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Drawing from the social movement rhetorical theory of Harold Cruse and the ethnographic theory of Clifford Geertz, Mary Louise Pratt, and Kevin Michael Foster, this article is a historiographical construction of past and a consideration of the future involvement of college writing programs and Writing Program Administrators (WPA) as potent agents of student-athlete advocacy. Through engagement in social movement and educational reform on the campus of an NCAA host institution, the author uses autoethnography to develop a fuller understanding of the successful rhetorical practices he employed (and failed to employ) in his work as a writing program administrator, educator, and advocate on the behalf ofstudent-athletes. In addition, drawing from the scholarship of Barbara Walvoord, the author defines writing program administration through the lens of social movement theory in analyzing the efforts of a writing program founded at the University of Arizona. The author completes an evaluation of the program’s impact on the social and intellectual development of student-athlete at the University of Arizona as well as its viability as a social movement on the campus.


University Advancement

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Journal of English Language and Literature

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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.