Edited by Randall McClure, Dayna V. Goldstein, and Michael A. Pemberton
Writing Program Administration
Edited by Chris Carter and Laura Micciche
Information and Pricing
978-1-60235-891-1 (paperback, $34); 978-1-60235-892-8 (hardcover, $68); 978-1-60235-893-5 (PDF, $19.99) © 2017 by Parlor Press. 344 pages, with notes, bibliography, and index.
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About This Book
Labored: The State(ment) and Future of Work in Composition offers both a retrospective and a prospective look at the 1989 Statement of Principles and Standards for the Postsecondary Teaching of Writing and its relation to the changing nature of work in composition. Stemming from an investigative project to strengthen the Statement with data culled from national reports on labor conditions, Labored draws on the expertise of scholars whose research agendas and lived experiences afford fresh insights and critical analyses on labor issues in composition and writing program administration.
The essays in Labored demonstrate the potential impact of a new labor statement tailored not just for teachers and administrators of college composition but all those whose work is shaped by the current economies of postsecondary education. Contributors examine relevant national reports and recent trends in composition studies and writing program administration, interrogate the politics of labor statements, explore the changing landscape of employment for composition faculty, and chart a new course for quantitative research on the working conditions of composition teachers and writing program administrators around the globe.
Labored includes an Afterword by Joseph Harris and a data-enhanced version of the Statement. Contributors include Chris Anson, Valerie Balester, Evelyn Beck, Barbara D'Angelo, Timothy R. Dougherty, Casie J. Fedukovich, Joanne Baird Giordano, Dayna V. Goldstein, Risa P. Gorelick, Jeanne Gunner, Joseph Harris, Holly Hassel, Alice S. Horning, Joseph Janangelo, Barry Maid, Randall McClure, James C. McDonald, Susan Miller-Cochran, Michael A. Pemberton, James P. Purdy, Brent Simoneaux, Robin Snead, and Susan Wyche.
About the Editors
Randall McClure is Associate Professor of English and Chair of the Humanities Department at Pfeiffer University. He researches in the areas of information behavior and academic writing, teaching and learning online, and academic policy. He has published articles in The Writing Instructor, Inside Higher Ed, portal: Libraries and the Academy, Computers and Composition Online, Academic Exchange Quarterly, Computers and Composition, Writing Spaces, Writing Program Administration, Writing & Pedagogy, and the Journal of Literacy and Technology. He is co-editor with James P. Purdy of The New Digital Scholar: Exploring and Enriching the Research and Writing Practices of NextGen Students and The Next Digital Scholar: A Fresh Approach to the Common Core State Standards in Research and Writing.
Dayna V. Goldstein holds a PhD from Kent State University. She is an adjunct online instructor with a specialization/concentration in Rhetoric & Writing with the University of Phoenix. Dr. Goldstein's research interests include systems theories, writing assessment, and academic labor. She is on the Editorial Board of FORUM: Issues about Part-Time and Contingent Faculty and the CCCC taskforce that recently wrote the CCCC Statement on Working Conditions for Non-Tenure-Track Writing Faculty. She enjoys teaching rhetoric, writing, and genre ecologies. Beyond advocating for academic labor, Dr. Goldstein's work is devoted to bringing systems theory and object-oriented assessment practices into writing assessment.
Michael A. Pemberton is Professor of Writing and Linguistics at Georgia Southern University and director of the University Writing Center. A past president of the International Writing Centers Association, he has published five books, including The Ethics of Writing Instruction: Issues in Theory and Practice, The Center Will Hold: Critical Reflections on Writing Center Scholarship, and Bookmarks: A Guide to Research and Writing, and more than 50 articles on writing center theory, tutoring ethics, and writing technologies in journals such as College Composition and Communication, Computers and Composition, the Writing Center Journal, and numerous book chapters. He serves on the editorial and review boards of the WAC Clearinghouse, Computers and Composition, Praxis, and the Journal of Writing and Pedagogy, and is current editor of the journal Across the Disciplines. In 2015, he was appointed the Associate Director of the CWPA Consultant Evaluator Service and also serves as the Series Editor for ATD Books.
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