Chris Anson

Anson, C. M. (2024). DIMENSIONS OF TRANSFER AND THE ROLE OF MULTIMODALITY Foreword. MULTIMODAL COMPOSING AND WRITING TRANSFER, pp. IX-XVII. https://doi.org/10.7330/9781646425341.c000a

Anson, C. M. (2023). Pathways and Reflections on Teaching. In S. Wood (Ed.), Teachers Talking Writing: Perspectives on Places, Pedagogies, and Programs (pp. 25–28). National Council of Teachers of English.

Anson, C. M., & Kruse, O. (2023). Plagiarism Detection and Intertextuality Software. https://doi.org/10.1007/978-3-031-36033-6_15

Anson, C. M. (2023). The Multidimensional Variables of Writing Program Development and Sustainability. In E. I. Moyano & M. V. Lizama (Eds.), Centros y Programas de Escritura en América Latina: Opciones Teóricas y Pedagógicas para la Enseñanza de la Escritura Disciplinar. https://doi.org/10.37514/INT-B.2023.1749.1.1

Kruse, O., & Anson, C. M. (2023). Writing and Thinking: What Changes with Digital Technologies? https://doi.org/10.1007/978-3-031-36033-6_29

Anson, C. M. (2022). A Heuristic Approach to Selecting Technological Tools for Writing Instruction and Support. In Negotiating the Intersections of Writing and Writing Instruction (pp. 63–87). https://doi.org/10.37514/int-b.2022.1466.2.03

Anson, C. M. (2022). AI-Based Text Generation and the Social Construction of "Fraudulent Authorship": A Revisitation. Composition Studies, 50(1), 37–46, 179.

Anson, C., & Straume, I. (2022). Amazement and Trepidation: Implications of AI-Based Natural Language Production for the Teaching of Writing. Journal of Academic Writing, 12(1), 1–9. https://doi.org/10.18552/joaw.v12i1.820

Anson, C. M., Hodges, A., & Rudd, M. (2022). The Writing-Enriched Curriculum: Transnational Prospects and Challenges. In C. Donahue & B. Horner (Eds.), Teaching and Studying Transnational Composition (pp. 263–286). Modern Language Association.

Anson, C. M. (2021). After the Big Bang: The Expanding Universe of Writing Studies. In K. Blewett, C. Donahue, & C. Monroe (Eds.), The Expanding Universe of Writing Studies: Higher Education Writing Research (pp. 5–26). New York: Peter Lang.

Anson, C. M. (2021). Correctness Revisited: How Students (Mis)Identify and Comment on Error in Peers� Drafts. https://doi.org/10.37514/int-b.2021.1220.2.15

Anson, C. M. (2021). Echoes of 'Distance Voices': A Retrospective on Technological Days of Future Past. Composition Forum, 47. Retrieved from https://compositionforum.com/issue/47/distant-voices.php

Anson, C. M. (2021). Introduction. WEC and the Strength of the Commons. In Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation (pp. 3–14). https://doi.org/10.37514/per-b.2021.1299.1.3

Anson, C. M., Anson, I. G., & Andrews, K. (2021). PEER REVIEW IN FIRST-YEAR COMPOSITION AND STEM COURSES: https://doi.org/10.2307/j.ctv22tnmg2.10

Anson, C. M. (2021). Semantic Snafu: How I Learned to Choose My Words Carefully. In J. Warner (Ed.), Failure Before Success: Teachers Describe What They Learned From Mistakes (pp. 31–36). Lanham, MD: Rowman and Littlefield.

Anson, C. M. (2021). The New Grass Roots: Faculty Responses to the Writing-Enriched Curriculum. In Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation (pp. 45–72). https://doi.org/10.37514/per-b.2021.1299.2.02

Anson, C. M., & Flash, P. (Eds.). (2021). Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation. https://doi.org/10.37514/per-b.2021.1299

Anson, C. M., Greene, B., & Halm, M. (2020). Analyzing Student?s Constructs of Writing Through Reflections on Their Drafts. The Journal of Writing Analytics, 4(1), 140–158. https://doi.org/10.37514/jwa-j.2020.4.1.06

Anson, C. M. (2020). Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy. In M. A. Trent, M. P. S. Ratliff, & D. Pardlow (Eds.), Transforming Students into Leaders through the Literary Arts and the Social Sciences (pp. 2–19). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Anson, C. M., Hall, S., Pemberton, M., & Moskovitz, C. (2020). Reuse in STEM research writing Rhetorical and practical considerations and challenges. AILA REVIEW, 33(1), 120–135. https://doi.org/10.1075/aila.00033.ans

Anson, C. M., & Andrews, K. (2020). Sleuthing for the Truth: A Reading and Writing Pedagogy for a New Age of Lies. In E. C. Carillo & A. S. Horning (Eds.), Teaching Critical Reading and Writing in the Era of Fake News (pp. 211–228). New York: Peter Lang.

