@article{anson_2024, title={DIMENSIONS OF TRANSFER AND THE ROLE OF MULTIMODALITY Foreword}, ISBN={["978-1-64642-533-4", "978-1-64642-532-7"]}, DOI={10.7330/9781646425341.c000a}, journal={MULTIMODAL COMPOSING AND WRITING TRANSFER}, author={Anson, Chris M.}, year={2024}, pages={IX-XVII} } @inbook{anson_2023, title={Pathways and Reflections on Teaching}, booktitle={Teachers Talking Writing: Perspectives on Places, Pedagogies, and Programs}, publisher={National Council of Teachers of English}, author={Anson, Chris M.}, editor={Wood, ShaneEditor}, year={2023}, pages={25–28} } @inbook{anson_kruse_2023, title={Plagiarism Detection and Intertextuality Software}, url={https://doi.org/10.1007/978-3-031-36033-6_15}, DOI={10.1007/978-3-031-36033-6_15}, abstractNote={Abstract Software for plagiarism detection was developed in the early 2000s when powerful search engines offered writers opportunities for unattributed copy-and-pasting from other sources. Many algorithms were developed to reveal overlaps between original and source text. Although the software was imperfect, its use has spread across higher education, precipitating intense debates about its application to the teaching of writing. Because of instructors’ fear of false accusation and the effects on students’ anxiety, many educators have eschewed plagiarism detection systems. Others, however, have adopted plagiarism detection for formative and developmental reasons, such as helping students to understand intertextuality and making referencing a manageable skill. This chapter will briefly historicize the effects of the internet on the practice of plagiarism; describe the technology behind digital programs for plagiarism detection and its functional specifications; summarize some of the research on plagiarism detection programs; describe a few of the more popular programs; and conclude with implications.}, author={Anson, Chris M. and Kruse, Otto}, year={2023} } @inbook{anson_2023, title={The Multidimensional Variables of Writing Program Development and Sustainability}, ISBN={9781642151749 9781642151756 9781646423958}, DOI={10.37514/INT-B.2023.1749.1.1}, booktitle={Centros y Programas de Escritura en América Latina: Opciones Teóricas y Pedagógicas para la Enseñanza de la Escritura Disciplinar}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, editor={Moyano, Estela Inés and Lizama, Margarita VidalEditors}, year={2023} } @inbook{kruse_anson_2023, title={Writing and Thinking: What Changes with Digital Technologies?}, url={https://doi.org/10.1007/978-3-031-36033-6_29}, DOI={10.1007/978-3-031-36033-6_29}, abstractNote={Abstract The relationship between writing and thinking explicitly or implicitly runs through all the contributions to this book. There is no writing without thinking and there is no new writing technology that does not alter the way thinking in writing happens. Many layers of the relationship between thinking and writing await conceptualization. Four of them that seem most widely affected by the currently unfolding transformational processes are described in more detail in this chapter: (1) the connection of inscription and linearization to thinking; (2) the relation of sub-actions of the writing processes to thinking; (3) the influence of digital technology on connected thought, networked thinking, and collaborative writing; and (4) the challenges of higher-order support for writing, including automatic text generation for the conceptualization of the writing-thinking interplay. We close with a short statement on the necessity to adopt human-machine models to conceptualize thinking in writing.}, author={Kruse, Otto and Anson, Chris M.}, year={2023} } @inbook{anson_2022, title={A Heuristic Approach to Selecting Technological Tools for Writing Instruction and Support}, url={http://dx.doi.org/10.37514/int-b.2022.1466.2.03}, DOI={10.37514/int-b.2022.1466.2.03}, abstractNote={As new digital tools for use in writing instruction continue to burgeon, it has become increasingly urgent to forestall the rushed and unconsidered adoption of tools that do little to enhance conventional methods or even work against them. Although some selection criteria exist, they are generalized and lack reference to principled instructional methods and current best practices. This chapter proposes a set of theory-based perspectives, or lenses, to determine the instructional effectiveness of digital writing and learning tools. These perspectives include the informational, intellectual or cognitive, social and interpersonal, and rhetorical potential of the tool, along with the extent to which it places the student in an active-learning role and the extent to which the use of the tool is fair and ethical. After describing this set of perspectives, the chapter then tests them on three relatively simple tools that encourage writing of different kinds and purposes: Padlet (a classroom tool that facilitates active thinking and discussion); Fakebook (a platform that, emulating Facebook, invites students to create profiles of characters or famous historical figures and populate them with interactive posts, exchanges with “friends,” videos, and other media), and the use of screencasting to facilitate student peer review. The perspectives are admittedly incomplete, designed heuristically to foster consideration of and dialogue around principled choice of digital tools on a small scale, such as Padlet, or a broader and more complex scale, such as the choice of an LMS for a course of study or entire department or program.}, booktitle={Negotiating the Intersections of Writing and Writing Instruction}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, year={2022}, month={Jan}, pages={63–87} } @article{anson_2022, title={AI-Based Text Generation and the Social Construction of "Fraudulent Authorship": A Revisitation}, volume={50}, number={1}, journal={Composition Studies}, author={Anson, Chris M.}, year={2022}, pages={37–46, 179} } @article{anson_straume_2022, title={Amazement and Trepidation: Implications of AI-Based Natural Language Production for the Teaching of Writing}, volume={12}, ISSN={2225-8973}, url={http://dx.doi.org/10.18552/joaw.v12i1.820}, DOI={10.18552/joaw.v12i1.820}, abstractNote={AI-based natural language production systems are currently able to produce unique text with minimal human intervention. Because such systems are improving at a very fast pace, teachers who expect students to produce their own writing—engaging in the complex processes of generating and organizing ideas, researching topics, drafting coherent prose, and using feedback to make principled revisions that both improve the quality of the text and help them to develop as writers—will confront the prospect that students can use the systems to produce human-looking text without engaging in these processes. In this article, we first describe the nature and capabilities of AI-based natural language production systems such as GPT-3, then offer some suggestions for how instructors might meet the challenges of the increasing improvement of the systems and their availability to students.}, number={1}, journal={Journal of Academic Writing}, publisher={Coventry University, Lanchester Library}, author={Anson, Chris and Straume, Ingerid}, year={2022}, month={Dec}, pages={1–9} } @inbook{anson_hodges_rudd_2022, title={The Writing-Enriched Curriculum: Transnational Prospects and Challenges}, ISBN={9781603296007 9781603295994}, booktitle={Teaching and Studying Transnational Composition}, publisher={Modern Language Association}, author={Anson, Chris M. and Hodges, Amy and Rudd, Mysti}, editor={Donahue, Christiane and Horner, BruceEditors}, year={2022}, pages={263–286} } @inbook{anson_2021, place={New York}, series={Studies in Composition and Rhetoric}, title={After the Big Bang: The Expanding Universe of Writing Studies}, ISBN={9781433177309 9781433177316 9781433177323}, booktitle={The Expanding Universe of Writing Studies: Higher Education Writing Research}, publisher={Peter Lang}, author={Anson, Chris M.}, editor={Blewett, Kelly and Donahue, Christiane and Monroe, CynthiaEditors}, year={2021}, pages={5–26}, collection={Studies in Composition and Rhetoric} } @misc{anson_2021, title={Correctness Revisited: How Students (Mis)Identify and Comment on Error in Peers� Drafts}, url={http://dx.doi.org/10.37514/int-b.2021.1220.2.15}, DOI={10.37514/int-b.2021.1220.2.15}, abstractNote={Because teachers continue to feel conflicted about the role of error in writing instruction, it is important to understand students’ existing capacities for identifying and avoiding error. Student peer review offers a unique way to study how students identify and discuss error in their peers’ drafts, thereby informing intervention both in foundational courses and in courses across the curriculum. This chapter describes a study of student error identification in L1 writing courses in the United States. Students in two sections of a foundational university writing course commented on each other’s drafts using an oral screencast program. Drafts were coded for the 20 most commonly identified errors from a previous corpus study. The 58 screencasts were transcribed and coded for every error (mis)identified by students. Results showed that students identified approximately one-tenth of the errors made by their peers, while approximately one in four errors identified were not actually errors. A comparison of results from the two sections (taught by different instructors) also revealed stark differences in the focus and nature of students’ comments on error. Because both sections of the course were taught to the same outcomes, the results point to the influence of instructional ideology and genre of the writing on students’ constructs of the role of error in peer review.}, journal={English Across the Curriculum: Voices from Around the World}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, year={2021}, month={Apr}, pages={271–291} } @article{anson_2021, title={Echoes of 'Distance Voices': A Retrospective on Technological Days of Future Past}, volume={47}, url={https://compositionforum.com/issue/47/distant-voices.php}, journal={Composition Forum}, author={Anson, Chris M.}, year={2021} } @inbook{anson_2021, title={Introduction. WEC and the Strength of the Commons}, url={http://dx.doi.org/10.37514/per-b.2021.1299.1.3}, DOI={10.37514/per-b.2021.1299.1.3}, booktitle={Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, year={2021}, month={Sep}, pages={3–14} } @misc{anson_anson_andrews_2021, title={PEER REVIEW IN FIRST-YEAR COMPOSITION AND STEM COURSES:}, url={http://dx.doi.org/10.2307/j.ctv22tnmg2.10}, DOI={10.2307/j.ctv22tnmg2.10}, journal={Composition and Big Data}, publisher={University of Pittsburgh Press}, author={Anson, Chris M. and Anson, Ian G. and Andrews, Kendra}, year={2021}, month={Nov}, pages={101–124} } @inbook{anson_2021, place={Lanham, MD}, title={Semantic Snafu: How I Learned to Choose My Words Carefully}, ISBN={9781475857474 9781475857481 9781475857498}, booktitle={Failure Before Success: Teachers Describe What They Learned From Mistakes}, publisher={Rowman and Littlefield}, author={Anson, Chris M.}, editor={Warner, JulieEditor}, year={2021}, pages={31–36} } @inbook{anson_2021, title={The New Grass Roots: Faculty Responses to the Writing-Enriched Curriculum}, url={http://dx.doi.org/10.37514/per-b.2021.1299.2.02}, DOI={10.37514/per-b.2021.1299.2.02}, abstractNote={Although assessment is a crucial component of the WEC model, studies of how faculty respond to its implementation are needed, especially by outsiders who can impartially analyze its successful uptake. This chapter describes an interview-based study of eight faculty—four at a small liberal arts college and four at a large state-supported university—representing five departments all in the formative stages of WEC implementation. Analysis based on grounded theory surfaced five themes that interviewees consistently described, and that appear to be important considerations in the development of the WEC model and in the inductive learning of threshold concepts for WAC: the role of cross-curricular activities such as faculty workshops; the importance of departmental autonomy and self-directed innovation; the usefulness of lower-stakes, learning-based writing; the perception of improvement in student writing ability; and the transformative effects of WEC as a pedagogical and curricular initiative.}, booktitle={Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, year={2021}, month={Sep}, pages={45–72} } @book{anson_flash_2021, title={Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation}, ISBN={9781642151299}, url={http://dx.doi.org/10.37514/per-b.2021.1299}, DOI={10.37514/per-b.2021.1299}, publisher={The WAC Clearinghouse; University Press of Colorado}, year={2021}, month={Sep} } @article{anson_greene_halm_2020, title={Analyzing Student?s Constructs of Writing Through Reflections on Their Drafts}, volume={4}, ISSN={2474-7491}, url={http://dx.doi.org/10.37514/jwa-j.2020.4.1.06}, DOI={10.37514/jwa-j.2020.4.1.06}, abstractNote={• Aim: The purpose of this study was to explore first-year college students’ conceptions of their own drafts-in-progress in order to identify underlying knowledge and perspectives that are assumed (and should be intentionally taught and scaffolded) in the transition from high school to college. The project was designed to analyze students’ reflections for the extent to which they saw their drafts as completed or under continued revision, as well as their focus on ideas, audience-related concerns, or textual characteristics. The study was primarily heuristic, with the goal of provoking further research about students’ constructs of their writing while offering useful information for both college and high school teachers about areas of student learning relating to their conceptions of their own writing that need attention.