Chris M. Anson

The Multidimensional Variables of Writing Program Development and Sustainability

In E. I. Moyano & M. V. Lizama (Eds.), Centros y Programas de Escritura en América Latina: Opciones Teóricas y Pedagógicas para la Enseñanza de la Escritura Disciplinar.

A Heuristic Approach to Selecting Technological Tools for Writing Instruction and Support

In Negotiating the Intersections of Writing and Writing Instruction (pp. 63–87).

AI-Based Text Generation and the Social Construction of "Fraudulent Authorship": A Revisitation

Composition Studies, 50(1), 37–46, 179.

Amazement and Trepidation: Implications of AI-Based Natural Language Production for the Teaching of Writing

Journal of Academic Writing, 12(1), 1–9.

The Writing-Enriched Curriculum: Transnational Prospects and Challenges

In C. Donahue & B. Horner (Eds.), Teaching and Studying Transnational Composition (pp. 263–286). Modern Language Association.

After the Big Bang: The Expanding Universe of Writing Studies

In K. Blewett, C. Donahue, & C. Monroe (Eds.), The Expanding Universe of Writing Studies: Higher Education Writing Research (pp. 5–26). New York: Peter Lang.

Correctness Revisited: How Students (Mis)Identify and Comment on Error in Peers� Drafts

Echoes of 'Distance Voices': A Retrospective on Technological Days of Future Past

Composition Forum, 47. https://compositionforum.com/issue/47/distant-voices.php

Introduction. WEC and the Strength of the Commons

In Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation (pp. 3–14).

PEER REVIEW IN FIRST-YEAR COMPOSITION AND STEM COURSES:

Semantic Snafu: How I Learned to Choose My Words Carefully

In J. Warner (Ed.), Failure Before Success: Teachers Describe What They Learned From Mistakes (pp. 31–36). Lanham, MD: Rowman and Littlefield.

The New Grass Roots: Faculty Responses to the Writing-Enriched Curriculum

In Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation (pp. 45–72).

Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation

Analyzing Student?s Constructs of Writing Through Reflections on Their Drafts

The Journal of Writing Analytics, 4(1), 140–158.

Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy

In M. A. Trent, M. P. S. Ratliff, & D. Pardlow (Eds.), Transforming Students into Leaders through the Literary Arts and the Social Sciences (pp. 2–19). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Reuse in STEM research writing Rhetorical and practical considerations and challenges

AILA REVIEW, 33(1), 120–135.

Sleuthing for the Truth: A Reading and Writing Pedagogy for a New Age of Lies

In E. C. Carillo & A. S. Horning (Eds.), Teaching Critical Reading and Writing in the Era of Fake News (pp. 211–228). New York: Peter Lang.

Talking About Writing: A Study of Key Writing Terms Used Instructionally across the Curriculum

In L. Adler-Kassner & E. Wardle (Eds.), (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (pp. 313–327).

Understanding How Freshmen Engineering Students Think They Learn

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Presented at the 2003 Annual Conference.

A Text-Analytic Method for Identifying Text Recycling in STEM Research Reports

The Journal of Writing Analytics, 3(1), 125–150.

CCCC Statement on Globalization in Writing Studies Pedagogy and Research

College Composition and Communication, 70(4), 682–690.

Chapter 11. Public- and expert-facing communication

In Science Communication on the Internet (pp. 219–238).

Storyboard Your Writing Projects

In J. R. Gallagher & D. N. DeVoss (Eds.), Explanation Points: Publishing in Rhetoric and Composition (pp. 53–56).

Storyboarding your Writing Projects

Text recycling: Views of North American journal editors from an interview-based study

LEARNED PUBLISHING, 32(4), 355–366.

'She Really Took the Time': Students' Opinions of Screen-Capture Response to Their Writing in Online Courses

'She Really Took the Time': Students' Opinions of Screen-Capture Response to Their Writing in Online Courses

In C. Weaver & P. Jackson (Eds.), Writing in Online Courses: How the Online Environment Shapes Writing Practices (pp. 21–45). Myers Education Press.

Analysing Structure in Children’s Fictional Narratives

In The Development of Children’s Imaginative Writing (pp. 153–183).

Chris Anson

How Writing Faculty Write: Strategies for Process, Product, and Productivity, pp. 92–100.

