Gibbs Reflective Cycle

Gibbs Reflective Cycle

Arguments for Tenure-Line Writing Center Director

Hi Mike, I'm thinking of three possible arguments:

1. The position is far more competitive as TT, so you're more likely to get stronger candidates. 
2. The WC is more sustainable with leadership in positions that are more secure and have more leverage in the university (an argument we make in Sustainable WAC).
3. The WC will be stronger and more informed if the director is expected to take part in the scholarship of the field of writing center studies. 

Wish I could point you to a WC article that makes this case, but I'd have to do a search. You may be able to find something on the CWPA website about WPA positions that would be helpful.

Take care, Michelle.

Dear Mike, 

If you see (or can imagine) your writing center as a key component of support for writing across the curriculum, you might consult with Michelle Cox and Jeff Galin (I think that's right?) and their work on creating sustainable WAC Programs. While every institution is different and the authority and efficacy of individuals and structures of individual programs are quite varied, there are some important reasons to consider a TT director.  

One of the important reasons for a tenure line is continuity of stewardship (which can make such projects more productive and coherent).  TT faculty often have reporting lines which can increase accountability (in both directions), and can support the teaching, research, and service missions of the institution more fully (teaching undergraduate and graduate courses, generating research (with students, staff and faculty across the institution) on many areas of writing studies. TT WC directors may have more purchase in creating collaborative projects with service learning and social justice initiatives at or beyond the institution. They may be able to raise the profile, visibility, and viability of the Center as full and equal members of the academic community in department, academic senate, or key committees or initiatives that may require faculty status. Of course, all of this depends on the mission and aims of your writing center, as well as its structure, history, and mandate There are many other arguments to make and I am glad to follow up with you if you like, but these come to mind immediately. 

Hope this is helpful,

Cinthia Gannett

On Rubrics

Anson, Chris M., Deanna Dannels, Pamela Flash, and Amy L. Housley Gaffney. "Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts." Journal of Writing Assessment 5.1 (2012). 

On Genre

The Rhetorical Situation

Genre in the Wild

My FYC students have responded well to Kerry Dirk's "Navigating Genres" and Mike Bunn's "How to Read Like a Writer."
Both are available via WAC Clearinghouse.

Devitt, A. J. (1993). Generalizing about genre: New conceptions of an old concept. College composition and Communication, 44(4), 573-586.

The How To Of PPT

"Free Culture" by Lawrence Lessig, founder of Creative Commons 1/3

Why I hate PowerPoint (funny)

How To Not Suck at Powerpoint

Writing about Literature

Joanna Wolfe and Laura Wilder's *Digging into Literature" (2 votes)

Laura Wilder & I wrote this as a rhetorical approach to teaching literary and cultural analysis. We wanted to create a relatively slim, inexpensive book that instructors could supplement with their own selection of texts, novels, movies, art works, etc.

Robert Scholes, Nancy Comley, and Gregory Ulmer's: Writing through Literature

Schilb and Clifford's Making Literature Matter

Donahue and Salvatori’s Elements (and Pleasures) of Difficulty

But I Like My Third Eye! Or: How I Came to Stop Worrying and Love WAC

But I Like My Third Eye! Or: How I Came to Stop Worrying and Love WAC