WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include the education and support of writing teachers; the intellectual and administrative work of WPAs; the situation of writing programs, within both academic institutions and broader contexts; the programmatic implications of current theories, technologies, and research; relationships between WPAs and other administrators, between writing and other academic programs, and among high school, two-year, and four-year college writing programs; placement; assessment; and the professional status of WPAs. The journal is published twice per year: fall/winter and spring. CONTENTS: Letter from the Editors; The Definitive Article on Class Size," by Alice Horning; "Reading Practices in the Writing Classroom," by Linda Adler-Kassner and Heidi Estrem; "Memoranda of Fragile Machinery: A Portrait of Shaughnessy as Intellectual-Bureaucrat," by Mark McBeth; "Understanding 'Transfer' from FYC: Preliminary Results of a Longitudinal Study," by Elizabeth Wardle; "Insiders and Outsiders: Redrawing the Boundaries of the Writing Program," by Cary Moskovitz and Michael Petit; "Taking Stock: Surveying the Relationship of the Writing Center and TA Training," by Melissa Ianetta, Michael McCamley, and Catherine Quick; "Disciplinarity and Transference: Students' Perceptions of Learning to Write," by Linda S. Bergmann and Janet S. Zepernick; "Invisible Administrators: The Possibilities and Perils of Graduate Student Administration," by Anthony Edgington and Stacy Hartlage Taylor; "Split at the Root: The Vulnerable Writing Program Administrator," by Donna Qualley and Elizabeth Chiseri-Strater; "What in God's Name? Administering the Conflicts of Religious Belief in Writing Programs," by Elizabeth Vander Lei and Lauren Fitzgerald; "Mainstreaming Diversity Writing," by Philip P. Marzluf; "Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study," by Ronda Leathers Dively and R. Gerald Nelms. REVIEW ESSAY: "Anxieties of Influencers: Composition Pedagogy in the 21st Century," by E. Shelley Reid; includes reviews of Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants, by Sally Barr Ebest, Don't Call It That: The Composition Practicum, edited by Sidney I. Dobrin, and Relations, Locations, Positions: Composition Theory for Writing Teachers, edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon; REVIEW by Melissa Ianetta of The Everyday Writing Center: A Community of Practice, by Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet; ANNOUNCEMENTS; CONTRIBUTORS.