Anson, C. M., Chen, C., & Anson, I. G. (2020). Talking About Writing: A Study of Key Writing Terms Used Instructionally across the Curriculum. In L. Adler-Kassner & E. Wardle (Eds.), (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (pp. 313–327). https://doi.org/10.7330/9781607329329.c017

Bernold, L., Spurlin, J., Crossland, C., & Anson, C. (2020). Understanding How Freshmen Engineering Students Think They Learn. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Presented at the 2003 Annual Conference. https://doi.org/10.18260/1-2--12430

Anson, I. G., Moskovitz, C., & Anson, C. M. (2019). A Text-Analytic Method for Identifying Text Recycling in STEM Research Reports. The Journal of Writing Analytics, 3(1), 125–150. https://doi.org/10.37514/jwa-j.2019.3.1.07

Anson, C. M., Arnold, L., Donahue, C., Horner, B., & You, X. (2019). CCCC Statement on Globalization in Writing Studies Pedagogy and Research. College Composition and Communication, 70(4), 682–690.

Reid, G., & Anson, C. M. (2019). Chapter 11. Public- and expert-facing communication. In Science Communication on the Internet (pp. 219–238). https://doi.org/10.1075/pbns.308.11rei

Anson, C. (2019). Storyboard Your Writing Projects. In J. R. Gallagher & D. N. DeVoss (Eds.), Explanation Points: Publishing in Rhetoric and Composition (pp. 53–56). https://doi.org/10.7330/9781607328834.c012

Storyboarding your Writing Projects. (2019).

Pemberton, M., Hall, S., Moskovitz, C., & Anson, C. M. (2019). Text recycling: Views of North American journal editors from an interview-based study. LEARNED PUBLISHING, 32(4), 355–366. https://doi.org/10.1002/leap.1259

'She Really Took the Time': Students' Opinions of Screen-Capture Response to Their Writing in Online Courses. (2018).

Anson, C. M. (2018). 'She Really Took the Time': Students' Opinions of Screen-Capture Response to Their Writing in Online Courses. In C. Weaver & P. Jackson (Eds.), Writing in Online Courses: How the Online Environment Shapes Writing Practices (pp. 21–45). Myers Education Press.

Kroll, B. M., & Anson, C. M. (2018). Analysing Structure in Children’s Fictional Narratives. In The Development of Children’s Imaginative Writing (pp. 153–183). https://doi.org/10.4324/9781315150031-12

Tulley, C. E. (2018). Chris Anson. How Writing Faculty Write: Strategies for Process, Product, and Productivity, pp. 92–100. https://doi.org/10.7330/9781607326625.c008

Anson, C. M., & Dannels, D. P. (2018). Handing Over the Reins: Ownership, Support, and the Departmentally-Focused Model of Communication Across the Curriculum. In M. Cox, J. Galin, & D. Melzer (Eds.), Sustainable WAC: A Whole Systems Approach to Launching and Developing WAC Programs (pp. 5–7). National Council of Teachers of English.

Assessing Peer and Instructor Response to Writing: A Corpus Analysis from an Expert Survey. (2017).

Anson, I. G., & Anson, C. M. (2017). Assessing peer and instructor response to writing: A corpus analysis from an expert survey. ASSESSING WRITING, 33, 12–24. https://doi.org/10.1016/j.asw.2017.03.001

Anson, C. M. (2017). CANʹT TOUCH THIS: Reflections on the Servitude of Computers as Readers. In P. F. Ericsson & R. H. Haswell (Eds.), Machine Scoring of Student Essays: Truth and Consequences (pp. 38–56). https://doi.org/10.2307/j.ctt4cgq0p.6

Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W., … Weaver, S. (2017). How Writing Contributes to Learning: New Findings from a National Study and Their Local Application. Peer Review, 19(1), 4–8.

I Stand Here Ironing. (2017).

Anson, C. M. (2017). I Stand Here Ironing. In R. McClure, D. V. Goldstein, & M. A. Pemberton (Eds.), Labored: The State(ment) and Future of Work in Composition (pp. 14–28). Parlor Press.

