Chris M. Anson

Reuse in STEM research writing Rhetorical and practical considerations and challenges

AILA REVIEW, 33(1), 120–135.

Chapter 11. Public- and expert-facing communication

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

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

Chris Anson

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

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.

I Stand Here Ironing

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

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.

Deconstructing "writing program administration" in an international context

Transnational Writing Program Administration, 21–47.

Deconstructing 'Writing Program Administration' in an International Context

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.

2013 CCCC chair's letter

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

Climate Change

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

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

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

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

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: 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

[Review of ]. College Composition and Communication, 62(1), 216–228.

Assessment in Action: A Möbius Tale

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

The Intradisciplinary Influence of Composition and WAC, 1967-1986

The Longman concise companion (2nd. Ed.)

New York : Longman.

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.

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

Closed Systems and Standardized Writing Tests

Closed systems and standardized writing tests

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

Framing Plagiarism

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

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.

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.

Longman writer's companion

New York: Pearson/Longman.

Teaching and Learning a Multimodal Genre in a Psychology Course

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

New York: Pearson/Longman.

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

Sterling, Va.: Stylus Pub.

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.

Instruction and assessment of multidisciplinary teaming skills in senior design

Proceedings of the American Association of Engineering Education, USA.

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.

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

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

Figuring it out: Writing programs in the context of university budgets

In Stuart C. Brown, Theresa Enos, Catherine Chaput (Eds.), The writing program administrator's resource: a guide to reflective institutional practice (pp. 233–252). Mahwah, N.J.: Lawrence Erlbaum Associates.

Mistakes in Social Psychology

Mistakes in social psychology

In The WAC casebook: Scenes for faculty reflection and program development (pp. 212–222). New York: Oxford University Press.

Shobhna's Pronouncements

Sondra Gets Hyper

Sondra gets hyper

In The WAC casebook: Scenes for faculty reflection and program development (pp. 145–155). New York: Oxford University Press.

Teaching Writing Creatively: A Summer Institute for Teachers

Teaching writing creatively: A Summer Institute for Teachers.

In R. Tremmel & W. Broz (Eds.), Teaching writing teachers of high school English & first-year composition (pp. 27–39). Portsmouth, NH: Boynton/Cook Publishers.

The Jonas Incident

The Jonas incident

In The WAC casebook: Scenes for faculty reflection and program development (pp. 82–89). New York: Oxford University Press.

The Medium and the Message: Developing Responsible Methods for Assessing Teaching Portfolios

The WAC Casebook: Scenes for Faculty Reflection and Program Development

The WAC casebook: Scenes for faculty reflection and program development

New York: Oxford University Press.

The medium and the message: Developing responsible methods for assessing teaching portfolios

In D. Minter & A. M. Goodburn (Eds.), Composition, pedagogy & the scholarship of teaching (Crosscurrents) (pp. 89–100). Portsmouth, NH: Boynton/Cook Publishers.

Thoughts from the Rank and File

Thoughts from the rank and file

In The WAC casebook: Scenes for faculty reflection and program development (pp. 248–258). New York: Oxford University Press.

Trudy Does Comics

Trudy does comics

In The WAC casebook: Scenes for faculty reflection and program development (pp. 28–32). New York: Oxford University Press.

Who Wants Composition? Reflections on the Rise and Fall of an Independent Program

Who wants composition: Reflections on the rise and fall of an independent program

In A. C. P. O'Neill & L. W. Burton (Eds.), A field of dreams: Independent writing programs and the future of composition studies (pp. 153–169).

Writing Intensity

Writing intensity

In The WAC casebook: Scenes for faculty reflection and program development. New York: Oxford University Press.

Errors at Pound Ridge

Shadows of the Mountain

Below the Surface: A True-to-Life Course in Editorial Practice

Distant Voices: Teaching and Writing in a Culture of Technology

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

Response and the Social Construction of Error

Talking about Writing: A Classroom-Based Study of Students' Reflections on Their Drafts

The Longman handbook for writers and readers (2nd ed.)

New York: Longman.

Distant Voices: Teaching and Writing in a Culture of Technology

Distant voices: teaching writing in a culture of technology

College English, 61(3), 1–20.

Reflective reading: Developing thoughtful ways to respond to students' writing

In L. O. C. R. Cooper (Ed.), Evaluating writing: The role of teachers' knowledge about text, learning, and culture (pp. 302–324). Urbana, Ill.: National Council of Teachers of English.

Reviews

Rhetoric Society Quarterly, 29(2), 79–96.

Subject to Interpretation: The Role of Research in Writing Programs and Its Relationship to the Politics of Administration in Higher Education

Talking about Text: The Use of Recorded Commentary in Response to Student Writing

Book Lists, Cultural Literacy, and the Stagnation of Discourse

Collaboration in Practice

Symposium on the 1991 'Progress Report from the CCCC Committee on Professional Standards'

The Classroom and the 'Real World' as Contexts: Re-Examining the Goals of Writing Instruction

Cambridge Press

Mahlon Day

From Schemes to Themes: Implications of Schema Theory for Teaching and Writing

The Artifical Art of Evaluating Writing