This program profile examines the storied and conflicted five-decade genealogy of the Stony Brook University writing program. From the points of view of former administrators of this program who were faculty members during two of its most significant transitional periods, the authors make a case for the utmost importance of faculty community and reflectiveness, discourse-empowered advocacy, and shared governance to the well-being of postsecondary writing programs. In this context, the profile maintains a particular focus on disciplinary identity formation, including its effects on curriculum, working conditions, and placement and assessment practices.

The Word. In the beginning was the word, in principio erat verbum , in the words of the Vulgate version of the gospel according to John. In medieval manuscripts of this gospel, verbum and the words surrounding it are usually prominent in some way (large, ornately decorated); the text enacts itself and the words became an icon for their own meaning. The prophet John continued by equating his God with the Word and attributing the making of all things to this God/Word.

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This book, the first to focus exclusively on portfolio assessment, is practical, theoretical, and broad in scope, offering places to start rather than claiming to be definitive. The articles, all by teachers with considerable experience in using portfolio grading, are free of jargon, making sound composition and assessment theory available to every reader, regardless of the level of writing taught.