}, number={1}, journal={The Journal of Writing Analytics}, publisher={The WAC Clearinghouse}, author={Anson, Chris M. and Greene, Beth and Halm, Matthew}, year={2020}, pages={140–158} } @inbook{anson_2020, place={Newcastle upon Tyne, UK}, title={Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy}, ISBN={9781527547315}, booktitle={Transforming Students into Leaders through the Literary Arts and the Social Sciences}, publisher={Cambridge Scholars Publishing}, author={Anson, Chris M.}, editor={Trent, Mary Alice and Ratliff, Meaghan Peggy Stevenson and Pardlow, DonEditors}, year={2020}, pages={2–19} } @article{anson_hall_pemberton_moskovitz_2020, title={Reuse in STEM research writing Rhetorical and practical considerations and challenges}, volume={33}, ISSN={["1461-0213"]}, url={https://doi.org/10.1075/aila.00033.ans}, DOI={10.1075/aila.00033.ans}, abstractNote={Abstract Text recycling (hereafter TR), sometimes problematically called “self-plagiarism,” involves the verbatim reuse of text from one’s own existing documents in a newly created text – such as the duplication of a paragraph or section from a published article in a new article. Although plagiarism is widely eschewed across academia and the publishing industry, the ethics of TR are not agreed upon and are currently being vigorously debated. As part of a federally funded (US) National Science Foundation grant, we have been studying TR patterns using several methodologies, including interviews with editors about TR values and practices (Pemberton, Hall, Moskovitz, & Anson, 2019) and digitally mediated text-analytic processes to determine the extent of TR in academic publications in the biological sciences, engineering, mathematical and physical sciences, and social, behavioral, and economic sciences (Anson, Moskovitz, & Anson, 2019). In this article, we first describe and illustrate TR in the context of academic writing. We then explain and document several themes that emerged from interviews with publishers of peer-reviewed academic journals. These themes demonstrate the vexed and unsettled nature of TR as a discursive phenomenon in academic writing and publishing. In doing so, we focus on the complex relationships between personal (role-based) and social (norm-based) aspects of scientific publication, complicating conventional models of the writing process that have inadequately accounted for authorial decisions about accuracy, efficiency, self-representation, adherence to existing or imagined rules and norms, perceptions of ownership and copyright, and fears of impropriety.}, number={1}, journal={AILA REVIEW}, author={Anson, Chris M. and Hall, Susanne and Pemberton, Michael and Moskovitz, Cary}, year={2020}, pages={120–135} } @inbook{anson_andrews_2020, place={New York}, title={Sleuthing for the Truth: A Reading and Writing Pedagogy for a New Age of Lies}, ISBN={9781433175060 9781433175077 9781433175084 9781433175091}, booktitle={Teaching Critical Reading and Writing in the Era of Fake News}, publisher={Peter Lang}, author={Anson, Chris M. and Andrews, Kendra}, editor={Carillo, Ellen C. and Horning, Alice S.Editors}, year={2020}, pages={211–228} } @inbook{anson_chen_anson_2020, title={Talking About Writing: A Study of Key Writing Terms Used Instructionally across the Curriculum}, url={http://dx.doi.org/10.7330/9781607329329.c017}, DOI={10.7330/9781607329329.c017}, abstractNote={Here we outline four critiques, concerns}, booktitle={(Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy}, publisher={Utah State University Press}, author={Anson, Chris M. and Chen, Chen and Anson, Ian G.}, editor={Adler-Kassner, Linda and Wardle, ElizabethEditors}, year={2020}, month={Feb}, pages={313–327} } @inproceedings{bernold_spurlin_crossland_anson_2020, title={Understanding How Freshmen Engineering Students Think They Learn}, url={http://dx.doi.org/10.18260/1-2--12430}, DOI={10.18260/1-2--12430}, abstractNote={Omega-nor-cycloalkyl-13,14-dehydro-prostaglandin compounds, specifically 13,14-dehydro-17-cyclohexyl-20,19,18-trinor-PGF2 alpha , having selective luteolytic, abortifacient and labor-inducing activity and extremely low untoward gastrointestinal effects are disclosed.}, booktitle={Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition}, publisher={ASEE Conferences}, author={Bernold, Leonhard and Spurlin, Joni and Crossland, Cathy and Anson, Chris}, year={2020}, month={Sep} } @article{anson_moskovitz_anson_2019, title={A Text-Analytic Method for Identifying Text Recycling in STEM Research Reports}, volume={3}, ISSN={2474-7491}, url={http://dx.doi.org/10.37514/jwa-j.2019.3.1.07}, DOI={10.37514/jwa-j.2019.3.1.07}, number={1}, journal={The Journal of Writing Analytics}, publisher={The WAC Clearinghouse}, author={Anson, Ian G. and Moskovitz, Cary and Anson, Chris M.}, year={2019}, pages={125–150} } @article{anson_arnold_donahue_horner_you_2019, title={CCCC Statement on Globalization in Writing Studies Pedagogy and Research}, volume={70}, number={4}, journal={College Composition and Communication}, author={Anson, Chris M. and Arnold, Lisa and Donahue, Christiane and Horner, Bruce and You, Xiaoye}, year={2019}, pages={682–690} } @inbook{reid_anson_2019, title={Chapter 11. Public- and expert-facing communication}, url={https://doi.org/10.1075/pbns.308.11rei}, DOI={10.1075/pbns.308.11rei}, abstractNote={This chapter describes a qualitative case study of digitally-mediated production and communication of research in the biological sciences. The study focuses on the citizen science “Heartbeats Project,” conceived by a U.S.-based evolutionary biology lab to explore the data behind the well-known rule that, on average, mammals’ hearts beat one billion times per lifetime. Our analysis describes three ways that polycontextuality and context collapse figured in the team’s production of digital, spoken, and print-based genres arising from their work. These dynamics complicate traditional understandings of the relationships between scientific and public genres, as well as existing conceptions of composition, genre, authors, and audiences in the production and circulation of scientific findings and the (re)production of science.}, booktitle={Science Communication on the Internet}, publisher={John Benjamins Publishing Company}, author={Reid, Gwendolynne and Anson, Chris M.}, year={2019}, month={Dec}, pages={219–238} } @inbook{anson_2019, title={Storyboard Your Writing Projects}, url={http://dx.doi.org/10.7330/9781607328834.c012}, DOI={10.7330/9781607328834.c012}, booktitle={Explanation Points: Publishing in Rhetoric and Composition}, publisher={Utah State University Press}, author={Anson, Chris}, editor={Gallagher, John R. and DeVoss, Danielle NicoleEditors}, year={2019}, month={Sep}, pages={53–56} } @book{storyboarding your writing projects_2019, year={2019} } @article{pemberton_hall_moskovitz_anson_2019, title={Text recycling: Views of North American journal editors from an interview-based study}, volume={32}, ISSN={["1741-4857"]}, url={https://doi.org/10.1002/leap.1259}, DOI={10.1002/leap.1259}, abstractNote={Over the past decade, text recycling (TR; AKA ‘self‐plagiarism’) has become a visible and somewhat contentious practice, particularly in the realm of journal articles. While growing numbers of publishers are writing editorials and formulating guidelines on TR, little is known about how editors view the practice or how they respond to it. We present results from an interview‐based study of 21 North American journal editors from a broad range of academic disciplines. Our findings show that editors' beliefs and practices are quite individualized rather than being tied to disciplinary or other structural parameters. While none of our participants supported the use of large amounts of recycled material from one journal article to another, some editors were staunchly against any use of recycled material, while others were accepting of the practice in certain circumstances. Issues of originality, the challenges of rewriting text, the varied circulation of texts, and abiding by copyright law were prominent themes as editors discussed their approaches to TR. Overall, the interviews showed that many editors have not thought systematically about the practice of TR, and they sometimes have trouble aligning their beliefs and practices.}, number={4}, journal={LEARNED PUBLISHING}, publisher={Wiley}, author={Pemberton, Michael and Hall, Susanne and Moskovitz, Cary and Anson, Chris M.}, year={2019}, month={Oct}, pages={355–366} } @book{'she really took the time': students' opinions of screen-capture response to their writing in online courses_2018, year={2018} } @inbook{anson_2018, title={'She Really Took the Time': Students' Opinions of Screen-Capture Response to Their Writing in Online Courses}, booktitle={Writing in Online Courses: How the Online Environment Shapes Writing Practices}, publisher={Myers Education Press}, author={Anson, Chris M.}, editor={Weaver, Christopher and Jackson, PhoebeEditors}, year={2018}, pages={21–45} } @inbook{kroll_anson_2018, title={Analysing Structure in Children’s Fictional Narratives}, ISBN={9781315150031}, url={http://dx.doi.org/10.4324/9781315150031-12}, DOI={10.4324/9781315150031-12}, abstractNote={The rules for parsing, or the 'story grammar', make it possible to represent narrative structure as a tree diagram. Because major concern is with stories written by children, rather than with folktales, our interest in the story grammar focuses on its utility as a formal device for analysing the structure of children's written narratives. Story grammars have evolved from the two related fields of cognitive psychology and artificial intelligence. Although, as van Dijk points out, the methods and goals of these two branches of cognitive science are different, they are both interested in how language is understood, especially as it is organised in certain kinds of discourse. The most important aspect of Mandler's and Johnson's grammar for story analysis is its delineation of an event structure based upon the characters' actions, reactions, goals and goal-reaching attempts. On the most general level, story grammars specify that a narrative consists of at least one episode with beginning, development and ending.}, booktitle={The Development of Children’s Imaginative Writing}, publisher={Routledge}, author={Kroll, Barry M. and Anson, Chris M.}, year={2018}, month={May}, pages={153–183} } @article{tulley_2018, title={Chris Anson}, DOI={10.7330/9781607326625.c008}, abstractNote={Much of our scholarship within the field of rhetoric and composition focuses on how writing "happens."We've studied the composing processes of twelfth graders, first-year composition classes, adult learners, workplace writers, community college students, non-native speakers, and the incarcerated, among other populations.We've even studied faculty writers from other disciplines (for two examples, see Eodice and Geller 2013 and Thaiss and Zawacki 2006).But the writing processes rhetoric and composition faculty use to compose the intellectual labor and scholarship of our field-the oft-cited monographs, the award-winning articles, the textbooks, the edited collections, and the new media essays that include films, images, sounds, and hyperlinks-are largely a mystery.In short, we know very little about how writing faculty write.This lack of self-study of our own writing habits is disconcerting for several reasons.For one, writing is our field of study.The field of rhetoric and composition investigates the most effective composing strategies under a variety of conditions and within a range of contexts.From the research we conduct and the textbooks we publish, writing faculty, we might assume, "know" the tricks of effective writing and how to navigate issues that faculty of all disciplines often struggle with: combatting writer's block, juggling multiple deadlines, representing research accurately and fairly, etc.We might even assume that writing faculty have more tools for academic writing success than faculty in other disciplines.Because rhetoric and composition faculty share the writing challenges of the interviewees featured here: no time to write, heavy teaching loads, etc., learning the strategies successful faculty writers use within a variety of contexts is key for understanding how to ground and potentially improve faculty writing practices within the discipline.Yet beyond preliminary research by Wells (2015) and Soderlund (2015) and a few essays on how collaborative academic writing between writing faculty affects careers in the field (see Day and Eodice 2001; Ede and Lunsford 2001; Ronald and Roskelly 2001; Yancey and Spooner 1998), we've only}, journal={How Writing Faculty Write: Strategies for Process, Product, and Productivity}, publisher={Utah State University Press}, author={Tulley, Christine E.