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Contribution to Book
Considering the Impact of the WPA Outcomes Statement on Second Language Writers
The WPA Outcomes Statement: A Decade Later (2013)
  • Ryan Skinnell
  • Paul Kei Matsuda, Arizona State University
The adoption of the WPA Outcomes Statement for First-Year Composition (WPAOS) by the Council of Writing Program Administrators in April of 2000 represents a watershed moment for mainstream rhetoric and composition specialists. However, although the development of the document "engaged quite literally over a hundred teachers" and "managed to attain remarkable agreement among a very disparate but important group of leaders in the field," second language writing specialists were not involved in the conversations out of which the document was formed. The lack of systematic and sustained conversation about the implications of the WPAOS for second language writers is problematic especially at a time when their presence is increasingly felt. To this end, this chapter examines the extent to which the WPAOS reflects (or does not reflect) the presence and needs of second language writers. 
  • international students,
  • non-native students,
  • second-language writing,
  • learning outcomes,
  • L2,
  • language-study,
  • writing program administration
Publication Date
Nicholas Behm; Gregory R. Glau; Deborah H. Holdstein; Duane Roen; Edward M. White
Citation Information
Ryan Skinnell and Paul Kei Matsuda. "Considering the Impact of the WPA Outcomes Statement on Second Language Writers" Anderson, SCThe WPA Outcomes Statement: A Decade Later (2013) p. 230 - 241
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