Note: Many of these articles deal with graduate student administrators in both writing centers and writing programs. Writing center-specific entries are marked with asterisks.
Anson, Chris M., and Carol Rutz. "Graduate Students, Writing Programs, and Consensus-Based Management: Collaboration in the Face of Disciplinary Ideology. WPA: Writing Program Administration 21.2-3 (1998): 106-20.
Brown, Johanna. "The Peer Who Isn't a Peer: Authority and the Graduate Student Administrator." Kitchen Cooks, Plate Twirlers, and Troubadours. Ed. Diana George. Portsmouth, NH: Boynton/Cook, 1999. 120-5.
Desser, Daphne and Darin Payne. "Writing Program Administration Internships." The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice. Ed. Stuart Brown, Theresa Enos, and Catherine Chaput. Mahwah, NJ: Erlbaum, 2002. 89-100.
*Dickel, Michael, and Julie Eckerle. Rev. of The Writing Center Resource Manual, ed. Bobbie Bayliss Silk. Writing Lab Newsletter 22.4 (1998): 7-9.
Duffey, Suellyn, Ben Feigert, Vic Mortimer, Jennifer Phegley, and Melinda Turnley. "Conflict, Collaboration, And Authority: Graduate Students and Writing Program Administration." Rhetoric Review 21.1 (2002): 79-87.
Ebest, Sally Barr. "The Next Generation of WPAs: A Study of Graduate Students in Composition/Rhetoric." WPA: Writing Program Administration 22.3 (1999): 65-84.
*Eckerle, Julie, Karen Rowan, and Shevaun Watson. "From Graduate Student to Administrator: Practical Models for Mentorship and Professional Development in Writing Centers and Writing Programs." Culture Shock and the Practice of Profession. Ed. Virginia Anderson and Susan Romano. Cresskill, NJ: Hampton, forthcoming.
*--. "Graduate Student Writing Center Administrators: Some Concerns and Proposals." Writing Lab Newsletter 25.6 (2001): 4-6.
*--. "IWCA Graduate Student Position Statement." Writing Center Journal 23.1 (2002): 59-61.
*--. "The Tale of a Position Statement: Finding a Voice for the Graduate Student Administrator in Writing Center Discourse." Working with Graduate Students in the Writing Center. Ed. Melissa Nicolas and Beth Young Rap. Volume in progress.
*--. "When the Administrator is a Graduate Student: Suggestions and Concerns." The Writing Center Resource Manual. 2nd ed. Ed. Bobbie Bayliss Silk. Emmitsburg, Md: NWCA, 2001. Section IV.8.
*--. "Why the Graduate Student Position Statement Matters." Praxis <http://uwc3.fac.utexas.edu/~praxis/>. Forthcoming.
Enos, Theresa. "Reflexive Professional Development: Getting Disciplined in Writing Program Administration." The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice. Ed. Stuart Brown, Theresa Enos, and Catherine Chaput. Mahwah, NJ: Erlbaum, 2002. 59-70.
Fontaine, Sheryl. "Revising Administrative Models and Questioning the Value of Appointing Graduate Student WPAs." Foregrounding Ethical Awareness in Composition and English Studies. Ed. Sheryl Fontaine and Susan Hunter. Portsmouth, NH: Boynton/Cook, 1998. "Future Perfect: Administrative Work and the Professionalization of Graduate Students." Rhetoric Review 21.1 (2002): 40-87.
Gray-Rosendale, Laura, and Lisa Cahill. "Power Knowledge, and the Nature of Graduate Student Expertise in WAC/WID Administration." Dialogue 6.2 (2000): 111-44.
Holberg, Jennifer, and Marcy Taylor. "Apprenticeship vs. Partnership: Graduate Students as Administrators." Composition Chronicle 8.9 (1996): 6-8.
Jukuri, Stephen, and W.J. Williamson. "How to Be a Wishy-Washy Graduate Student WPA, or Undefined but Overdetermined: The Positioning of Graduate Student WPAs." Kitchen Cooks, Plate Twirlers, and Troubadours. Ed. Diana George. Portsmouth, NH: Boynton/Cook, 1999. 105-119.
Long, Mark, Jennifer Holberg and Marcy Taylor. "Beyond Apprenticeship: Graduate Students, Professional Development, and the Future(s) of English Studies." WPA: Writing Program Administration 20.1-2 (1996): 66-78.
McNabb, Richard. "Future Perfect: Administrative Work and the Professionalization of Graduate Students: Introduction." Rhetoric Review 21.1 (2002): 40-41.
Miller, Scott, et al. "Present Perfect and Future Imperfect: National Survey of Graduate Students in Rhetoric and Composition." College Composition and Communication 48.3 (1997): 392-409.
Miller, Thomas P. "Why Don't Our Graduate Programs Do a Better Job of Preparing Students for the Work That We Do." WPA: Writing Program Administration 24.3 (Spring 2001): 41-58.
Mountford, Roxanne. "From Labor to Middle Management: Graduate Students in Writing Program Administration." Rhetoric Review 21.1 (2002): 41-53.
Pemberton, Michael. "Tales Too Terrible to Tell: Unstated Truths and Underpreparation in Graduate Composition Programs." Writing Ourselves into the Story: Unheard Voices from Composition Studies. Ed. Sheryl Fontaine and Susan Hunter. Carbondale: SUIP, 1993. 154-73.
Peters, Bradley. "Enculturation, Not Alchemy: Professionalizing Novice Writing Program Administrators." WPA: Writing Program Administration 21.2-3 (1998): 121-36.
Thomas, Trudelle. "The Graduate Student as Apprentice WPA: Experiencing the Future." WPA: Writing Program Administration 14.3 (1991): 41-51.
White, Edward. "Teaching a Graduate Course in Writing Program Administration." The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice. Ed. Stuart Brown, Theresa Enos, and Catherine Chaput. Mahwah, NJ: Erlbaum, 2002. 101-112.
Willard-Traub, Margaret K. "Professionalization and the Politics of Subjectivity." Rhetoric Review 21.1 (2002): 61-70.
Compiled by Karen Rowan
(c) 2006 International Writing Centers Association