THE 30th ANNIVERSARY EDITION WITH NEW, NEVER-BEFORE-PUBLISHED MATERIAL After the Internet, what came next? Enter the Metaverse - cyberspace home to avatars and software daemons, where anything and just about everything goes. Newly available on the Street - the Metaverse's main drag - is Snow Crash. A cyberdrug that reduces avatars in the digital world to dust, but also infects users in real life, leaving them in a vegetative state. This is bad news for Hiro, a freelance hacker and the Metaverse's best swordfighter, and mouthy skateboard courier Y. T.. Together, investigating the Infocalypse, they trace back the roots of language itself to an ancient Sumerian priesthood and find they must race to stop a shadowy virtual villain hell-bent on world domination. In this special edition of the remarkably prescient modern classic, Neal Stephenson explores linguistics, computer science, politics and philosophy in the form of a break-neck adventure into the fast-approaching yet eerily recognizable future. 'Fast-forward free-style mall mythology for the twenty-first century' William Gibson 'Brilliantly realized' New York Times Book Review 'Like a Pynchon novel with the brakes removed' Washington Post 'A remarkably prescient vision of today's tech landscape' Vanity Fair

Addressing the issues and problems faced by writing program administrators (WPAs) and writing center directors (WCDs), and how they can most effectively resolve the political, pedagogical, and financial questions that arise, this book presents essays from experienced WPAs and WCDs at a wide variety of institutions that offer scenarios and case studies demonstrating the types of issues that these administrators have faced and their solutions. Covering a broad range of topics, the book will help both new and experienced WPAs and WCDs develop and maintain effective, efficient, and successful programs and centers. After a preface (by Douglas D. Hesse) and an introduction, essays in the book are (1) "In Pursuit of Competence: Preparing New Graduate Teaching Assistants for the Classroom" (Richard Bullock); (2) "Selecting and Training Undergraduate and Graduate Staffs in a Writing Lab" (Muriel Harris); (3) "The Problem Graduate Instructor" (Lynn Langer Meeks and Christine A. Hult); (4) "What Happens When Discourse Communities Collide? Portfolio Assessment and Non-Tenure-Track Faculty" (Allene Cooper, Martha Sipe, Teresa Dewey, and Stephanie Hunt); (5) "Introducing a Developmental Writing Program at a Small, Rural Two-Year College" (Paul Bodmer); (6) "Examining Our Assumptions as Gatekeepers: A Two-Year College Perspective" (Howard Tinberg); (7) "Mobilizing Human Resources to (Re)Form a Writing Program" (Louise Wetherbee Phelps); (8) "Writing Across the Curriculum" (Joan A. Mullin); (9) "Budgeting and Politics: Keeping the Writing Center Alive" (Linda S. Houston); (10) "From Virtual to Reality: Thinking about Technology and the Composition Program" (Deborah H. Holdstein); (11) "Computers in the Writing Center" (Sara E. Kimball); (12) "Productive Change in a Turbulent Atmosphere: Pipe Dream or Possibility?" (Rita Malenczyk); (13) "A New Millennium for the Writing Program: Introducing Authority and Change to Traditional Folks Who Employ Time-Worn Practices" (Ben W. McClelland); (14) "Running a Large Writing Program" (Linda Myers-Breslin); (15) "How WPAs Can Learn to Use Power to Their Own Advantage" (Barry M. Maid); (16) "How Can Physical Space and Administrative Structure Shape Writing Programs, Writing Centers, and WAC Projects?" (Carol Peterson Haviland and Edward M. White); (17) "Managing the Writing Center/Classroom Relationship" (Dave Healy); (18) "The WPA, the Composition Instructor, and Scholarship" (Lisa Gerrard); and (19) "Initiating a Peer Tutoring Program in a University Writing Center" (Robert S. Dornsife). Contains a 47-item list of suggested readings and an approximately 100-item list of works cited. (RS)