}, year={2018}, pages={92–100} } @inbook{anson_dannels_2018, title={Handing Over the Reins: Ownership, Support, and the Departmentally-Focused Model of Communication Across the Curriculum}, booktitle={Sustainable WAC: A Whole Systems Approach to Launching and Developing WAC Programs}, publisher={National Council of Teachers of English}, author={Anson, Chris M. and Dannels, Deanna P.}, editor={Cox, Michelle and Galin, Jeff and Melzer, DanEditors}, year={2018}, pages={5–7} } @article{assessing peer and instructor response to writing: a corpus analysis from an expert survey_2017, year={2017} } @article{anson_anson_2017, title={Assessing peer and instructor response to writing: A corpus analysis from an expert survey}, volume={33}, ISSN={["1075-2935"]}, DOI={10.1016/j.asw.2017.03.001}, abstractNote={Over the past 30 years, considerable scholarship has critically examined the nature of instructor response on written assignments in the context of higher education (see Straub, 2006). However, as Haswell (2008) has noted, less is currently known about the nature of peer response, especially as it compares with instructor response. In this study, we critically examine some of the properties of instructor and peer response to student writing. Using the results of an expert survey that provided a lexically-based index of high-quality response, we evaluate a corpus of nearly 50,000 peer responses produced at a four-year public university. Combined with the results of this survey, a large-scale automated content analysis shows first that instructors have adopted some of the field's lexical estimation of high-quality response, and second that student peer response reflects the early acquisition of this lexical estimation, although at further remove from their instructors. The results suggest promising directions for the parallel improvement of both instructor and peer response.}, journal={ASSESSING WRITING}, author={Anson, Ian G. and Anson, Chris M.}, year={2017}, month={Jul}, pages={12–24} } @inbook{anson_2017, title={CANʹT TOUCH THIS: Reflections on the Servitude of Computers as Readers}, url={http://dx.doi.org/10.2307/j.ctt4cgq0p.6}, DOI={10.2307/j.ctt4cgq0p.6}, booktitle={Machine Scoring of Student Essays: Truth and Consequences}, publisher={Utah State University Press}, author={Anson, Chris M.}, editor={Ericsson, Patricia Freitag and Haswell, Richard H.Editors}, year={2017}, month={Aug}, pages={38–56} } @article{anderson_anson_fish_gonyea_marshall_menefee-libey_paine_blake_weaver_2017, title={How Writing Contributes to Learning: New Findings from a National Study and Their Local Application}, volume={19}, number={1}, journal={Peer Review}, author={Anderson, Paul and Anson, Chris M. and Fish, Tom and Gonyea, Robert M. and Marshall, Margaret and Menefee-Libey, Wendy and Paine, Charles and Blake, Laura Palucki and Weaver, Susan}, year={2017}, pages={4–8} } @book{i stand here ironing_2017, year={2017} } @inbook{anson_2017, title={I Stand Here Ironing}, booktitle={Labored: The State(ment) and Future of Work in Composition}, publisher={Parlor Press}, author={Anson, Chris M.}, editor={McClure, Randall and Goldstein, Dayna V. and Pemberton, Michael A.Editors}, year={2017}, pages={14–28} } @inbook{anson_2017, series={Perspectives on Writing}, title={Intellectual, Argumentative, and Informational Affordances of Public Forums: Potential Contributions to Academic Learning}, url={http://dx.doi.org/10.37514/per-b.2017.0063.2.16}, DOI={10.37514/per-b.2017.0063.2.16}, abstractNote={In a case study, Amber Buck (2012) described the literacy practices of Ronnie, an undergraduate student at a large midwestern university. Through multiple sources of data, including a time-use diary, interviews, and a profile tour of Ronnie’s social network sites, Buck painstakingly documented what Paul Prior and Jody Shipka (2003) called the “chronotopic laminations” of his literate practices—the “dispersed and fluid places, times, people, and artifacts that are tied together in literate action” (p. 181). As Buck (2012) showed, Ronnie’s online activity is “intricately woven into the tapestry of his daily literacy practices” and plays a “large role in how he interacts with others in his personal and professional life as well as how he presents himself to different audiences” (pp. 9-10). Ronnie’s practices are by no means unique. They resemble those of students on and off campuses across the United States and around the world. In “Writing in the 21st Century,” Yancey (2009) pointed out that because of digital technology}, booktitle={Social Writing/Social Media: Publics, Presentations, and Pedagogies}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, editor={Walls, Douglas M. and Vie, StephanieEditors}, year={2017}, month={Sep}, pages={309–330}, collection={Perspectives on Writing} } @inbook{anson_perelman_2017, title={Myth: Machines Can Evaluate Writing Well}, url={https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf}, booktitle={Bad Ideas About Writing}, publisher={Digital Publishing Institute}, author={Anson, Chris M. and Perelman, Les}, editor={Loewe, Drew M. and Ball, Cheryl E.Editors}, year={2017}, pages={278–286} } @inbook{anson_dannels_st. clair_2017, title={Teaching and Learning A Multimodal Genre in a Psychology Course}, url={http://dx.doi.org/10.2307/j.ctt46nx0j.11}, DOI={10.2307/j.ctt46nx0j.11}, booktitle={Genre Across The Curriculum}, publisher={Utah State University Press}, author={Anson, Chris M. and Dannels, Deanna P. and St. Clair, Karen}, year={2017}, month={Aug}, pages={171–195} } @misc{anson_2017, title={Writing to Read, Revisited}, url={http://dx.doi.org/10.37514/atd-b.2017.0001.2.01}, DOI={10.37514/atd-b.2017.0001.2.01}, journal={What Is College Reading?}, publisher={The WAC Clearinghouse; University Press of Colorado}, author={Anson, Chris M.}, year={2017}, month={Sep}, pages={21–39} } @book{anson_2016, place={Boston}, title={A Guide to College Writing}, ISBN={9780134186443 9780134186573}, publisher={Pearson}, author={Anson, Chris M.}, year={2016} } @book{anson_moore_2016, series={Perspectives on Writing}, title={Critical Transitions: Writing and the Question of Transfer}, ISBN={9781642150797}, url={http://dx.doi.org/10.37514/per-b.2016.0797}, DOI={10.37514/per-b.2016.0797}, publisher={The WAC Clearinghouse; University Press of Colorado}, year={2016}, month={Jun}, collection={Perspectives on Writing} } @inbook{anson_2016, title={Epilogue}, booktitle={Oral Communication in the Disciplines: A Resource for Teacher Development and Training}, publisher={Parlor Press}, author={Anson, Chris M.}, editor={Dannels, Deanna P. and Palmerton, Patricia R. and Housely Gaffney, Amy L.Editors}, year={2016}, pages={225–229} } @book{how to create high-impact writing assignments that enhance learning and development and reinvigorate wac/wid programs: what almost 72,000 undergraduates taught us_2016, year={2016} } @article{anderson_anson_gonyea_paine_2016, title={How to Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us}, volume={13}, ISSN={1554-8244}, url={http://dx.doi.org/10.37514/atd-j.2016.13.4.13}, DOI={10.37514/atd-j.2016.13.4.13}, number={4}, journal={Across the Disciplines}, publisher={The WAC Clearinghouse}, author={Anderson, Paul and Anson, Chris M. and Gonyea, Robert M. and Paine, Charles}, year={2016}, pages={1–18} } @article{anson_dannels_laboy_carneiro_2016, title={Students' Perceptions of Oral Screencast Responses to Their Writing: Exploring Digitally Mediated Identities}, volume={30}, ISSN={["1552-4574"]}, DOI={10.1177/1050651916636424}, abstractNote={ This study explores the intersections between facework, feedback interventions, and digitally mediated modes of response to student writing. Specifically, the study explores one particular mode of feedback intervention—screencast response to written work—through students’ perceptions of its affordances and through dimensions of its role in the mediation of face and construction of identities. Students found screencast technologies to be helpful to their learning and their interpretation of positive affect from their teachers by facilitating personal connections, creating transparency about the teacher’s evaluative process and identity, revealing the teacher’s feelings, providing visual affirmation, and establishing a conversational tone. The screencast technologies seemed to create an evaluative space in which teachers and students could perform digitally mediated pedagogical identities that were relational, affective, and distinct, allowing students to perceive an individualized instructional process enabled by the response mode. These results suggest that exploring the concept of digitally mediated pedagogical identity, especially through alternative modes of response, can be a useful lens for theoretical and empirical exploration. }, number={3}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Anson, Chris M. and Dannels, Deanna P. and Laboy, Johanne I. and Carneiro, Larissa}, year={2016}, month={Jul}, pages={378–411} } @article{the pop warner chronicles: a case study in contextual adaptation and the transfer of writing ability_2016, year={2016} } @article{anson_2016, title={The Pop Warner chronicles: A case study in contextual adaptation and the transfer of writing ability}, volume={67}, number={4}, journal={College Composition and Communication}, author={Anson, C. M.}, year={2016}, pages={518–549} } @misc{anson_2015, title={Crossing Thresholds: What’s to Know about Writing across the Curriculum}, url={http://dx.doi.org/10.7330/9780874219906.c0013}, DOI={10.7330/9780874219906.c0013}, journal={Naming What We Know: Threshold Concepts of Writing Studies}, publisher={Utah State University Press}, author={Anson, Chris M.}, year={2015}, pages={203–219} } @article{anson_donahue_2015, title={Deconstructing "writing program administration" in an international context}, journal={Transnational Writing Program Administration}, author={Anson, C. M. and Donahue, C.}, year={2015}, pages={21–47} } @book{deconstructing 'writing program administration' in an international context_2015, year={2015} } @inbook{anson_2015, title={Habituated Practice Can Lead to Entrenchment}, booktitle={Naming What We Know: Threshold Concepts for Writing Studies}, publisher={Utah State University Press}, author={Anson, Chris M.}, editor={Adler-Kassner, Linda and Wardle, ElizabethEditors}, year={2015}, pages={77–78} } @article{anson_2015, title={Technology and transparency sharing and reflecting on the evaluation of teaching}, journal={Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies}, author={Anson, C. M.}, year={2015}, pages={99–117} } @article{the contributions of writing to learning and development: results from a large-scale multi-institutional study_2015, year={2015} } @article{anderson_anson_gonyea_paine_2015, title={The contributions of writing to learning and development: Results from a large-scale multi-institutional study}, volume={50}, number={2}, journal={Research in the Teaching of English}, author={Anderson, P. and Anson, C. M. and Gonyea, R. M. and Paine, C.}, year={2015}, pages={199–235} } @article{paine_anson_gonyea_anderson_2015, title={Using national survey of student engagement data and methods to assess teaching in first-year composition and writing across the curriculum}, journal={Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies}, author={Paine, C. and Anson, C. M. and Gonyea, R. M. and Anderson, P.}, year={2015}, pages={171–186} } @book{beach_anson_breuch_reynolds_2014, place={Lanham, MD}, title={Understanding and Creating Digital Texts: An Activity-Based Approach}, publisher={Rowman and Littlefield}, author={Beach, Richard and Anson, Chris M. and Breuch, Lee-Ann Kastman and Reynolds, Thomas}, year={2014} } @inbook{anson_2014, title={Writing, Language, and Literacy}, booktitle={First-Year Composition: From Theory to Practice}, publisher={Parlor Press}, author={Anson, Chris M.}, editor={Coxwell-Teague, Deborah and Lunsford, Ronald F.Editors}, year={2014}, pages={3–26} } @article{anson_2013, title={2013 CCCC chair's letter}, volume={65}, number={2}, journal={College Composition and Communication}, author={Anson, C. M.}, year={2013}, pages={366–373} } @article{anson_2013, title={A Word for Peter}, volume={36}, number={2}, journal={WPA: Writing Program Administration}, author={Anson, Chris M.}, year={2013}, pages={160–68} } @inbook{anson_2013, title={BEYOND THE CURRICULUM: Supporting Faculty Writing Groups in WAC Programs}, url={http://dx.doi.org/10.2307/j.ctt4cgs6g.6}, DOI={10.2307/j.ctt4cgs6g.6}, booktitle={Working with Faculty Writers}, publisher={Utah State University Press}, author={Anson, Chris}, editor={Geller, Anne Ellen and Eodice, MicheleEditors}, year={2013}, pages={21–37} } @article{climate change_2013, year={2013} } @article{anson_2013, title={Climate Change}, volume={65}, number={2}, journal={College Composition and Communication}, author={Anson, Chris M.