Anson, C. M. (2017). Intellectual, Argumentative, and Informational Affordances of Public Forums: Potential Contributions to Academic Learning. In D. M. Walls & S. Vie (Eds.), Social Writing/Social Media: Publics, Presentations, and Pedagogies (pp. 309–330). https://doi.org/10.37514/per-b.2017.0063.2.16

Anson, C. M., & Perelman, L. (2017). Myth: Machines Can Evaluate Writing Well. In D. M. Loewe & C. E. Ball (Eds.), Bad Ideas About Writing (pp. 278–286). Retrieved from https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

Anson, C. M., Dannels, D. P., & St. Clair, K. (2017). Teaching and Learning A Multimodal Genre in a Psychology Course. In Genre Across The Curriculum (pp. 171–195). https://doi.org/10.2307/j.ctt46nx0j.11

Anson, C. M. (2017). Writing to Read, Revisited. https://doi.org/10.37514/atd-b.2017.0001.2.01

Anson, C. M. (2016). A Guide to College Writing. Boston: Pearson.

Anson, C., & Moore, J. L. (Eds.). (2016). Critical Transitions: Writing and the Question of Transfer. https://doi.org/10.37514/per-b.2016.0797

Anson, C. M. (2016). Epilogue. In D. P. Dannels, P. R. Palmerton, & A. L. Housely Gaffney (Eds.), Oral Communication in the Disciplines: A Resource for Teacher Development and Training (pp. 225–229). Parlor Press.

How To Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us. (2016).

Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C. (2016). How to Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us. Across the Disciplines, 13(4), 1–18. https://doi.org/10.37514/atd-j.2016.13.4.13

Anson, C. M., Dannels, D. P., Laboy, J. I., & Carneiro, L. (2016). Students' Perceptions of Oral Screencast Responses to Their Writing: Exploring Digitally Mediated Identities. JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION, 30(3), 378–411. https://doi.org/10.1177/1050651916636424

The Pop Warner Chronicles: A Case Study in Contextual Adaptation and the Transfer of Writing Ability. (2016).

Anson, C. M. (2016). The Pop Warner chronicles: A case study in contextual adaptation and the transfer of writing ability. College Composition and Communication, 67(4), 518–549.

Anson, C. M. (2015). Crossing Thresholds: What’s to Know about Writing across the Curriculum. https://doi.org/10.7330/9780874219906.c0013

Anson, C. M., & Donahue, C. (2015). Deconstructing "writing program administration" in an international context. Transnational Writing Program Administration, 21–47.

Deconstructing 'Writing Program Administration' in an International Context. (2015).

Anson, C. M. (2015). Habituated Practice Can Lead to Entrenchment. In L. Adler-Kassner & E. Wardle (Eds.), Naming What We Know: Threshold Concepts for Writing Studies (pp. 77–78). Utah State University Press.

Anson, C. M. (2015). Technology and transparency sharing and reflecting on the evaluation of teaching. Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies, 99–117.

The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-Institutional Study. (2015).

Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C. (2015). The contributions of writing to learning and development: Results from a large-scale multi-institutional study. Research in the Teaching of English, 50(2), 199–235.

Paine, C., Anson, C. M., Gonyea, R. M., & Anderson, P. (2015). Using national survey of student engagement data and methods to assess teaching in first-year composition and writing across the curriculum. Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies, 171–186.

Beach, R., Anson, C. M., Breuch, L.-A. K., & Reynolds, T. (2014). Understanding and Creating Digital Texts: An Activity-Based Approach. Lanham, MD: Rowman and Littlefield.

Anson, C. M. (2014). Writing, Language, and Literacy. In D. Coxwell-Teague & R. F. Lunsford (Eds.), First-Year Composition: From Theory to Practice (pp. 3–26). Parlor Press.

Anson, C. M. (2013). 2013 CCCC chair's letter. College Composition and Communication, 65(2), 366–373.

Anson, C. M. (2013). A Word for Peter. WPA: Writing Program Administration, 36(2), 160–168.

Anson, C. (2013). BEYOND THE CURRICULUM: Supporting Faculty Writing Groups in WAC Programs. In A. E. Geller & M. Eodice (Eds.), Working with Faculty Writers (pp. 21–37). https://doi.org/10.2307/j.ctt4cgs6g.6

Climate Change. (2013).

