This symposium centers on the recently released Framework for Success in Postsecondary Writing, a collaboration between the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project. In addition to the document itself, the symposium features an introduction to it by some of its drafters, as well as responses to it by veteran composition specialists.

This study was conducted to obtain empirical data to inform policy decisions about exempting incoming students from a first-year composition (FYC) course on the basis of Advanced Placement (AP) English exam scores.

Maxine Cousins Hairston, one of the architects of the contemporary discipline of rhetoric and composition, died July 22, 2005, at the age of eighty three.

Fearless Speech by Michel Foucault. Edited by Joseph Pearson. New York: Semiotext(e), 2001. 183 pp. Literacy with an Attitude: Educating Working‐Class Children in Their Own Self‐Interest by Patrick J. Finn. Albany: State University of New York Press, 1999. 243 + xii pp. Out of the Dead House: Nineteenth‐Century Women Physicians and the Writing of Medicine by Susan Wells. Madison, WI: University of Wisconsin Press, 2001. 312 + xii pp. Black on Black: Twentieth‐Century African American Writing about Africa by John Cullen Gruesser. Lexington: University of Kentucky Press, 2000. 205 + xiii pp. Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again by Bent Flyvbjerg. Trans. Steven Sampson. Cambridge: Cambridge University Press, 2001. 214 pp.

With this collection of essays, the concept of writing program administration as a significant expression of scholarship comes of age. Featuring the insights of many prominent composition scholars and writing program administrators, this book has a dual message. First is that writing programs represent a different presence in the academy, one that can pose a critique to accepted practices and elicit institutional change. Second is that WPAs can creatively use this different and liminal status to help writing programs resituate themselves at the center, rather than at the margins, of their institutions. Divided into three sections, the book's first features essays on defining the differences between writing programs and other, more familiar academic units; the ethical dimension of writing program administration; technology's place in writing programs; and the critical role of two-year institutions. In the second section, four veteran WPAs suggest ways to build liaisons with other members of the campus community. The book's final section reflects on how writing program administrators can imagine their work both to make it possible to accomplish and to make its differences understandable and appreciated by those who judge WPAs. Resituating Writing is a resource that will help composition specialists locate their scholarship and teaching within broad political and intellectual frameworks. It provides persuasive evidence of the unique scope of the WPA's work for other administrators whose decisions affect writing programs. And it is particularly relevant for graduate students as they prepare for their own future responsibilities as teachers and administrators.

Preface - Charles R Cooper and Sidney Greenbaum Introduction - Walter Nash The Stuff These People Write The Literary Argument and Its Discursive Conventions - Susan Peck MacDonald Modality in Literary-Critical Discourse - Paul Simpson Precise and Vague Quantities in Writing on Economics - Joanna Channell Metadiscourse in Popular and Professional Science Discourse - Avon Crismore and Rodney Farnsworth Qualifications in Science - Christopher S Butler Modal Meanings in Scientific Texts When Is a Report Not a Report? Observations from Academic and Non-Academic Settings - Ronald A Carter Writing as an Institutional Practice - Willy van Peer The Writing Student - Mike Hannay and J Lachlan Mackenzie From the Architect of Sentences to the Builder of Texts