}, year={2013}, pages={324–344} } @inbook{anson_2013, edition={2nd}, title={Process Pedagogy and Its Legacy}, booktitle={A Guide to Composition Pedagogies}, publisher={Oxford University Press}, author={Anson, Chris M.}, editor={Taggart, Amy Rupiper and Schick, Kurt and Hessler, H.BrookeEditors}, year={2013}, pages={212–230} } @inbook{paine_gonyea_anson_anderson_2013, title={What is NSSE?}, booktitle={A Rhetoric for Writing Program Administrators}, publisher={Parlor Press}, author={Paine, Charles and Gonyea, Robert M. and Anson, Chris M. and Anderson, Paul V.}, editor={Malenczyk, RitaEditor}, year={2013}, pages={265–275} } @inbook{anson_2012, title={Assessing Writing in Cross-Curricular Programs: Determining the Locus of Activity}, booktitle={Writing Across the Curriculum: A Critical Sourcebook}, publisher={Bedford-St. Martins}, author={Anson, Chris M.}, editor={Zawacki, Myers and Rogers, Paul M.Editors}, year={2012}, pages={477–492} } @inbook{anderson_anson_townsend_yancey_2012, title={Beyond Composition: Developing a National Outcomes Statement for Writing Across the Curriculum}, booktitle={The WPA Outcomes Statement: A Decade Later}, publisher={White. Parlor Press}, author={Anderson, Paul and Anson, Chris M. and Townsend, Martha and Yancey, Kathleen Blake}, editor={Behm, Nicholas N. and Glau, Gregory R. and Holdstein, Deborah H. and Roen, Duane and White, Edward M.Editors}, year={2012}, pages={88–106} } @article{anson_dannels_flash_gaffney_2012, title={Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts}, volume={5}, url={https://escholarship.org/uc/item/93b9g3t6}, number={1}, journal={Journal of Writing Assessment}, author={Anson, Chris M. and Dannels, Deanna and Flash, Pamela and Gaffney, Amy L.Housley}, year={2012} } @article{big rubrics and weird genres: the futility of using generic assessment tools across diverse instructional contexts_2012, year={2012} } @inbook{anson_2012, title={Black Holes: Writing Across the Curriculum and the Gravitational Invisibility of Race}, booktitle={Race and Writing Assessment}, publisher={Peter Lang}, author={Anson, Chris M.}, editor={Inoue, Asao B. and Poe, MyaEditors}, year={2012}, pages={15–28} } @book{black holes: writing across the curriculum, assessment, and the gravitational invisibility of race_2012, year={2012} } @inbook{anson_dannels_st. clair_2012, title={Teaching and Learning a Multimodal Genre in a Psychology Course}, booktitle={Writing Across the Curriculum: A Critical Sourcebook}, publisher={Bedford-St. Martin's}, author={Anson, Chris M. and Dannels, Deanna P. and St. Clair, Karen}, editor={Zawacki, Terry Myers and Rogers, Paul M.Editors}, year={2012}, pages={399–420} } @article{tracking the mind's eye: a new technology for researching twenty-first-century writing and reading processes_2012, year={2012} } @article{anson_schwegler_2012, title={Tracking the mind's eye: A new technology for researching twenty-first-century writing and reading processes}, volume={64}, number={1}, journal={College Composition and Communication}, author={Anson, C. M. and Schwegler, R. A.}, year={2012}, pages={151–171} } @book{what good is it? the effects of teacher response on students' development_2012, year={2012} } @inbook{anson_2012, title={What Good Is It? The Effects of Teacher Response on Students' Development}, booktitle={Writing Assessment in the 21st Century: Essays in Honor of Edward M. White}, publisher={Hampton Press}, author={Anson, Chris M.}, editor={Elliott, Norbert and Perelman, LesEditors}, year={2012}, pages={187–202} } @inbook{anson_2012, title={World Wide Composition: Virtual Uncertainties}, booktitle={Teaching Writing in Globalization: Remapping Disciplinary Work}, publisher={Lexington Books}, author={Anson, Chris M.}, editor={Payne, Darin and Desser, DaphneEditors}, year={2012}, pages={139–159} } @inbook{anson_2011, title={Foreword}, booktitle={Clash! Superheroic Yet Sensible Strategies for Teaching the New Literacies Despite the Status Quo}, publisher={Information Age}, author={Anson, Chris M.}, editor={Vavra, Sandra A. and Spencer, Sharon L.Editors}, year={2011}, pages={ix-xiii} } @article{fraudulent practices: academic misrepresentations of plagiarism in the name of good pedagogy_2011, year={2011} } @article{anson_2011, title={Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy}, volume={39}, number={2}, journal={Composition Studies}, author={Anson, Chris M.}, year={2011}, pages={29–43} } @article{anson_2011, title={My Dinner with Calais}, volume={11}, ISSN={1531-4200 1533-6255}, url={http://dx.doi.org/10.1215/15314200-1302863}, DOI={10.1215/15314200-1302863}, abstractNote={At the suggestion of a colleague, the narrator — a professor of oceanography — agrees to have dinner with Calais Steever, a professor of history from a nearby university, to talk about teaching. The conversation takes place in an informal but elegantly appointed bistro in a small city. Ever the skeptic, the oceanographer isn’t convinced at first that Steever’s passion for assigning students to write dialogues in courses across the curriculum would help his thoroughly fact-based, biologically oriented instruction. As the dinner proceeds, Steever shares examples of students’ dialogic writing from courses in such disciplines as philosophy, anthropology, biology, architecture, literature, chemistry, history, and political science. Slowly — but cautiously — the narrator begins to see possibilities for dialogic writing.}, number={3}, journal={Pedagogy}, publisher={Duke University Press}, author={Anson, Chris M.}, year={2011}, month={Oct}, pages={578–590} } @article{anson_cooper_desai_gere_gilbert_gilyard_harris_lee_miller_mortensen_et al._2011, title={Symposium: How I Have Changed My Mind}, volume={74}, number={2}, journal={College English}, author={Anson, Chris M. and Cooper, M. and Desai, G. and Gere, A.R. and Gilbert, P.K. and Gilyard, K. and Harris, J. and Lee, V. and Miller, S. and Mortensen, P. and et al.}, year={2011}, month={Nov}, pages={106–130} } @article{symposium: how i have changed my mind_2011, year={2011} } @article{anson_lyles_2011, title={The Intradisciplinary Influence of Composition and WAC, Part Two: 1967-1986}, volume={22}, ISSN={1544-4929}, url={http://dx.doi.org/10.37514/wac-j.2011.22.1.02}, DOI={10.37514/wac-j.2011.22.1.02}, number={1}, journal={The WAC Journal}, publisher={The WAC Clearinghouse}, author={Anson, Chris M. and Lyles, Karla}, year={2011}, pages={7–19} } @article{the intradisciplinary influence of composition and wac, part two: 1986-2006_2011, year={2011} } @book{anson_schwegler_2011, title={The Longman handbook for writers and readers (6th. Ed.)}, ISBN={9780205741953}, publisher={Boston : Longman}, author={Anson, C. M. and Schwegler, R. A.}, year={2011} } @book{'what do we want in this paper?': generating criteria collectively_2010, year={2010} } @article{a field at sixty-something_2010, year={2010} } @article{anson_2010, title={A Field at Sixty-Something}, volume={6}, number={1}, journal={College Composition and Communication}, author={Anson, Chris M.}, year={2010}, pages={216–228} } @inbook{anson_2010, title={Absentee Landlords or Owner-Tenants? Formulating Criteria for Dual-Credit Composition Programs}, booktitle={College Credit for Writing in High School: The "Taking Care of Business}, publisher={National Council of Teachers of English}, author={Anson, Chris M.}, editor={Hansen, Kristine and Farris, Christine R.Editors}, year={2010}, pages={245–271} } @book{assessment in action: a möbius tale_2010, year={2010} } @inbook{matarese_anson_2010, title={Teacher Response to AAE Features in the Writing of College Students: A Case Study in the Social Construction of Error}, booktitle={The Elephant in the Classroom: Race and Writing}, publisher={Hampton Press}, author={Matarese, Maureen T. and Anson, Chris M.}, editor={Smith, Jane BowmanEditor}, year={2010}, pages={111–136} } @article{the army and academy as textual communities: exploring mismatches in the concepts of attribution, appropriation, and shared goals_2010, year={2010} } @article{anson_neely_2010, title={The Army and the Academy as Textual Communities: Exploring Mismatches in the Concepts of Attribution, Appropriation, and Shared Goals}, volume={14}, number={3}, journal={Kairos: A Journal of Rhetoric , Technology, and Pedagogy}, author={Anson, Chris M. and Neely, Shawn}, year={2010} } @article{anson_2010, title={The Interdisciplinary Influence of Composition and WAC, 1967-1986}, volume={21}, ISSN={1544-4929}, url={http://dx.doi.org/10.37514/wac-j.2010.21.1.01}, DOI={10.37514/wac-j.2010.21.1.01}, number={1}, journal={The WAC Journal}, publisher={The WAC Clearinghouse}, author={Anson, Chris M.}, year={2010}, pages={5–19} } @article{the intradisciplinary influence of composition and wac, 1967-1986_2010, year={2010} } @book{anson_schwegler_muth_2010, title={The Longman concise companion (2nd. Ed.)}, ISBN={9780205673667}, publisher={New York : Longman}, author={Anson, C. M. and Schwegler, R. A. and Muth, M. F.}, year={2010} } @inbook{anson_davis_vilhotti_2010, title={“WHAT DO WE WANT IN THIS PAPER?” Generating Criteria Collectively}, url={http://dx.doi.org/10.2307/j.ctt4cgmg3.8}, DOI={10.2307/j.ctt4cgmg3.8}, booktitle={Teaching With Student Texts: Essays Toward an Informed Practice}, publisher={Utah State University Press}, author={Anson, Chris M. and Davis, Matthew and Vilhotti, Domenica}, year={2010}, pages={35–45} } @inbook{anson_2009, title={Assessment in Action: A Mobius Tale}, booktitle={Assessment in Technical and Professional Communication}, publisher={Baywood}, author={Anson, Chris M.}, editor={Hundleby, Margaret and Allen, JoEditors}, year={2009}, pages={3–15} } @article{contrails of learning: using new technologies for vertical knowledge-building_2009, year={2009} } @article{anson_miller-cochran_2009, title={Contrails of Learning: Using New Technologies for Vertical Knowledge-building}, volume={26}, ISSN={8755-4615}, url={http://dx.doi.org/10.1016/j.compcom.2008.11.002}, DOI={10.1016/j.compcom.2008.11.002}, abstractNote={Higher education is still dominated by objectivist models of learning involving experts who convey information to novices. Educational research has shown that this model is less effective than more active, constructivist approaches that help learners to build new knowledge on existing knowledge. Although to a lesser extent, the objectivist model is perpetuated in graduate education, a context where students are, ironically, assumed to be working alongside their mentors and becoming part of the culture of research in their fields. Using a recent report issued by the Woodrow Wilson National Fellowship Foundation, The Responsive Ph.D.: Innovations in Doctoral Education (2005), we argue that emerging technologies can help to create constructivist learning environments that challenge students to participate more actively in their own education. As illustration, we consider a graduate seminar on educational technologies that uses a wiki not only to engage students in knowledge-building but to link subsequent sections of the course into an ongoing, purposeful activity that functions both within and beyond the classroom. We explore some of the challenges we faced in getting students to take control of the wiki and overcome their existing assumptions about power and authority in graduate education.}, number={1}, journal={Computers and Composition}, publisher={Elsevier BV}, author={Anson, Chris M. and Miller-Cochran, Susan K.}, year={2009}, month={Jan}, pages={38–48} } @article{anson_dannels_2009, title={Profile Programs: Formative uses of Departmental Consultations in the Assessment of Communication Across the Curriculum}, volume={6}, ISSN={1554-8244}, url={http://dx.doi.org/10.37514/atd-j.2009.6.1.05}, DOI={10.37514/atd-j.2009.6.1.05}, number={1}, journal={Across the Disciplines}, publisher={The WAC Clearinghouse}, author={Anson, Chris M. and Dannels, Deanna}, year={2009}, pages={1–15} } @article{profiling programs: formative uses of departmental consultations in the assessment of communication across the curriculum_2009, year={2009} } @book{beach_anson_breuch_swiss_2009, place={Norwood, MA}, title={Teaching writing using blogs, wikis, and other digital tools}, ISBN={781933760285; 1933760281; 9789337602859; 9337602857}, publisher={Christopher-Gordon Publishers}, author={Beach, Richard and Anson, Chris M. and Breuch, Lee-Ann Kastman and Swiss, Thom}, year={2009} } @book{anson_schwegler_muth_2009, place={New York}, edition={4th}, title={The Longman Writer's Companion}, ISBN={9780205741816 0205741819}, publisher={Longman}, author={Anson, Chris M. and Schwegler, Robert A. and Muth, Marcia}, year={2009} } @article{anson_2009, title={The Promise of Eye-Tracking Methodology for Research on Writing and Reading}, volume={3}, ISSN={2690-392X}, url={http://dx.doi.org/10.37514/opw-j.2009.3.1.02}, DOI={10.37514/opw-j.2009.3.1.02}, number={1}, journal={Open Words: Access and English Studies}, publisher={The WAC Clearinghouse}, author={Anson, Chris M.}, year={2009}, pages={5–28} } @article{closed systems and standardized writing tests_2008, year={2008} } @article{anson_2008, title={Closed systems and standardized writing tests}, volume={60}, number={1}, journal={College Composition and Communication}, author={Anson, C. M.