick Sullivan Reviewed by Panshula Ganeshan

A survey of and follow-up interviews with adjunct faculty working with a writing program administrator or a similar person or committee reveal that adjunct faculty working conditions create more than a sense of unfairness; rather, they create a very real energy that works against the movement necessary to build a writing program out of a collection of writing classes, to develop the sense of a “we” moving toward a common goal.

By reimagining traditional WPA work in the context of a two-year college, we can begin to identify unique challenges and opportunities for a two-year college WPA.

TETYC publishes articles for two-year college teachers and those teaching the first two years of English in four-year institutions. We seek articles in all areas of composition (basic, first-year, and advanced); business, technical, and creative writing; and the teaching of literature in the first two college years. We also publish articles on topics such as staffing, assessment, technology, writing program administration, speech, journalism, reading, ESL, and other areas of interest.

Preview this article: Reviews: Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/32/4/teachingenglishinthetwo-yearcollege4617-1.gif