Compositionists have long been calling for scholarship aimed at productively reshaping various institutional and public
discourses of writing instruction. Jeanne Gunner, for instance, has called for more scholarship that can help Writing Program Administrators (WPAs) to formulate “critical questions” about their “historical practices and modes of self-representation” (275) in order to address how “writing program administrators and writing programs have historically been implicated in social structures that divide, direct, give access, deny access, replicate inequities, and use language in ways that construct ideologies which have material consequences” (275).
A Journal of Community-Engaged Writing and Rhetoric