}, year={2008}, pages={113–128} } @inbook{anson_2008, title={Distant Voices: Teaching Writing in a Culture of Technology}, booktitle={Computers in the Composition Classroom: A Critical Sourcebook}, publisher={Bedford/St. Martin's}, author={Anson, Chris M.}, editor={Sidler, Michelle and Morris, Richard and Smith, Elizabeth OvermanEditors}, year={2008} } @inbook{adler-kassner_anson_howard_2008, title={Framing Plagiarism}, url={http://dx.doi.org/10.2307/j.ctv65sxk1.23}, DOI={10.2307/j.ctv65sxk1.23}, booktitle={Originality, Imitation, and Plagiarism}, publisher={University of Michigan Press}, author={Adler-Kassner, Linda and Anson, Chris M. and Howard, Rebecca Moore}, editor={Eisner, Caroline and Vicinus, MarthaEditors}, year={2008}, pages={231–246} } @book{framing plagiarism_2008, year={2008} } @misc{anson_2008, title={Keller, Christopher J., and Christian R. Weisser, eds., The Locations of Composition. Albany: SUNY Press, 2007}, volume={24}, number={2}, journal={Journal of Teaching Writing}, author={Anson, Chris M.}, year={2008}, pages={103–111} } @inbook{anson_gunner_miller_2008, series={Lauer Series in Rhetoric and Composition}, title={Portraits of a Field}, ISBN={9781602350502 9781602350519 9781602350526}, booktitle={The Promise and Peril of Writing Program Administration}, publisher={Parlor Press}, author={Anson, Chris M. and Gunner, Jeanne and Miller, Thomas P.}, editor={Enos, Theresa and Borrowman, ShaneEditors}, year={2008}, pages={79–91}, collection={Lauer Series in Rhetoric and Composition} } @article{the intelligent design of writing programs: reliance on belief or a future of evidence_2008, year={2008} } @article{anson_2008, title={The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence}, volume={32}, number={1}, journal={WPA: Writing Program Administration}, author={Anson, Chris M.}, year={2008}, pages={11–36} } @book{anson_schwegler_2008, place={Boston}, edition={5th}, title={The Longman Handbook for Writers and Readers}, ISBN={9780205549832}, publisher={Longman}, author={Anson, Chris M. and Schwegler, Robert A.}, year={2008} } @inbook{anson_2008, title={We Never Wanted to Be Cops: Plagiarism, Institutional Paranoia, and Shared Responsibility}, booktitle={Pluralizing Plagiarism: Identities, Contexts, Pedagogies}, publisher={Boynton/Cook-Heinemann}, author={Anson, Chris M.}, editor={Howard, Rebecca Moore and Robillard, Amy E.Editors}, year={2008}, pages={140–157} } @inbook{anson_2007, title={Beyond Formulas: Closing the Gap Between Rigid Rules and Flexible Strategies for Student Writing}, booktitle={Closing the Gap: English Educators Address the Tensions between Teacher Preparation and Teaching Writing in Secondary Schools}, publisher={Information Age}, author={Anson, Chris M.}, editor={Jackson, Karen Keaton and Vavra, SandraEditors}, year={2007}, pages={147–164} } @book{anson_schwegler_muth_2007, title={The Longman concise companion}, ISBN={0321439007}, publisher={New York: Pearson Longman}, author={Anson, C. M. and Schwegler, R. A. and Muth, M. F.}, year={2007} } @article{bernold_spurlin_anson_2007, title={Understanding our students: A longitudinal-study of success and failure in engineering with implications for increased retention}, volume={96}, ISSN={["2168-9830"]}, DOI={10.1002/j.2168-9830.2007.tb00935.x}, abstractNote={Abstract}, number={3}, journal={JOURNAL OF ENGINEERING EDUCATION}, author={Bernold, Leonhard E. and Spurlin, Joni E. and Anson, Chris M.}, year={2007}, month={Jul}, pages={263–274} } @inbook{anson_2007, title={Warp and Weft: Reflections on the Art of Communication Weaving}, booktitle={Sustaining Excellence in Communicating Across the Curriculum: Cross-Institutional Experiences and Best Practices}, publisher={Cambridge Scholars Publishing}, author={Anson, Chris M.}, editor={Kassabgy, Nagwa and Elshimi, AmaniEditors}, year={2007}, pages={2–18} } @article{anson_2007, title={What's Writing Got to Do With Campus Terrorism?}, volume={93}, number={6}, journal={Academe}, author={Anson, Chris M.}, year={2007}, pages={44–47} } @book{anson_2006, title={75 Readings Across the Curriculum: An Anthology}, ISBN={9780073405766 0073405760}, publisher={McGraw-Hill}, year={2006} } @article{assessing writing in cross-curricular programs: determining the locus of activity_2006, year={2006} } @article{anson_2006, title={Assessing writing in cross-curricular programs: Determining the locus of activity}, volume={11}, ISSN={1075-2935}, url={http://dx.doi.org/10.1016/j.asw.2006.07.001}, DOI={10.1016/j.asw.2006.07.001}, abstractNote={Writing across the curriculum (WAC) programs had their genesis in grass-roots efforts to promote attention to writing in all disciplinary areas. At first based on generic faculty-development activities with little regard to systemic and institutional concerns, WAC programs are now more often engaged in assessment and research of writing, especially to measure the effects of the program on student learning and development. Yet little scholarship in WAC has analyzed assessment efforts in light of locations and types of WAC activities. This essay first describes two axes, one representing the “space” or location of WAC activity, and the other representing levels of assessment and other research on writing. When brought together, these axes create a matrix of possible types and centers of WAC activity. A case is made for the department or academic program as a locus of activity for WAC implementation and assessment that has not been fully explored in program development.}, number={2}, journal={Assessing Writing}, publisher={Elsevier BV}, author={Anson, Chris M.}, year={2006}, month={Jan}, pages={100–112} } @book{anson_schwegler_muth_2006, title={Longman writer's Bible: The complete guide to writing, research, and grammar}, ISBN={0321333489}, publisher={New York: Pearson Longman}, author={Anson, C. M. and Schwegler, R. A. and Muth, M. F.}, year={2006} } @inbook{anson_2006, place={Portsmouth, NH}, title={Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing}, booktitle={Key Works on Teacher Response: An Anthology}, publisher={Heinemann/Boynton-Cook}, author={Anson, Chris M.}, editor={Straub, RichardEditor}, year={2006} } @book{anson_schwegler_muth_2005, title={Longman writer's companion}, ISBN={0321233042}, publisher={New York: Pearson/Longman}, author={Anson, C. M. and Schwegler, R. A. and Muth, M. F.}, year={2005} } @inbook{anson_2005, edition={2nd}, title={Portfolios for Teachers: Writing Our Way to Reflective Practice}, booktitle={Teaching Composition: Background Readings}, publisher={Bedford/St. Martin's}, author={Anson, Chris M.}, editor={Johnson, T.R.Editor}, year={2005} } @inbook{anson_2005, title={Taking Off}, booktitle={Finding Our Way: A Writing Teacher's Sourcebook}, publisher={Houghton Mifflin}, author={Anson, Chris M.}, editor={Bishop, Wendy and Coxwell Teague, DeborahEditors}, year={2005}, pages={44–48} } @book{teaching and learning a multimodal genre in a psychology course_2005, year={2005} } @book{anson_schwegler_muth_2005, place={New York}, edition={3rd}, title={The Longman Pocket Writer's Companion}, ISBN={0321233042 9780321233042}, publisher={Pearson/Longman}, author={Anson, Chris M. and Schwegler, Robert A. and Muth, Marcia}, year={2005} } @book{anson_schwegler_2005, title={The Longman handbook for writers and readers (4th ed.)}, ISBN={0321233034}, publisher={New York: Pearson/Longman}, author={Anson, C. M. and Schwegler, R. A.}, year={2005} } @book{anson_schwegler_muth_2005, place={New York}, title={The Longman's Writer's Bible: The Complete Guide to Writing, Research, and Grammar}, publisher={Pearson/Longman}, author={Anson, Chris M. and Schwegler, Robert A. and Muth, Marcia}, year={2005} } @inbook{anson_2004, title={Citation as Speech Act: Exploring the Pragmatics of Reference}, booktitle={Research Writing Revisited: A Sourcebook for Teachers}, publisher={Heinemann}, author={Anson, Chris M.}, editor={Zemliansky, Pavel and Bishop, WendyEditors}, year={2004}, pages={203–213} } @inbook{beach_anson_2004, place={Greenwood}, title={Stance and Intertextuality in Written Discourse}, booktitle={Uses of Intertextuality in Classroom and Educational Research}, author={Beach, Richard and Anson, Chris M.}, editor={Shuart-Faris, Nora and Bloome, DavidEditors}, year={2004}, pages={251–278} } @book{lee_greene_wellman_al._2004, title={Teaching and learning through inquiry: A guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Lee, V. S. and Greene, D. B. and Wellman, D. J. and al.}, year={2004} } @inbook{anson_dannels_2004, title={The Heart of the Matter: Writing, Speaking, and Inquiry-Guided Learning}, booktitle={Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors}, publisher={Stylus}, author={Anson, Chris M. and Dannels, Deanna}, editor={Lee, Virginia S.Editor}, year={2004}, pages={219–227} } @inbook{anson_dannels_2004, title={Writing and Speaking in Conditional Rhetorical Space}, booktitle={Classroom Space(s) and Writing Instruction}, publisher={Hampton Press}, author={Anson, Chris M. and Dannels, Deanna}, editor={Nagelhout, Ed and Rutz, CarolEditors}, year={2004}, pages={55–70} } @article{assessing technical writing in institutional contexts: using outcomes-based assessment for programmatic thinking_2003, year={2003} } @article{carter_anson_miller_2003, title={Assessing technical writing in institutional contexts: Using outcomes-based assessment for programmatic thinking}, volume={12}, number={1}, journal={Technical Communication Quarterly: TCQ}, author={Carter, M. and Anson, C. and Miller, C. R.}, year={2003}, pages={101–114} } @article{dannels_anson_bullard_peretti_2003, title={Challenges in learning communication skills in chemical engineering}, volume={52}, DOI={10.1080/03634520302454}, abstractNote={Communication across the curriculum initiatives face multiple curricular and pedagogical challenges that are especially appropriate for investigation within a scholarship of teaching and learning framework. Using qualitative methodologies, this study examined technical classes that emphasize speaking and writing. Four learning issues emerged in student reflection logs: integrating multidisciplinary information, managing varied audiences and feedback, aligning content and communication tasks, and addressing interpersonal team issues. Data indicated that students were resistant toward the incursion of communication in their engineering classes. Through reflective practice, teachers and cross-curricular consultants came to understand and address that resistance.}, number={1}, journal={Communication Education}, author={Dannels, Deanna P. and Anson, Chris and Bullard, Lisa and Peretti, S.}, year={2003}, pages={50–56} } @inbook{anson_2003, edition={2nd}, title={Distant Voices: Teaching Writing in a Culture of Technology}, booktitle={Cross-Talk in Comp Theory: A Reader}, publisher={National Council of Teachers of English}, author={Anson, Chris M.}, editor={Villanueva, VictorEditor}, year={2003} } @article{anson_bernold_crossland_spurlin_mcdemott_weiss_2003, title={Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift}, volume={7}, number={2}, journal={Global Journal of Engineering Education}, author={Anson, Chris M. and Bernold, Leonhard E. and Crossland, Cathy and Spurlin, Joni and McDemott, Molly and Weiss, Stacy}, year={2003}, pages={145–155} } @inproceedings{anson_bernold_crossland_spurlin_mcdemott_weiss_2003, place={Cairns, Queensland}, title={Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift}, booktitle={Proceedings of the 6th UICEE Annual Conference on Engineering Education}, publisher={Monash Engineering Education Series, Monash University}, author={Anson, Chris M. and Bernold, Leonhard E. and Crossland, Cathy and Spurlin, Joni and McDemott, Molly and Weiss, Stacy}, editor={Pudlowski, Zenon J.Editor}, year={2003}, pages={127–130} } @inproceedings{dannels_berardinelle_anson_bullard_kleid_kmeic_peretti_2003, title={Instruction and assessment of multidisciplinary teaming skills in senior design}, booktitle={Proceedings of the American Association of Engineering Education, USA}, author={Dannels, D. P. and Berardinelle, P. and Anson, C. and Bullard, L. and Kleid, N. and Kmeic, D. and Peretti, S.}, year={2003} } @inproceedings{kmiec_anson_berardinelli_bullard_dannels_kleid_peretti_spivey_2003, place={Washington, D.C}, title={Integrating Teaming, Writing, and Speaking in CHE Unit Operations Lab}, booktitle={Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition}, publisher={American Society for Engineering Education}, author={Kmiec, Dave and Anson, Chris M. and Berardinelli, Paula and Bullard, Lisa and Dannels, Deanna P. and Kleid, Naomi and Peretti, Steven and Spivey, James J.}, year={2003} } @inbook{anson_beach_2003, edition={3rd}, title={Journeys in Journaling}, booktitle={The Subject is Writing}, publisher={Heinemann}, author={Anson, Chris M. and Beach, Richard}, editor={Bishop, WendyEditor}, year={2003}, pages={165–176} } @article{mutual support: cac programs and institutional improvement in undergraduate education_2003, year={2003} } @article{anson_carter_dannels_rust_2003, title={Mutual support: CAC programs and institutional improvement in undergraduate education}, volume={6}, journal={Language and Learning Across the Disciplines}, author={Anson, C. M. and Carter, M. and Dannels, D. and Rust, J.