© 2019 by Goucher College Writing Program  |   For Questions email phaye.poliakoff-chen@goucher.edu

The Institutes

Lunch will be provided on Thursday for those participating in the institutes (breakfast will NOT be provided).

From Draft to Acceptance: A Publishing Bootcamp for WPAs


Institute Description


This 1 and a half day completely interactive publishing bootcamp (July 24th to July 25th) will provide new strategies to accomplish the fundamentals of publishing in peer reviewed journals, including ways to identify a target journal and audience, actions to develop and support arguments, exercises for organizing a reader-focused manuscript, and techniques for framing research questions, methods, and review.


This workshop focuses on developing an extant manuscript for submission. During the first half-day of the institute, each participant will explore what editors and reviewers look for in a manuscript and participate in a variety of exercises to revise their in-process manuscript for their target journal. On day two, participants will continue revising their work for their target journal by participating in a variety of exercises designed to focus and scaffold their argument, develop the exigence of their research, and locate their work within the existing literature. Participants will engage with each other and the institute leaders in a cycle of targeted feedback and directed manuscript revision throughout day two, with an eye toward developing a detailed revision plan for a specific journal, even while they learn principles that can be applied to future publications. Participants must have a complete working draft of their manuscript to participate in this institute.

NOTE: While the beginning of this institute will overlap with the end of the workshops, individuals are allowed to participate both in a workshop and this institute. This may mean missing the tail-end of a workshop, but individuals are still encouraged to participate in both if interested.

Meet The Facilitators


Melissa Ianetta is Unidel Andrew B Kirkpatrick Jr. Chair of Writing and Rhetoric and Director of the Writing Center at the University of Delaware, and the editor of College English. Her research has appeared in CCC, College English, WPA, Writing Center Journal, Writing Lab Newsletter, Composition Studies, Rhetoric Review, PMLA and a variety of edited collections. With Lauren Fitzgerald, she is the co-author of The Oxford Guide for Writing Tutors: Practice and Research, and with Kelly Ritter, she is the co-editor of Landmark Essays in Writing Program Administration.


Lori Ostergaard is professor and chair of the department of writing and rhetoric at Oakland University, and the editor of WPA: Writing Program Administration. Her research has appeared in a variety of journals, including Rhetoric Review, Composition Studies, the Journal of Basic Writing, Composition Forum, Journal of Teaching Writing, and Peitho. Lori has also co-edited three collections: Transforming English Studies: New Voices in an Emerging Genre (Parlor Press), Writing Majors: Eighteen Program Profiles (Utah State), and In the Archives of Composition: Writing and Rhetoric at High Schools and Normal Schools (University of Pittsburgh Press).

Developing/Sustaining Ethical Labor Practices in Writing Programs


Institute Description


Organized by the CWPA Labor Committee, this institute offers WPAs a space to consider ethical approaches to labor in their programs. We will frame the day’s activities around questions such as:


- What essential/background knowledge about labor do WPAs need? What knowledge about our

   own institutions do WPAs need?

- How do WPAs balance the complex responsibilities and resources of their positions with the issues

   related to labor, contingent and otherwise?

- How do diverse writing programs function productively, yet maintain awareness of fair labor

   practices within administrative frameworks?

- How might WPAs make effective and cogent arguments for equitable labor practices?

- How might position statements and other professional standpoints be more effective? Which ones

   do you need to know about, and how have WPAs/faculty have used them?

- How might professionals in the field leverage existing NCTE and other publications for research

   and larger on-going discussions?


Working in whole group and small group/breakout sessions with facilitators, participants will learn to identify/develop: institutional and disciplinary understandings of labor, labor research, and decision-making structures; methods of supporting and advocating for faculty they supervise; and strategies for advocating for fair labor practices on their campuses (and maybe even more broadly).

Meet the Facilitators


Seth Kahn, CWPA Labor Committee Co-Chair, is a professor of English at West Chester University of PA, where he teaches writing and rhetoric courses, chairs his union’s Mobilization Committee, and writes about academic labor activism. He has recently co-edited the collection Contingency, Exploitation, and Solidarity with Amy Lynch-Biniek and William Lalicker.

Andy Frazee is a Senior Academic Professional (NTT) at Georgia Tech, where he serves as the Associate Director of the Writing and Communication Program and helps oversee the teaching, research, and professional development of 40 postdoctoral and lecturer faculty. His recent CWPA presentations focus on contingent faculty evaluation and career development.

Darci Thoune, CWPA Labor Committee Co-Chair, is an associate professor of English and FYW Program Coordinator at the University of Wisconsin-La Crosse where she regularly teaches FYW and courses in writing and rhetoric. Her research interests include writing program administration, SoTL, labor, gender, and fat studies. She is currently co-editing a special edition of Fat Studies: An Interdisciplinary Journal of Body Weight and Society on Standpoint Theory in Fat Studies.

Ryan Dippre is an assistant professor of English and the Director of College Composition at the University of Maine, where he teaches first-year composition, along with undergraduate and graduate courses in Writing Studies.  His research interests include writing through the lifespan and writing program administration.  He is currently co-editing a collection, Approaches to Lifespan Writing Research: Steps toward an Actionable Coherence