Handing Over the Reins: Ownership, Support, and the Departmentally-Focused Model of Communication Across the Curriculum

In M. Cox, J. Galin, & D. Melzer (Eds.), Sustainable WAC: A Whole Systems Approach to Launching and Developing WAC Programs (pp. 5–7). National Council of Teachers of English.

Assessing Peer and Instructor Response to Writing: A Corpus Analysis from an Expert Survey

Assessing peer and instructor response to writing: A corpus analysis from an expert survey

ASSESSING WRITING, 33, 12–24.

CANʹT TOUCH THIS: Reflections on the Servitude of Computers as Readers

In P. F. Ericsson & R. H. Haswell (Eds.), Machine Scoring of Student Essays: Truth and Consequences (pp. 38–56).

How Writing Contributes to Learning: New Findings from a National Study and Their Local Application

Peer Review, 19(1), 4–8.

I Stand Here Ironing

I Stand Here Ironing

In R. McClure, D. V. Goldstein, & M. A. Pemberton (Eds.), Labored: The State(ment) and Future of Work in Composition (pp. 14–28). Parlor Press.

Intellectual, Argumentative, and Informational Affordances of Public Forums: Potential Contributions to Academic Learning

In D. M. Walls & S. Vie (Eds.), Social Writing/Social Media: Publics, Presentations, and Pedagogies (pp. 309–330).

Myth: Machines Can Evaluate Writing Well

In D. M. Loewe & C. E. Ball (Eds.), Bad Ideas About Writing (pp. 278–286). https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

Teaching and Learning A Multimodal Genre in a Psychology Course

In Genre Across The Curriculum (pp. 171–195).

Writing to Read, Revisited

A Guide to College Writing

Boston: Pearson.

Critical Transitions: Writing and the Question of Transfer

Epilogue

In D. P. Dannels, P. R. Palmerton, & A. L. Housely Gaffney (Eds.), Oral Communication in the Disciplines: A Resource for Teacher Development and Training (pp. 225–229). Parlor Press.

How To Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us

How to Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us

Across the Disciplines, 13(4), 1–18.

Students' Perceptions of Oral Screencast Responses to Their Writing: Exploring Digitally Mediated Identities

JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION, 30(3), 378–411.

The Pop Warner Chronicles: A Case Study in Contextual Adaptation and the Transfer of Writing Ability

The Pop Warner chronicles: A case study in contextual adaptation and the transfer of writing ability

College Composition and Communication, 67(4), 518–549.

Crossing Thresholds: What’s to Know about Writing across the Curriculum

Deconstructing "writing program administration" in an international context

Transnational Writing Program Administration, 21–47.

Deconstructing 'Writing Program Administration' in an International Context

Habituated Practice Can Lead to Entrenchment

In L. Adler-Kassner & E. Wardle (Eds.), Naming What We Know: Threshold Concepts for Writing Studies (pp. 77–78). Utah State University Press.

Technology and transparency sharing and reflecting on the evaluation of teaching

Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies, 99–117.

The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-Institutional Study

The contributions of writing to learning and development: Results from a large-scale multi-institutional study

Research in the Teaching of English, 50(2), 199–235.

Using national survey of student engagement data and methods to assess teaching in first-year composition and writing across the curriculum

Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies, 171–186.

Understanding and Creating Digital Texts: An Activity-Based Approach

Lanham, MD: Rowman and Littlefield.

Writing, Language, and Literacy

In D. Coxwell-Teague & R. F. Lunsford (Eds.), First-Year Composition: From Theory to Practice (pp. 3–26). Parlor Press.

2013 CCCC chair's letter

College Composition and Communication, 65(2), 366–373.

A Word for Peter

WPA: Writing Program Administration, 36(2), 160–168.

BEYOND THE CURRICULUM: Supporting Faculty Writing Groups in WAC Programs

In A. E. Geller & M. Eodice (Eds.), Working with Faculty Writers (pp. 21–37).

Climate Change

Climate Change

College Composition and Communication, 65(2), 324–344.

Process Pedagogy and Its Legacy

In A. R. Taggart, K. Schick, & H. B. Hessler (Eds.), A Guide to Composition Pedagogies (2nd ed., pp. 212–230). Oxford University Press.