}, year={2003}, pages={25–37} } @inbook{anson_2003, title={Responding to and assessing student writing: The uses and limits of technology}, booktitle={Teaching writing with computers: An introduction (1st ed.)}, publisher={Boston, MA: Houghton Mifflin Co.}, author={Anson, C. M.}, editor={P. Takayoshi and Huot, B.Editors}, year={2003}, pages={234–246} } @misc{anson_2003, title={Review of Melody Bowdon and J. Blare Scott, Service-Learning in Technical and Professional Communication (New York: Longman, 2003)}, volume={8}, number={3}, journal={Reflections: Writing, Service-Learning, and Community Literacy}, author={Anson, Chris M.}, year={2003}, pages={151–154} } @article{anson_2003, title={Student Plagiarism: Are Teachers Part of the Solution or Part of the Problem?}, volume={15}, number={1}, journal={Essays on Teaching Excellence: Toward the Best in the Academy}, author={Anson, Chris M.}, year={2003} } @book{anson_schwegler_2003, title={The Longman handbook for writers and readers (3rd ed.)}, ISBN={0321097246}, publisher={New York: Longman}, author={Anson, C. M. and Schwegler, R. A.}, year={2003} } @book{anson_schwegler_muth_2003, title={The Longman pocket writer's companion}, ISBN={0321083911}, publisher={New York: Longman}, author={Anson, C. M. and Schwegler, R. A. and Muth, M. F.}, year={2003} } @book{anson_schwegler_muth_2003, title={The Longman writer's companion (2nd ed.)}, ISBN={0321097262}, publisher={New York: Longman}, author={Anson, C. M. and Schwegler, R. A. and Muth, M. F.}, year={2003} } @book{developing rubrics for instruction and evaluation_2002, year={2002} } @inbook{anson_dannels_2002, title={Developing Rubrics for Instruction and Evaluation}, booktitle={Strategies for Teaching First-Year Composition}, publisher={National Council of Teachers of English}, author={Anson, Chris M. and Dannels, Deanna}, editor={Roen, Duane and Pantoja, Veronica and Yena, Lauren and Miller, Susan K. and Waggoner, EricEditors}, year={2002}, pages={387–400} } @book{distant voices: teaching and writing in a culture of technology_2002, year={2002} } @inbook{anson_2002, title={Distant voices: Teaching writing in a culture of technology}, booktitle={Dialogue on writing: Rethinking ESL, basic writing, and first-year composition}, publisher={Mahwah, N.J.: Lawrence Erlbaum Associates}, author={Anson, C. M.}, year={2002}, pages={387–408} } @book{figuring it out: writing programs in the context of university budgets_2002, year={2002} } @inbook{anson_2002, title={Figuring it out: Writing programs in the context of university budgets}, booktitle={Stuart C. Brown, Theresa Enos, Catherine Chaput (Eds.), The writing program administrator's resource: a guide to reflective institutional practice}, publisher={Mahwah, N.J.: Lawrence Erlbaum Associates}, author={Anson, C. M.}, year={2002}, pages={233–252} } @book{mistakes in social psychology_2002, year={2002} } @inbook{anson_2002, title={Mistakes in social psychology}, ISBN={0195127757}, booktitle={The WAC casebook: Scenes for faculty reflection and program development}, publisher={New York: Oxford University Press}, author={Anson, C. M.}, year={2002}, pages={212–222} } @book{shobhna's pronouncements_2002, year={2002} } @inbook{anson_2002, title={Shobhna's Pronouncements}, booktitle={The WAC Casebook: Scenes for Faculty Reflection and Program Development}, publisher={Oxford University Press}, author={Anson, Chris M.}, editor={Anson, Chris M.Editor}, year={2002}, pages={116–120} } @book{sondra gets hyper_2002, year={2002} } @inbook{anson_anson_2002, title={Sondra gets hyper}, ISBN={0195127757}, booktitle={The WAC casebook: Scenes for faculty reflection and program development}, publisher={New York: Oxford University Press}, author={Anson, C. M. and Anson, I. G.}, year={2002}, pages={145–155} } @book{teaching writing creatively: a summer institute for teachers_2002, year={2002} } @inbook{anson_2002, title={Teaching writing creatively: A Summer Institute for Teachers.}, booktitle={Teaching writing teachers of high school English & first-year composition}, publisher={Portsmouth, NH: Boynton/Cook Publishers}, author={Anson, C. M.}, editor={R. Tremmel and Broz, W.Editors}, year={2002}, pages={27–39} } @book{the jonas incident_2002, year={2002} } @inbook{anson_2002, title={The Jonas incident}, ISBN={0195127757}, booktitle={The WAC casebook: Scenes for faculty reflection and program development}, publisher={New York: Oxford University Press}, author={Anson, C. M.}, year={2002}, pages={82–89} } @book{the medium and the message: developing responsible methods for assessing teaching portfolios_2002, year={2002} } @book{the wac casebook: scenes for faculty reflection and program development_2002, year={2002} } @book{anson_2002, title={The WAC casebook: Scenes for faculty reflection and program development}, ISBN={0195127757}, publisher={New York: Oxford University Press}, author={Anson, C. M.}, year={2002} } @inbook{anson_2002, title={The medium and the message: Developing responsible methods for assessing teaching portfolios}, booktitle={Composition, pedagogy & the scholarship of teaching (Crosscurrents)}, publisher={Portsmouth, NH: Boynton/Cook Publishers}, author={Anson, C. M.}, editor={D. Minter and Goodburn, A. M.Editors}, year={2002}, pages={89–100} } @book{thoughts from the rank and file_2002, year={2002} } @inbook{anson_2002, title={Thoughts from the rank and file}, ISBN={0195127757}, booktitle={The WAC casebook: Scenes for faculty reflection and program development}, publisher={New York: Oxford University Press}, author={Anson, C. M.}, year={2002}, pages={248–258} } @book{trudy does comics_2002, year={2002} } @inbook{anson_2002, title={Trudy does comics}, ISBN={0195127757}, booktitle={The WAC casebook: Scenes for faculty reflection and program development}, publisher={New York: Oxford University Press}, author={Anson, C. M.}, year={2002}, pages={28–32} } @book{who wants composition? reflections on the rise and fall of an independent program_2002, year={2002} } @inbook{anson_2002, title={Who wants composition: Reflections on the rise and fall of an independent program}, DOI={10.2307/j.ctt46nsc2.12}, booktitle={A field of dreams: Independent writing programs and the future of composition studies}, publisher={Logan: Utah State University Press}, author={Anson, C. M.}, editor={P. O'Neill, A. Crow and Burton, L. W.Editors}, year={2002}, pages={153–169} } @book{writing intensity_2002, year={2002} } @inbook{anson_2002, title={Writing intensity}, ISBN={0195127757}, booktitle={The WAC casebook: Scenes for faculty reflection and program development}, publisher={New York: Oxford University Press}, author={Anson, C. M.}, year={2002} } @inbook{anson_2001, edition={6th}, title={Distant Voices: Teaching Writing in a Culture of Technology}, booktitle={Background Readings for Instructors Using the Bedford Handbook}, publisher={Bedford/St. Martin's}, author={Anson, Chris M.}, editor={Blalock, GlennEditor}, year={2001} } @article{errors at pound ridge_2001, year={2001} } @book{shadows of the mountain_2001, year={2001} } @inbook{anson_jewell_2001, title={Shadows of the Mountain}, booktitle={Moving a Mountain: Improving the Working Conditions of Adjunct Writing Faculty}, publisher={National Council of Teachers of English}, author={Anson, Chris M. and Jewell, Richard}, editor={Schell, Eileen E. and Stock, PatriciaEditors}, year={2001}, pages={47–75} } @book{below the surface: a true-to-life course in editorial practice_2000, year={2000} } @inbook{anson_2000, title={Below the Surface: A True-to-Life Course in Editorial Practice}, booktitle={Coming of Age: The Advanced Writing Curriculum}, publisher={Heinemann/Boynton-Coo}, author={Anson, Chris M.}, editor={Shamoon, Linda K. and Howard, Rebecca Moore and Jamieson, Sandra and Schwegler, RobertEditors}, year={2000}, pages={121} } @inbook{anson_2000, place={New York}, title={Distant Voices: Teaching Writing in a Culture of Technology}, booktitle={Trends and Issues in Postsecondary English Studies}, publisher={National Council of Teachers of English}, author={Anson, Chris M.}, editor={Bailey, Ann B.Editor}, year={2000}, pages={167–189} } @article{distant voices: teaching and writing in a culture of technology_2000, year={2000} } @book{anson_2000, title={Errors at Pound Ridge}, journal={McGraw-Hill Teaching Composition Web-Enchanced Listserv}, institution={McGraw-Hill}, author={Anson, Chris M.}, year={2000} } @book{reflective reading: developing thoughtful ways to respond to students' writing_2000, year={2000} } @article{response and the social construction of error_2000, year={2000} } @article{anson_2000, title={Response and the social construction of error}, volume={7}, ISSN={1075-2935}, url={http://dx.doi.org/10.1016/s1075-2935(00)00015-5}, DOI={10.1016/s1075-2935(00)00015-5}, abstractNote={Although the subject of error has been the focus of considerable scholarly inquiry, little is known about the effects of error on teachers' responses to students' writing. This article offers a prolegomenon to further research on response to error from a social constructivist perspective. Three areas for investigation are suggested and illustrated with more specific focuses: the effects of error on teachers' processing of student writing; the relationship between error and the and the teachers' construction of the writer's persona; and the relationship between the changing status of socially constructed norms of language use and response to error. Acknowledging the general disjunction between scholarship and teaching practices, the second half of the article turns to another kind of needed inquiry within the “scholarship of teaching.” Greater focus on reflective practice allows teachers to develop more sophisticated approaches to error in the classroom, especially in the relationship between instruction and response to students' writing.}, number={1}, journal={Assessing Writing}, publisher={Elsevier BV}, author={Anson, Chris M.}, year={2000}, month={Feb}, pages={5–21} } @inbook{anson_2000, title={Talking About Text: The Use of Recorded Commentary in Response to Student Writing}, booktitle={A Sourcebook on Responding to Student Writing}, publisher={Hampton}, author={Anson, Chris M.}, editor={Straub, RichardEditor}, year={2000}, pages={165–174} } @book{talking about writing: a classroom-based study of students' reflections on their drafts_2000, year={2000} } @book{anson_schwegler_muth_2000, place={New York}, title={The Longman Writer's Companion}, ISBN={0801331579 9780801331572}, publisher={Longman}, author={Anson, Chris M. and Schwegler, Robert A. and Muth, Marcia}, year={2000} } @book{anson_schwegler_2000, title={The Longman handbook for writers and readers (2nd ed.)}, ISBN={0321058046}, publisher={New York: Longman}, author={Anson, C. M. and Schwegler, R. A.}, year={2000} } @article{distant voices: teaching and writing in a culture of technology_1999, year={1999} } @article{anson_1999, title={Distant voices: teaching writing in a culture of technology}, volume={61}, number={3}, journal={College English}, author={Anson, C. M.}, year={1999}, pages={1–20} } @inbook{anson_1999, place={New York}, title={Hateful Teaching}, booktitle={Comp Tales}, publisher={Longman}, author={Anson, Chris M.}, editor={Haswell, Richard H. and Lu, Min-ZhanEditors}, year={1999} } @inbook{anson_beach_1999, edition={2nd}, title={Journeys in Journaling}, booktitle={The Subject is Writing}, publisher={Heinemann}, author={Anson, Chris M. and Beach, Richard}, editor={Bishop, WendyEditor}, year={1999}, pages={165–176} } @inbook{anson_1999, edition={2nd}, title={Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing}, booktitle={Allyn & Bacon Sourcebook for College Writing Teachers}, publisher={Allyn & Bacon}, author={Anson, Chris M.}, editor={McDonald, James C.Editor}, year={1999}, pages={302–324} } @article{lyon_wess_worsham_anson_koerber_1999, title={Reviews}, volume={29}, ISSN={0277-3945 1930-322X}, url={http://dx.doi.org/10.1080/02773949909391146}, DOI={10.1080/02773949909391146}, abstractNote={Kenneth Burke: Rhetoric, Subjectivity, Postmodernism by Robert Wess. New York: Cambridge University Press, 1996. 262 pp. Addressing Postmodernity: Kenneth Burke, Rhetoric, anda Theory of Social Change by Barbara A. Biesecker. Tuscaloosa: U of Alabama P, 1997. x + 123 pp. Negation, Subjectivity, and The History of Rhetoric by Victor J. Vitanza. Albany: State U of New York P, 1997. 428 pages. Publishing in Rhetoric and Composition, ed. Gary A. Olson and Todd W. Taylor. Albany: State University of New York Press, 1997. 247 pp. Wertheimer, Molly Meijer, ed. Listening to Their Voices: The Rhetorical Activities of Historical Women. Columbia, SC: University of South Carolina Press, 1997.