Anson, C. M. (2013). Climate Change. College Composition and Communication, 65(2), 324–344.

Anson, C. M. (2013). Process Pedagogy and Its Legacy. In A. R. Taggart, K. Schick, & H. B. Hessler (Eds.), A Guide to Composition Pedagogies (2nd ed., pp. 212–230). Oxford University Press.

Paine, C., Gonyea, R. M., Anson, C. M., & Anderson, P. V. (2013). What is NSSE? In R. Malenczyk (Ed.), A Rhetoric for Writing Program Administrators (pp. 265–275). Parlor Press.

Anson, C. M. (2012). Assessing Writing in Cross-Curricular Programs: Determining the Locus of Activity. In M. Zawacki & P. M. Rogers (Eds.), Writing Across the Curriculum: A Critical Sourcebook (pp. 477–492). Bedford-St. Martins.

Anderson, P., Anson, C. M., Townsend, M., & Yancey, K. B. (2012). Beyond Composition: Developing a National Outcomes Statement for Writing Across the Curriculum. In N. N. Behm, G. R. Glau, D. H. Holdstein, D. Roen, & E. M. White (Eds.), The WPA Outcomes Statement: A Decade Later (pp. 88–106). White. Parlor Press.

Anson, C. M., Dannels, D., Flash, P., & Gaffney, A. L. H. (2012). Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts. Journal of Writing Assessment, 5(1). Retrieved from https://escholarship.org/uc/item/93b9g3t6

Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools across Diverse Instructional Contexts. (2012).

Anson, C. M. (2012). Black Holes: Writing Across the Curriculum and the Gravitational Invisibility of Race. In A. B. Inoue & M. Poe (Eds.), Race and Writing Assessment (pp. 15–28). Peter Lang.

Black Holes: Writing Across the Curriculum, Assessment, and the Gravitational Invisibility of Race. (2012).

Anson, C. M., Dannels, D. P., & St. Clair, K. (2012). Teaching and Learning a Multimodal Genre in a Psychology Course. In T. M. Zawacki & P. M. Rogers (Eds.), Writing Across the Curriculum: A Critical Sourcebook (pp. 399–420). Bedford-St. Martin's.

Tracking the Mind's Eye: A New Technology for Researching Twenty-First-Century Writing and Reading Processes. (2012).

Anson, C. M., & Schwegler, R. A. (2012). Tracking the mind's eye: A new technology for researching twenty-first-century writing and reading processes. College Composition and Communication, 64(1), 151–171.

What Good Is It? The Effects of Teacher Response on Students' Development. (2012).

Anson, C. M. (2012). What Good Is It? The Effects of Teacher Response on Students' Development. In N. Elliott & L. Perelman (Eds.), Writing Assessment in the 21st Century: Essays in Honor of Edward M. White (pp. 187–202). Hampton Press.

Anson, C. M. (2012). World Wide Composition: Virtual Uncertainties. In D. Payne & D. Desser (Eds.), Teaching Writing in Globalization: Remapping Disciplinary Work (pp. 139–159). Lexington Books.

Anson, C. M. (2011). Foreword. In S. A. Vavra & S. L. Spencer (Eds.), Clash! Superheroic Yet Sensible Strategies for Teaching the New Literacies Despite the Status Quo (pp. ix-xiii). Information Age.

Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy. (2011).

Anson, C. M. (2011). Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy. Composition Studies, 39(2), 29–43.

Anson, C. M. (2011). My Dinner with Calais. Pedagogy, 11(3), 578–590. https://doi.org/10.1215/15314200-1302863

Anson, C. M., Cooper, M., Desai, G., Gere, A. R., Gilbert, P. K., Gilyard, K., … Vitanza, V. J. (2011). Symposium: How I Have Changed My Mind. College English, 74(2), 106–130.

Symposium: How I Have Changed My Mind. (2011).

Anson, C. M., & Lyles, K. (2011). The Intradisciplinary Influence of Composition and WAC, Part Two: 1967-1986. The WAC Journal, 22(1), 7–19. https://doi.org/10.37514/wac-j.2011.22.1.02

The Intradisciplinary Influence of Composition and WAC, Part Two: 1986-2006. (2011).

Anson, C. M., & Schwegler, R. A. (2011). The Longman handbook for writers and readers (6th. Ed.). Boston : Longman.

'What Do We Want in This Paper?': Generating Criteria Collectively. (2010).

A Field at Sixty-Something. (2010).