What is NSSE?

In R. Malenczyk (Ed.), A Rhetoric for Writing Program Administrators (pp. 265–275). Parlor Press.

Assessing Writing in Cross-Curricular Programs: Determining the Locus of Activity

In M. Zawacki & P. M. Rogers (Eds.), Writing Across the Curriculum: A Critical Sourcebook (pp. 477–492). Bedford-St. Martins.

Beyond Composition: Developing a National Outcomes Statement for Writing Across the Curriculum

In N. N. Behm, G. R. Glau, D. H. Holdstein, D. Roen, & E. M. White (Eds.), The WPA Outcomes Statement: A Decade Later (pp. 88–106). White. Parlor Press.

Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts

Journal of Writing Assessment, 5(1). https://escholarship.org/uc/item/93b9g3t6

Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools across Diverse Instructional Contexts

Black Holes: Writing Across the Curriculum and the Gravitational Invisibility of Race

In A. B. Inoue & M. Poe (Eds.), Race and Writing Assessment (pp. 15–28). Peter Lang.

Black Holes: Writing Across the Curriculum, Assessment, and the Gravitational Invisibility of Race

Teaching and Learning a Multimodal Genre in a Psychology Course

In T. M. Zawacki & P. M. Rogers (Eds.), Writing Across the Curriculum: A Critical Sourcebook (pp. 399–420). Bedford-St. Martin's.

Tracking the Mind's Eye: A New Technology for Researching Twenty-First-Century Writing and Reading Processes

Tracking the mind's eye: A new technology for researching twenty-first-century writing and reading processes

College Composition and Communication, 64(1), 151–171.

What Good Is It? The Effects of Teacher Response on Students' Development

What Good Is It? The Effects of Teacher Response on Students' Development

In N. Elliott & L. Perelman (Eds.), Writing Assessment in the 21st Century: Essays in Honor of Edward M. White (pp. 187–202). Hampton Press.

World Wide Composition: Virtual Uncertainties

In D. Payne & D. Desser (Eds.), Teaching Writing in Globalization: Remapping Disciplinary Work (pp. 139–159). Lexington Books.

Foreword

In S. A. Vavra & S. L. Spencer (Eds.), Clash! Superheroic Yet Sensible Strategies for Teaching the New Literacies Despite the Status Quo (pp. ix-xiii). Information Age.

Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy

Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy

Composition Studies, 39(2), 29–43.

My Dinner with Calais

Pedagogy, 11(3), 578–590.

Symposium: How I Have Changed My Mind

College English, 74(2), 106–130.

Symposium: How I Have Changed My Mind

The Intradisciplinary Influence of Composition and WAC, Part Two: 1967-1986

The WAC Journal, 22(1), 7–19.

The Intradisciplinary Influence of Composition and WAC, Part Two: 1986-2006

The Longman handbook for writers and readers (6th. Ed.)

Boston : Longman.

'What Do We Want in This Paper?': Generating Criteria Collectively

A Field at Sixty-Something

A Field at Sixty-Something

College Composition and Communication, 6(1), 216–228.

Absentee Landlords or Owner-Tenants? Formulating Criteria for Dual-Credit Composition Programs

In K. Hansen & C. R. Farris (Eds.), College Credit for Writing in High School: The "Taking Care of Business (pp. 245–271). National Council of Teachers of English.

Assessment in Action: A Möbius Tale

Teacher Response to AAE Features in the Writing of College Students: A Case Study in the Social Construction of Error

In J. B. Smith (Ed.), The Elephant in the Classroom: Race and Writing (pp. 111–136). Hampton Press.

The Army and Academy as Textual Communities: Exploring Mismatches in the Concepts of Attribution, Appropriation, and Shared Goals

The Army and the Academy as Textual Communities: Exploring Mismatches in the Concepts of Attribution, Appropriation, and Shared Goals

Kairos: A Journal of Rhetoric , Technology, and Pedagogy, 14(3).

The Interdisciplinary Influence of Composition and WAC, 1967-1986

The WAC Journal, 21(1), 5–19.

The Intradisciplinary Influence of Composition and WAC, 1967-1986

The Longman concise companion (2nd. Ed.)

New York : Longman.

