Chris Anson

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

LEARNED PUBLISHING.

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

Assessing Writing, 33, 12–24.

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

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

Deconstructing "writing program administration" in an international context

Transnational Writing Program Administration, 21–47.

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

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.

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.

SYMPOSIUM: How I Have Changed My Mind

College English, 74(2), 106–130.

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

Boston : Longman.

A field at sixty-something

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

The Longman concise companion (2nd. Ed.)

New York : Longman.

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

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

Closed systems and standardized writing tests

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

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.

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

New York: Pearson Longman.

Longman writer's companion

New York: Pearson/Longman.

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

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

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

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

In 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.

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

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

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

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.

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

The Jonas incident

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

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 Composition, pedagogy & the scholarship of teaching (Crosscurrents) (pp. 89–100). Portsmouth, NH: Boynton/Cook Publishers.

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

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

In A field of dreams: Independent writing programs and the future of composition studies (pp. 153–169).

Writing intensity

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

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

New York: Longman.

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 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.