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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 OF WPA 33.3: From the Editors On Custom: Revisiting the Relationship between Publishers and WPAs by Barclay Barrios First Steps Beyond First Year: Coaching Transfer After FYC by Dan Fraizer You Are What You Sell: Branding the Way to Composition's Better Future by Keith Rhodes First-Year College Writing and the AP English Language Exam: How a High School/College Partnership Affected Exam Performance by James Warren Hieroglyphic World: A Review of Five Background Readers for Novice Writing Teachers by Richard Haswell The Scholarship of Plagiarism: Where We've Been, Where We Are, What's Needed Next by Rebecca Moore Howard and Missy Watson WPAs Respond to "A Symposium on Diversity and the Intellectual Work of WPAs" Who Are We? What Do We Want to Become? A Response to Jonathan Alexander by Jacqueline Rhodes (Un)Standard Deviations: Observing Diversity / Enabling Divergence by Mark McBeth Engaging with Assessment Technologies: Responding to Valuing Diversity as a WPA by Asao B. Inoue The Woman Question in WPA Work by Melissa Nicolas Announcements Contributors to WPA 33.3