Anson, C. M. (2010). A Field at Sixty-Something. College Composition and Communication, 6(1), 216–228.

Anson, C. M. (2010). Absentee Landlords or Owner-Tenants? Formulating Criteria for Dual-Credit Composition Programs. In K. Hansen & C. R. Farris (Eds.), College Credit for Writing in High School: The "Taking Care of Business (pp. 245–271). National Council of Teachers of English.

Assessment in Action: A Möbius Tale. (2010).

Matarese, M. T., & Anson, C. M. (2010). Teacher Response to AAE Features in the Writing of College Students: A Case Study in the Social Construction of Error. In J. B. Smith (Ed.), The Elephant in the Classroom: Race and Writing (pp. 111–136). Hampton Press.

The Army and Academy as Textual Communities: Exploring Mismatches in the Concepts of Attribution, Appropriation, and Shared Goals. (2010).

Anson, C. M., & Neely, S. (2010). The Army and the Academy as Textual Communities: Exploring Mismatches in the Concepts of Attribution, Appropriation, and Shared Goals. Kairos: A Journal of Rhetoric , Technology, and Pedagogy, 14(3).

Anson, C. M. (2010). The Interdisciplinary Influence of Composition and WAC, 1967-1986. The WAC Journal, 21(1), 5–19. https://doi.org/10.37514/wac-j.2010.21.1.01

The Intradisciplinary Influence of Composition and WAC, 1967-1986. (2010).

Anson, C. M., Schwegler, R. A., & Muth, M. F. (2010). The Longman concise companion (2nd. Ed.). New York : Longman.

Anson, C. M., Davis, M., & Vilhotti, D. (2010). “WHAT DO WE WANT IN THIS PAPER?” Generating Criteria Collectively. In Teaching With Student Texts: Essays Toward an Informed Practice (pp. 35–45). https://doi.org/10.2307/j.ctt4cgmg3.8

Anson, C. M. (2009). Assessment in Action: A Mobius Tale. In M. Hundleby & J. Allen (Eds.), Assessment in Technical and Professional Communication (pp. 3–15). Baywood.

Contrails of Learning: Using New Technologies for Vertical Knowledge-Building. (2009).

Anson, C. M., & Miller-Cochran, S. K. (2009). Contrails of Learning: Using New Technologies for Vertical Knowledge-building. Computers and Composition, 26(1), 38–48. https://doi.org/10.1016/j.compcom.2008.11.002

Anson, C. M., & Dannels, D. (2009). Profile Programs: Formative uses of Departmental Consultations in the Assessment of Communication Across the Curriculum. Across the Disciplines, 6(1), 1–15. https://doi.org/10.37514/atd-j.2009.6.1.05

Profiling Programs: Formative Uses of Departmental Consultations in the Assessment of Communication across the Curriculum. (2009).

Beach, R., Anson, C. M., Breuch, L.-A. K., & Swiss, T. (2009). Teaching writing using blogs, wikis, and other digital tools. Norwood, MA: Christopher-Gordon Publishers.

Anson, C. M., Schwegler, R. A., & Muth, M. (2009). The Longman Writer's Companion (4th ed.). New York: Longman.

Anson, C. M. (2009). The Promise of Eye-Tracking Methodology for Research on Writing and Reading. Open Words: Access and English Studies, 3(1), 5–28. https://doi.org/10.37514/opw-j.2009.3.1.02

Closed Systems and Standardized Writing Tests. (2008).

Anson, C. M. (2008). Closed systems and standardized writing tests. College Composition and Communication, 60(1), 113–128.

Anson, C. M. (2008). Distant Voices: Teaching Writing in a Culture of Technology. In M. Sidler, R. Morris, & E. O. Smith (Eds.), Computers in the Composition Classroom: A Critical Sourcebook. Bedford/St. Martin's.

Adler-Kassner, L., Anson, C. M., & Howard, R. M. (2008). Framing Plagiarism. In C. Eisner & M. Vicinus (Eds.), Originality, Imitation, and Plagiarism (pp. 231–246). https://doi.org/10.2307/j.ctv65sxk1.23

Framing Plagiarism. (2008).

Anson, C. M. (2008). Keller, Christopher J., and Christian R. Weisser, eds., The Locations of Composition. Albany: SUNY Press, 2007 [Review of The Location of Composition, by C. J. Keller & C. R. Weisser]. Journal of Teaching Writing, 24(2), 103–111.

