Conflicting Paradigms: Theoretical and Administrative Tensions in Writing Program Administration.

It is perhaps hackneyed to say that rhetoric and composition is still an emerging field. Yet, its status as a growing discipline often does create substantial administrative problems for writing program administrators. One such problem is the tension created by an environment in which a department maintains a thriving graduate program in rhetoric and composition but its freshman writing program is not directed by the same faculty who teach in the graduate program. Theoretical conflicts can arise from such a situation: graduate teaching assistants may be learning the most current theory and research in composition from their graduate courses, while they are taught in their teaching practicums notions of writing and composition pedagogy that are antithetical to the concepts they learn in their classes. Similarly, some institutions employ rhetoric and composition specialists but assign administration of the writing program to non..compositionists. Undoubtedly, the conflicting paradigms that arise can have an adverse effect on any writing program's effectiveness. In this paper, I will explore the theoretical and administrative tensions arising from such conflicting paradigms, discuss the effects of these tensions on the writing program and those who teach in it and explore ways to resolve such conflicts so as to make our programs as effective as possible.