“WHAT DO WE WANT IN THIS PAPER?” Generating Criteria Collectively

In Teaching With Student Texts: Essays Toward an Informed Practice (pp. 35–45).

Assessment in Action: A Mobius Tale

In M. Hundleby & J. Allen (Eds.), Assessment in Technical and Professional Communication (pp. 3–15). Baywood.

Contrails of Learning: Using New Technologies for Vertical Knowledge-Building

Contrails of Learning: Using New Technologies for Vertical Knowledge-building

Computers and Composition, 26(1), 38–48.

Profile Programs: Formative uses of Departmental Consultations in the Assessment of Communication Across the Curriculum

Across the Disciplines, 6(1), 1–15.

Profiling Programs: Formative Uses of Departmental Consultations in the Assessment of Communication across the Curriculum

Teaching writing using blogs, wikis, and other digital tools

Norwood, MA: Christopher-Gordon Publishers.

The Longman Writer's Companion

(4th ed.). New York: Longman.

The Promise of Eye-Tracking Methodology for Research on Writing and Reading

Open Words: Access and English Studies, 3(1), 5–28.

Closed Systems and Standardized Writing Tests

Closed systems and standardized writing tests

College Composition and Communication, 60(1), 113–128.

Distant Voices: Teaching Writing in a Culture of Technology

In M. Sidler, R. Morris, & E. O. Smith (Eds.), Computers in the Composition Classroom: A Critical Sourcebook. Bedford/St. Martin's.

Framing Plagiarism

In C. Eisner & M. Vicinus (Eds.), Originality, Imitation, and Plagiarism (pp. 231–246).

Framing Plagiarism

Keller, Christopher J., and Christian R. Weisser, eds., The Locations of Composition. Albany: SUNY Press, 2007

[Review of The Location of Composition, by C. J. Keller & C. R. Weisser]. Journal of Teaching Writing, 24(2), 103–111.

Portraits of a Field

In T. Enos & S. Borrowman (Eds.), The Promise and Peril of Writing Program Administration (pp. 79–91). Parlor Press.

The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence

The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence

WPA: Writing Program Administration, 32(1), 11–36.

The Longman Handbook for Writers and Readers

(5th ed.). Boston: Longman.

We Never Wanted to Be Cops: Plagiarism, Institutional Paranoia, and Shared Responsibility

In R. M. Howard & A. E. Robillard (Eds.), Pluralizing Plagiarism: Identities, Contexts, Pedagogies (pp. 140–157). Boynton/Cook-Heinemann.

Beyond Formulas: Closing the Gap Between Rigid Rules and Flexible Strategies for Student Writing

In K. K. Jackson & S. Vavra (Eds.), Closing the Gap: English Educators Address the Tensions between Teacher Preparation and Teaching Writing in Secondary Schools (pp. 147–164). Information Age.

The Longman concise companion

New York: Pearson Longman.

Understanding our students: A longitudinal-study of success and failure in engineering with implications for increased retention

JOURNAL OF ENGINEERING EDUCATION, 96(3), 263–274.

Warp and Weft: Reflections on the Art of Communication Weaving

In N. Kassabgy & A. Elshimi (Eds.), Sustaining Excellence in Communicating Across the Curriculum: Cross-Institutional Experiences and Best Practices (pp. 2–18). Cambridge Scholars Publishing.

What's Writing Got to Do With Campus Terrorism?

Academe, 93(6), 44–47.

75 Readings Across the Curriculum: An Anthology

McGraw-Hill.

Assessing Writing in Cross-Curricular Programs: Determining the Locus of Activity

Assessing writing in cross-curricular programs: Determining the locus of activity

Assessing Writing, 11(2), 100–112.

Longman writer's Bible: The complete guide to writing, research, and grammar

New York: Pearson Longman.

Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing

In R. Straub (Ed.), Key Works on Teacher Response: An Anthology. Portsmouth, NH: Heinemann/Boynton-Cook.

Longman writer's companion

New York: Pearson/Longman.

Portfolios for Teachers: Writing Our Way to Reflective Practice

In T. R. Johnson (Ed.), Teaching Composition: Background Readings (2nd ed.). Bedford/St. Martin's.

Taking Off

In W. Bishop & D. Coxwell Teague (Eds.), Finding Our Way: A Writing Teacher's Sourcebook (pp. 44–48). Houghton Mifflin.