}, number={2}, journal={Rhetoric Society Quarterly}, publisher={Informa UK Limited}, author={Lyon, Arabella and Wess, Robert and Worsham, Lynn and Anson, Chris M. and Koerber, Amy}, year={1999}, month={Mar}, pages={79–96} } @inbook{anson_brown_1999, title={Subject to Interpretation: Researching the Textual Representation of Writing Programs and Its Effects on the Politics of Administration}, booktitle={The Writing Program Administrator as Researcher: Inquiry in Action and Reflection}, publisher={Heinemann/Boynton-Cook}, author={Anson, Chris M. and Brown, Robert L., Jr}, editor={Rose, Shirley K. and Weiser, IrwinEditors}, year={1999}, pages={141–152} } @book{subject to interpretation: the role of research in writing programs and its relationship to the politics of administration in higher education_1999, year={1999} } @inbook{anson_1999, title={Talking About Writing: A Classroom-Based Study of Students' Reflections on Their Drafts}, booktitle={Student Self-Assessment and Development in Writing}, publisher={Hampton}, author={Anson, Chris M.}, editor={Smith, Jane Bowman and Yancey, KathleenEditors}, year={1999}, pages={59–74} } @book{talking about text: the use of recorded commentary in response to student writing_1999, year={1999} } @article{anson_dannels_1999, title={Writing and Speaking: They're Everyone's Business}, volume={8}, number={4}, journal={Emphasis on Teaching and Learning}, author={Anson, Chris M. and Dannels, Deanna}, year={1999}, pages={1–3} } @inbook{anson_1998, title={Beginnings}, booktitle={Narration as Knowledge}, publisher={Heinemann}, author={Anson, Chris M.}, editor={Trimmer, JosephEditor}, year={1998}, pages={61–70} } @book{anson_rutz_cafarelli_weiss_1998, title={Dilemmas in Teaching: Cases for Collaborative Faculty Reflection}, ISBN={9780912150512}, publisher={Mendota}, year={1998} } @article{anson_rutz_1998, title={Graduate Students, Writing Programs, and Consensus-Based Management: Collaboration in the Face of Disciplinary Ideology}, volume={21}, number={2/3}, journal={WPA: Writing Program Administration}, author={Anson, Chris M. and Rutz, Carol}, year={1998}, pages={106–120} } @article{anson_1998, title={In the Service of Learning}, volume={12}, journal={The Generator}, author={Anson, Chris M.}, year={1998}, pages={6} } @inbook{anson_1998, title={Stories for Reflective Teaching: Using Cases in Faculty Development}, booktitle={Dilemmas in Teaching: Cases for Collaborative Faculty Reflection}, publisher={Mendota}, author={Anson, Chris M.}, editor={Anson, Chris M. and Cafarelli, Lesley K. and Rutz, Carol and Weiss, Michelle R.Editors}, year={1998}, pages={7–15} } @inbook{anson_1998, title={Text Analysis}, booktitle={Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies}, publisher={Greenwood}, author={Anson, Chris M.}, editor={Kennedy, Mary LynchEditor}, year={1998}, pages={323–331} } @inbook{anson_1998, title={The Jonas Incident}, booktitle={Dilemmas in Teaching: Cases for Collaborative Faculty Reflection}, publisher={Mendota}, author={Anson, Chris M.}, editor={Anson, Chris M. and Cafarelli, Lesley K. and Rutz, Carol and Weiss, Michelle R.Editors}, year={1998}, pages={61–66} } @inbook{farris_anson_1998, title={Under Construction}, ISBN={9780874213188 9780874212563}, url={http://dx.doi.org/10.2307/j.ctt46nrqf}, DOI={10.2307/j.ctt46nrqf}, publisher={Utah State University Press}, year={1998}, month={Nov} } @inbook{anson_1997, title={In Your Own Voice: Using Recorded Commentary to Respond to Writing}, booktitle={Assigning and Responding to Writing in the Disciplines}, publisher={Jossey-Bass}, author={Anson, Chris M.}, editor={Elbow, P. and Sorcinelli, Mary DeaneEditors}, year={1997}, pages={105–113} } @inbook{anson_1997, title={On Reflection: The Role of Journals and Logs in Service-Learning Courses}, booktitle={Writing the Community: Concepts and Models for Service-Learning in Composition}, publisher={American Association for Higher Education}, author={Anson, Chris M.}, editor={Adler-Kassner, Linda and Crooks, Robert and Watters, AnnEditors}, year={1997}, pages={167–180} } @inbook{anson_1997, title={Response Styles and Ways of Knowing}, booktitle={Harcourt Brace Guide to Writing in the Disciplines}, publisher={Harcourt Brace Jovanovich}, author={Anson, Chris M.}, editor={Jones, Robert and Selfe, Cynthia and Bizzaro, PatrickEditors}, year={1997} } @book{anson_schwegler_1997, place={New York}, title={The Longman Handbook for Writers and Readers}, publisher={Longman}, author={Anson, Chris M. and Schwegler, Robert A.}, year={1997} } @inbook{anson_beach_1996, title={Argument in Peer Dialogue Journals}, booktitle={Perspectives on Written Argument}, publisher={Hampton}, author={Anson, Chris M. and Beach, Richard}, editor={Berrill, DeborahEditor}, year={1996}, pages={139–170} } @inbook{anson_1996, title={Portfolios}, booktitle={Encyclopedia of Rhetoric}, publisher={Garland}, author={Anson, Chris M.}, editor={Enos, TheresaEditor}, year={1996} } @inbook{anson_1996, edition={1st}, title={Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing}, booktitle={Allyn & Bacon Sourcebook for College Writing Teachers}, publisher={Allyn & Bacon}, author={Anson, Chris M.}, editor={McDonald, James C.Editor}, year={1996} } @inbook{anson_1996, title={Writing Across the Curriculum}, booktitle={Encyclopedia of Rhetoric}, publisher={Garland}, author={Anson, Chris M.}, editor={Enos, TheresaEditor}, year={1996} } @inbook{anson_1995, title={Creating Effective Writing Assignments}, booktitle={An Anthology/Sourcebook for College Writing Teachers}, publisher={Allyn & Bacon}, author={Anson, Chris M.}, editor={McDonald, James C.Editor}, year={1995} } @book{anson_beach_1995, title={Journals in the Classroom: Writing to Learn}, ISBN={0926842331 9780926842335}, publisher={Christopher-Gordon}, author={Anson, Chris M. and Beach, Richard}, year={1995} } @inbook{anson_1995, title={Responding to Writing}, booktitle={Twelve Readers Reading: Responding to College Student Writing}, publisher={Hampton}, author={Anson, Chris M.}, editor={Straub, Richard E. and Lunsford, Ronald F.Editors}, year={1995} } @inbook{anson_1995, title={Response Styles and Ways of Knowing}, booktitle={An Anthology/Sourcebook for College Writing Teachers}, publisher={Allyn & Bacon}, author={Anson, Chris M.}, editor={McDonald, James C.Editor}, year={1995} } @article{anson_jolliffe_shapiro_1995, title={Stories to Teach By: Using Narrative Cases in TA and Faculty Development}, volume={19}, journal={WPA: Writing Program Administration}, author={Anson, Chris M. and Jolliffe, David A. and Shapiro, Nancy}, year={1995}, pages={25–38} } @inbook{anson_1994, title={Aim}, booktitle={Encyclopedia of English Studies and Language Arts}, publisher={NCTE/Scholastic}, author={Anson, Chris M.}, editor={Purves, Alan C.Editor}, year={1994} } @book{book lists, cultural literacy, and the stagnation of discourse_1994, year={1994} } @inbook{anson_1994, title={Portfolios for Teachers: Writing Our Way to Reflective Practice}, booktitle={New Directions in Portfolio Assessment}, author={Anson, Chris M.}, editor={Black, Laurel and Daiker, Donald A. and Sommers, Jeffrey and Heinemann, Gail StygallEditors}, year={1994}, pages={185–200} } @article{collaboration in practice_1993, year={1993} } @article{anson_brady_larson_1993, title={Collaboration in Practice}, volume={4}, journal={Writing on the Edge}, author={Anson, Chris M. and Brady, Laura and Larson, Marion}, year={1993}, pages={80–96} } @inbook{anson_beach_1993, edition={1st}, title={Journeys in Journaling}, booktitle={The Subject is Writing}, publisher={Heinemann}, author={Anson, Chris M. and Beach, Richard}, editor={Bishop, WendyEditor}, year={1993}, pages={165–176} } @inbook{anson_1993, title={Learning About Service Learning}, booktitle={Rethinking Tradition: Integrating Service with Academic Study on College Campuses}, publisher={Campus Compact, Brown University}, author={Anson, Chris M.}, editor={Kupiec, T.Y.Editor}, year={1993}, pages={77–81} } @inbook{anson_1993, title={Rites of Passage: Disciplinary Enculturation in the Field of Composition Studies}, booktitle={Writing Ourselves Into the Story: Unheard Voices from Composition Studies}, publisher={Southern Illinois University Press}, author={Anson, Chris M.}, editor={Hunter, Susan and Fontaine, Sheryl I.Editors}, year={1993}, pages={246–265} } @book{anson_graham_jolliffe_shapiro_smith_1993, title={Scenarios for Teaching Writing: Contexts for Discussion and Reflective Practice}, ISBN={0814142559 9780814142554}, publisher={National Council of Teachers of English/Alliance for Undergraduate Education}, author={Anson, Chris M. and Graham, Joan and Jolliffe, David A. and Shapiro, Nancy and Smith, Carolyn C.}, year={1993} } @inbook{anson_1993, title={Teacher Development in the Program in Composition}, booktitle={Preparing Graduate Students to Teach}, publisher={American Association of Higher Education}, author={Anson, Chris M.}, editor={Lambert, Leo M. and Tice, Stacey L.Editors}, year={1993} } @inbook{anson_1993, title={The Future of Writing Across the Curriculum: Consensus and Research}, booktitle={Writing Across the Curriculum}, publisher={Greenwood}, author={Anson, Chris M.}, editor={Anson, Chris M. and Schwiebert, John E. and Williamson, Michael M.Editors}, year={1993}, pages={xiii-xxiv} } @inbook{beach_anson_1993, title={Using Dialogue Journals to Foster Response}, booktitle={Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature}, publisher={Christopher-Gordon}, author={Beach, Richard and Anson, Chris M.}, editor={Newell, George E. and Durst, RussellEditors}, year={1993}, pages={191–210} } @book{anson_schwiebert_williamson_1993, title={Writing Across the Curriculum: An Annotated Bibliography}, ISBN={0313259607 9780313259609}, publisher={Greenwood}, author={Anson, Chris M. and Schwiebert, John E. and Williamson, Michael M.}, year={1993} } @book{anson_wilcox_1992, title={A Field Guide to Writing}, ISBN={006040292X 9780060402921 0065006143 9780065006148}, publisher={HarperCollins}, author={Anson, Chris M. and Wilcox, Lance E.}, year={1992} } @article{anson_kirsch_roen_1992, title={A Sense of Audience in Written Communication}, volume={43}, ISSN={0010-096X}, url={http://dx.doi.org/10.2307/357370}, DOI={10.2307/357370}, abstractNote={This book brings together the best current original work on the concept of audience in written communication. Firstly examining historical and theoretical perspectives on audience, the contributors explore and synthesize current theories on its shifting and intangible nature as well as the broader context of post-structuralist concepts of reader, writer and text. The second part of the book embraces a wide variety of research on audience and serves to illuminate contested theoretical points of earlier chapters. Authors of chapters report on case studies, textual analyses, comparative experimental research and protocol analysis.}, number={1}, journal={College Composition and Communication}, publisher={National Council of Teachers of English}, author={Anson, Chris M. and Kirsch, Gesa and Roen, Duane H.}, year={1992}, month={Feb}, pages={93} } @inbook{anson_1992, title={Academic Literacy Meets Cultural Diversity: An Analysis of Ideological Change Among Student Tutors in a Service-Learning Program}, booktitle={Academic Literacies in Multicultural Higher Education}, publisher={University of Hawaii at Manoa}, author={Anson, Chris M.}, editor={Hilgers, Thomas and Wunsch, Marie and Chattergy, VirginiaEditors}, year={1992}, pages={32–41} } @article{anson_gaard_1992, title={Acting on the 'Statement': The All-Campus Model of Reform}, volume={43}, journal={College Composition and Communication}, author={Anson, Chris M. and Gaard, Greta}, year={1992}, pages={21–25} } @inbook{anson_1992, title={Book lists, Cultural Literacy, and the Stagnation of Discourse}, booktitle={Literacy: Language and Power}, publisher={University Press of America}, author={Anson, Chris M.}, editor={Vipond, Douglas L. and Strahl, RonaldEditors}, year={1992} } @inbook{anson_maylath_1992, title={Searching for Journals: A Brief Guide and 100 Sample Species}, booktitle={Teacher as Writer: Entering the Professional Conversation}, author={Anson, Chris M. and Maylath, Bruce R.}, editor={Dahl, KarynEditor}, year={1992}, pages={150–187} } @article{beach_anson_1992, title={Stance and intertextuality in written discourse}, volume={4}, ISSN={0898-5898}, url={http://dx.doi.org/10.1016/0898-5898(92)90007-j}, DOI={10.1016/0898-5898(92)90007-j}, abstractNote={Previous theory of social aspects of intertextual meanings has not fully examined the role of cultural meanings inherent in writers' or readers' ideological stances. The purpose of this study of intertextuality in teachers' peer dialogue journal exchanges was to determine how intertextual meanings are constituted by partners' cultural attitudes or stance that link disparate aspects of journals. It also examined the degree to which teachers were willing to explore ambivalences associated with their stance. And, it examined the influence of teachers' social relationships on their willingness to challenge each other's ideas and opinions. Results of the analysis of two pairs of teachers exchanging entries in a composition methods course indicated that each pair explored intertextual meanings in terms of a particular stance. Two female teachers explored the relationships between journal writing, gender differences, and their own personal experiences in terms of a feminist stance. Two male teachers examined the relationships between student behavior, school rules, and their own classroom behavior in terms of their stance towards teaching. In both cases, having developed a strong social relationship through their exchanges, teachers were willing to challenge each other and to explore ambivalences associated with their stances.