Teaching and Learning a Multimodal Genre in a Psychology Course

The Longman Pocket Writer's Companion

(3rd ed.). New York: Pearson/Longman.

The Longman handbook for writers and readers (4th ed.)

New York: Pearson/Longman.

The Longman's Writer's Bible: The Complete Guide to Writing, Research, and Grammar

New York: Pearson/Longman.

Citation as Speech Act: Exploring the Pragmatics of Reference

In P. Zemliansky & W. Bishop (Eds.), Research Writing Revisited: A Sourcebook for Teachers (pp. 203–213). Heinemann.

Stance and Intertextuality in Written Discourse

In N. Shuart-Faris & D. Bloome (Eds.), Uses of Intertextuality in Classroom and Educational Research (pp. 251–278). Greenwood.

Teaching and learning through inquiry: A guidebook for institutions and instructors

Sterling, Va.: Stylus Pub.

The Heart of the Matter: Writing, Speaking, and Inquiry-Guided Learning

In V. S. Lee (Ed.), Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors (pp. 219–227). Stylus.

Writing and Speaking in Conditional Rhetorical Space

In E. Nagelhout & C. Rutz (Eds.), Classroom Space(s) and Writing Instruction (pp. 55–70). Hampton Press.

Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking

Assessing technical writing in institutional contexts: Using outcomes-based assessment for programmatic thinking

Technical Communication Quarterly: TCQ, 12(1), 101–114.

Challenges in learning communication skills in chemical engineering

Communication Education, 52(1), 50–56.

Distant Voices: Teaching Writing in a Culture of Technology

In V. Villanueva (Ed.), Cross-Talk in Comp Theory: A Reader (2nd ed.). National Council of Teachers of English.

Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift

Global Journal of Engineering Education, 7(2), 145–155.

Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift

In Z. J. Pudlowski (Ed.), Proceedings of the 6th UICEE Annual Conference on Engineering Education (pp. 127–130). Cairns, Queensland: Monash Engineering Education Series, Monash University.

Instruction and assessment of multidisciplinary teaming skills in senior design

Proceedings of the American Association of Engineering Education, USA.

Integrating Teaming, Writing, and Speaking in CHE Unit Operations Lab

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Presented at the 2003 American Society for Engineering Education Annual Conference & Exposition.

Journeys in Journaling

In W. Bishop (Ed.), The Subject is Writing (3rd ed., pp. 165–176). Heinemann.

Mutual Support: CAC Programs and Institutional Improvement in Undergraduate Education

Mutual support: CAC programs and institutional improvement in undergraduate education

Language and Learning Across the Disciplines, 6, 25–37.

Responding to and assessing student writing: The uses and limits of technology

In P. Takayoshi & B. Huot (Eds.), Teaching writing with computers: An introduction (1st ed.) (pp. 234–246). Boston, MA: Houghton Mifflin Co.

Review of Melody Bowdon and J. Blare Scott, Service-Learning in Technical and Professional Communication (New York: Longman, 2003)

[Review of Service-Learning in Technical and Professional Communication, by M. Bowdon & J. B. Scott]. Reflections: Writing, Service-Learning, and Community Literacy, 8(3), 151–154.

Student Plagiarism: Are Teachers Part of the Solution or Part of the Problem?

Essays on Teaching Excellence: Toward the Best in the Academy, 15(1).

The Longman handbook for writers and readers (3rd ed.)

New York: Longman.

The Longman pocket writer's companion

New York: Longman.

The Longman writer's companion (2nd ed.)

New York: Longman.

Developing Rubrics for Instruction and Evaluation

Developing Rubrics for Instruction and Evaluation

In D. Roen, V. Pantoja, L. Yena, S. K. Miller, & E. Waggoner (Eds.), Strategies for Teaching First-Year Composition (pp. 387–400). National Council of Teachers of English.

Distant Voices: Teaching and Writing in a Culture of Technology

Distant voices: Teaching writing in a culture of technology

In Dialogue on writing: Rethinking ESL, basic writing, and first-year composition (pp. 387–408). Mahwah, N.J.: Lawrence Erlbaum Associates.

Figuring It Out: Writing Programs in the Context of University Budgets