}, number={3-4}, journal={Linguistics and Education}, publisher={Elsevier BV}, author={Beach, Richard and Anson, Chris M.}, year={1992}, month={Jan}, pages={335–357} } @article{symposium on the 1991 'progress report from the cccc committee on professional standards'_1992, year={1992} } @article{anson_1991, title={Cultural Literacy and the Commodification of Knowledge}, volume={4}, journal={Communitas}, author={Anson, Chris M.}, year={1991}, pages={104–117} } @inbook{anson_brown_1991, title={Large-Scale Portfolio Assessment: Ideological Sensitivity and Institutional Change}, booktitle={Portfolios: Process and Product}, publisher={Heinemann}, author={Anson, Chris M. and Brown, Robert L., Jr}, editor={Belanoff, Pat and Dickson, MarciaEditors}, year={1991}, pages={248–269} } @book{anson_beach_1991, title={Research on Writing to Learn: The Interesting Case of Academic Journals}, institution={ERIC Document Reproduction Service}, author={Anson, Chris M. and Beach, Richard}, year={1991} } @article{anson_1991, title={Service-Learning Works Wonders: A Faculty Member Tells His Story}, volume={11}, number={2}, journal={The Generator}, author={Anson, Chris M.}, year={1991}, pages={3} } @article{anson_1991, title={The Crisis Cycle: Recent Reports on the Attainment of Literacy}, volume={7}, journal={Metropolitan Education}, author={Anson, Chris M.}, year={1991}, pages={128–139} } @article{anson_maylath_loupe_1991, title={Using Writing to Assess Skills in Scientific Inquiry}, volume={10}, journal={Notes from the National Testing Network in Writing}, author={Anson, Chris M. and Maylath, Bruce R. and Loupe, Michael J.}, year={1991} } @article{anson,_1990, title={Errours and Endeavors: A Case Study in American Orthography}, volume={3}, ISSN={0950-3846 1477-4577}, url={http://dx.doi.org/10.1093/ijl/3.1.35}, DOI={10.1093/ijl/3.1.35}, abstractNote={English words with variant British and American spellings, none are of such historical interest and controversy as those in the ‘-o(u)r’ set, including colo(u)r, humo(u)r, valo(u)r, hono(u)r, and the like. The present study attempts to shed some light on the origins of this discrepancy. The analysis focuses on thirty of the most common -o(u)r words and traces their orthographic evolution through an examination of various texts, including dictionaries and school spellers, the published work and private correspondence of Noah Webster (to whom the spelling difference is often credited), and a sample of Northeastern American newspapers published between 1740 and 1840}, number={1}, journal={International Journal of Lexicography}, publisher={Oxford University Press (OUP)}, author={Anson,, Chris M.}, year={1990}, pages={35–63} } @article{anson_brown_1990, title={Large-Scale Portfolio Assessment in the Research University: Stories of Problems and Successes}, volume={9}, journal={Notes from the National Testing Network in Writing}, author={Anson, Chris M. and Brown, Robert L., Jr}, year={1990}, pages={8–9} } @article{anson_forsberg_1990, title={Moving Beyond the Academic Community}, volume={7}, ISSN={0741-0883 1552-8472}, url={http://dx.doi.org/10.1177/0741088390007002002}, DOI={10.1177/0741088390007002002}, abstractNote={This qualitative study examined the transitions that writers make when moving from academic to professional discourse communities. Subjects were six university seniors enrolled in a special “writing internship course” in which they discussed and analyzed the writing they were doing in 12-week professional internships at corporations, small businesses, and public service agencies in a major metropolitan area. Participant-observer and case-study data included drafts and final copies of all writing that the interns produced on the job (including texts and suggested revisions by other employees), an ethnographic log of data and speculations arising from the group discussions, written course journals from each intern, transcriptions of taped, discourse-based and general interviews with the interns, and a final 15-page retrospective analysis of each intern's writing on the job. Results showed a remarkably consistent pattern of expectation, frustration, and accommodation as the interns adjusted to their new writing communities. The results have important implications for the lateral and vertical transfer of writing skills across different communicative contexts.}, number={2}, journal={Written Communication}, publisher={SAGE Publications}, author={Anson, Chris M. and Forsberg, L. Lee}, year={1990}, month={Apr}, pages={200–231} } @inbook{anson_1989, title={Response Styles and Ways of Knowing}, booktitle={Writing and Response: Theory, Practice and Research}, publisher={NCTE}, author={Anson, Chris M.}, editor={Anson, Chris M.Editor}, year={1989}, pages={322–366} } @inbook{anson_1989, title={Response to Writing and the Paradox of Uncertainty}, booktitle={Writing and Response: Theory, Practice and Research}, publisher={NCTE}, author={Anson, Chris M.}, editor={Anson, Chris M.Editor}, year={1989}, pages={1–11} } @book{anson_1989, title={Writing and Response: Theory, Practice, and Research}, publisher={National Council of Teachers of English}, year={1989} } @article{anson_1988, title={Book Lists, Cultural Literacy, and the Stagnation of Discourse}, volume={77}, ISSN={0013-8274}, url={http://dx.doi.org/10.2307/819507}, DOI={10.2307/819507}, number={2}, journal={The English Journal}, publisher={National Council of Teachers of English}, author={Anson, Chris M.}, year={1988}, month={Feb}, pages={14} } @inbook{anson_1988, title={Casebook Writing Assignments for Students}, booktitle={Collective Wisdom}, publisher={Random House}, author={Anson, Chris M.}, editor={Stang, Sondra J. and Wiltenburg, RobertEditors}, year={1988}, pages={211–216} } @article{anson_miller_1988, title={Journals in Composition: An Update}, volume={39}, journal={College Composition and Communication}, author={Anson, Chris M. and Miller, Hildy}, year={1988}, pages={198–216} } @book{anson_wilcox_1988, title={Teaching Writing In Context}, publisher={Holt, Rinehart and Winston}, author={Anson, Chris M. and Wilcox, Lance E.}, year={1988} } @article{beach_anson_1988, title={The Pragmatics of Memo Writing}, volume={5}, ISSN={0741-0883 1552-8472}, url={http://dx.doi.org/10.1177/0741088388005002003}, DOI={10.1177/0741088388005002003}, abstractNote={This study examined developmental differences in adolescents' and adults' use of rhetorical strategies in memos written during a role-play session. Ninth graders, twelfth graders, college juniors, and adult graduate students chose 1 of 11 roles within the context of the role-play situation and exchanged memos persuading each other to adopt a position regarding a policy for off-campus lunch privileges. Five memos written by each of 11 randomly selected participants at each grade level were categorized by t-unit on the basis of a system of 17 rhetorical strategies. Analyses determined the relationship between grade level and memo length, rhetorical strategies (in each of four initial t-units), rhetorical focus, and participants' perceptions of their audiences' “power” before and after the session. Results show that college students and adults were more likely than younger participants to focus their memos on presenting their roles and establishing a relationship with their audience. The memos of younger participants were more likely to use “assertive” or “conditional” rhetorical strategies. Across all grade levels, however, writers were more likely to focus initial memos on establishing relationships and later memos on articulating their positions.}, number={2}, journal={Written Communication}, publisher={SAGE Publications}, author={Beach, Richard and Anson, Chris M.}, year={1988}, month={Apr}, pages={157–183} } @inbook{anson_1988, title={Toward a Multidimensional Model of Writing in the Academic Disciplines}, volume={2}, booktitle={Writing in Academic Disciplines}, publisher={Ablex}, author={Anson, Chris M.}, editor={Jolliffe, David A.Editor}, year={1988}, pages={1–36} } @book{anson_wilcox_1988, title={Writing in Context}, ISBN={003007794X 9780030077944}, publisher={Holt, Rinehart & Winston}, author={Anson, Chris M. and Wilcox, Lance E.}, year={1988} } @misc{anson_halpern_liggett_1987, title={Review of John R. Abercrombie, Computer Programs for Literary Analysis, and Jeanne W. Halpern and Sarah Liggett, Computers and Composing}, journal={Library Software Review}, author={Anson, Chris M. and Halpern, Jeanne W. and Liggett, Sarah}, year={1987} } @article{anson_1987, title={The Classroom and the "Real World" as Contexts: Re-Examining the Goals of Writing Instruction}, volume={20}, ISSN={0742-5562}, url={http://dx.doi.org/10.2307/1314994}, DOI={10.2307/1314994}, number={1}, journal={The Journal of the Midwest Modern Language Association}, publisher={JSTOR}, author={Anson, Chris M.}, year={1987}, pages={1} } @article{the classroom and the 'real world' as contexts: re-examining the goals of writing instruction_1987, year={1987} } @article{anson_1986, title={A Computerized List of Journals Carrying Articles on Composition}, volume={37}, journal={College Composition and Communication}, author={Anson, Chris M.}, year={1986}, pages={63–76} } @article{cambridge press_1986, year={1986} } @inbook{anson_1986, title={Cambridge Press}, booktitle={The Dictionary of American Book Publishing}, publisher={Bruccoli-Clark-Gale Research}, author={Anson, Chris M.}, year={1986}, pages={71–72} } @inbook{anson_1986, title={Capra Press Robert McBride & Co.}, booktitle={The Dictionary of American Book Publishing}, publisher={Bruccoli-Clark-Gale Research}, author={Anson, Chris M.}, year={1986}, pages={224–227} } @article{mahlon day_1986, year={1986} } @inbook{anson_1986, title={Perishable Press; Mahlon Day}, booktitle={The Dictionary of American Book Publishing}, publisher={The Dictionary of American Book Publishing. Bruccoli-Clark-Gale Research}, author={Anson, Chris M.}, year={1986}, pages={114–115} } @article{anson_1986, title={Reading, Writing, and Intention}, volume={16}, journal={Reader}, author={Anson, Chris M.}, year={1986}, pages={20–35} } @inbook{anson_1985, title={A Selective Annotated Bibliography of Reading/Writing Relationships in Composition Instruction}, booktitle={Patterns in Action}, publisher={Prentice-Hall}, author={Anson, Chris M.}, editor={Schwegler, Robert AEditor}, year={1985}, pages={25–35} } @article{anson_1985, title={Audience, Dissonance, and Invention: A Method for Reducing Egocentrism in Student Writing}, volume={30}, number={2}, journal={Exercise Exchange}, author={Anson, Chris M.}, year={1985}, pages={12–14} } @book{anson_1985, title={Composition and Communicative Intention: Exploring the Dimensions of Purpose in College Writing}, number={EDED257076}, institution={ERIC Document Reproduction Service}, author={Anson, Chris M.}, year={1985} } @article{anson_1985, title={The Peer-Group Conference: Rediscovering a Forgotten Audience}, volume={84}, number={1}, journal={NEATE Journal}, author={Anson, Chris M.}, year={1985}, pages={18–23} } @article{sirc_anson_1985, title={What Writers Say: Analyzing the Metacommentaries of College Writers}, volume={2}, journal={Forum in Reading and Language Education}, author={Sirc, Geoff and Anson, Chris M.}, year={1985}, pages={59–74} } @phdthesis{anson_1984, title={Composition and Communicative Intention: Exploring the Dimensions of Purpose in College Writing}, school={Indiana University}, author={Anson, Chris M.}, year={1984} } @article{anson_bommarito_deuser_1983, title={From Schemes to Themes: Implications of Schema Theory for Teaching Writing}, volume={2}, journal={Journal of Teaching Writing}, author={Anson, Chris M. and Bommarito, Ellen and Deuser, Jeffrey}, year={1983}, pages={193–212} } @article{from schemes to themes: implications of schema theory for teaching and writing_1983, year={1983} } @misc{anson_1982, title={Review of Roger Garrison, How A Writer Works}, volume={6}, journal={Indiana English}, author={Anson, Chris M.}, year={1982}, pages={159–170} } @article{the artifical art of evaluating writing_1982, year={1982} } @article{anson_1982, title={The Artificial Art of Evaluating Writing}, volume={1}, journal={Journal of Teaching Writing}, author={Anson, Chris M.}, year={1982}, pages={159–170} } @article{anson_1981, title={Bound to be Free}, volume={9}, journal={Quarry}, author={Anson, Chris M.}, year={1981}, pages={37–46} } @article{anson_1981, title={From Goal to Grade: An Elastic Approach to Evaluation}, volume={5}, number={1}, journal={Teaching and Learning}, author={Anson, Chris M.}, year={1981} } @article{anson_1979, title={A Coming of Age}, journal={Syracuse Review}, author={Anson, Chris M.}, year={1979}, pages={36–38} } @phdthesis{anson_1979, title={Skeleton in a Closet}, school={Syracuse University}, author={Anson, Chris M.}, year={1979} } @article{anson_1977, title={The Night Factory}, journal={Syracuse Review}, author={Anson, Chris M.}, year={1977}, pages={38–39} }