Anson, C. M., Gunner, J., & Miller, T. P. (2008). Portraits of a Field. In T. Enos & S. Borrowman (Eds.), The Promise and Peril of Writing Program Administration (pp. 79–91). Parlor Press.

The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence. (2008).

Anson, C. M. (2008). The Intelligent Design of Writing Programs: Reliance on Belief or a Future of Evidence. WPA: Writing Program Administration, 32(1), 11–36.

Anson, C. M., & Schwegler, R. A. (2008). The Longman Handbook for Writers and Readers (5th ed.). Boston: Longman.

Anson, C. M. (2008). We Never Wanted to Be Cops: Plagiarism, Institutional Paranoia, and Shared Responsibility. In R. M. Howard & A. E. Robillard (Eds.), Pluralizing Plagiarism: Identities, Contexts, Pedagogies (pp. 140–157). Boynton/Cook-Heinemann.

Anson, C. M. (2007). Beyond Formulas: Closing the Gap Between Rigid Rules and Flexible Strategies for Student Writing. In K. K. Jackson & S. Vavra (Eds.), Closing the Gap: English Educators Address the Tensions between Teacher Preparation and Teaching Writing in Secondary Schools (pp. 147–164). Information Age.

Anson, C. M., Schwegler, R. A., & Muth, M. F. (2007). The Longman concise companion. New York: Pearson Longman.

Bernold, L. E., Spurlin, J. E., & Anson, C. M. (2007). Understanding our students: A longitudinal-study of success and failure in engineering with implications for increased retention. JOURNAL OF ENGINEERING EDUCATION, 96(3), 263–274. https://doi.org/10.1002/j.2168-9830.2007.tb00935.x

Anson, C. M. (2007). Warp and Weft: Reflections on the Art of Communication Weaving. In N. Kassabgy & A. Elshimi (Eds.), Sustaining Excellence in Communicating Across the Curriculum: Cross-Institutional Experiences and Best Practices (pp. 2–18). Cambridge Scholars Publishing.

Anson, C. M. (2007). What's Writing Got to Do With Campus Terrorism? Academe, 93(6), 44–47.

Anson, C. M. (Ed.). (2006). 75 Readings Across the Curriculum: An Anthology. McGraw-Hill.

Assessing Writing in Cross-Curricular Programs: Determining the Locus of Activity. (2006).

Anson, C. M. (2006). Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing, 11(2), 100–112. https://doi.org/10.1016/j.asw.2006.07.001

Anson, C. M., Schwegler, R. A., & Muth, M. F. (2006). Longman writer's Bible: The complete guide to writing, research, and grammar. New York: Pearson Longman.

Anson, C. M. (2006). Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing. In R. Straub (Ed.), Key Works on Teacher Response: An Anthology. Portsmouth, NH: Heinemann/Boynton-Cook.

Anson, C. M., Schwegler, R. A., & Muth, M. F. (2005). Longman writer's companion. New York: Pearson/Longman.

Anson, C. M. (2005). Portfolios for Teachers: Writing Our Way to Reflective Practice. In T. R. Johnson (Ed.), Teaching Composition: Background Readings (2nd ed.). Bedford/St. Martin's.

Anson, C. M. (2005). Taking Off. In W. Bishop & D. Coxwell Teague (Eds.), Finding Our Way: A Writing Teacher's Sourcebook (pp. 44–48). Houghton Mifflin.

Teaching and Learning a Multimodal Genre in a Psychology Course. (2005).

Anson, C. M., Schwegler, R. A., & Muth, M. (2005). The Longman Pocket Writer's Companion (3rd ed.). New York: Pearson/Longman.

Anson, C. M., & Schwegler, R. A. (2005). The Longman handbook for writers and readers (4th ed.). New York: Pearson/Longman.

Anson, C. M., Schwegler, R. A., & Muth, M. (2005). The Longman's Writer's Bible: The Complete Guide to Writing, Research, and Grammar. New York: Pearson/Longman.

Anson, C. M. (2004). Citation as Speech Act: Exploring the Pragmatics of Reference. In P. Zemliansky & W. Bishop (Eds.), Research Writing Revisited: A Sourcebook for Teachers (pp. 203–213). Heinemann.

Beach, R., & Anson, C. M. (2004). Stance and Intertextuality in Written Discourse. In N. Shuart-Faris & D. Bloome (Eds.), Uses of Intertextuality in Classroom and Educational Research (pp. 251–278). Greenwood.

Lee, V. S., Greene, D. B., Wellman, D. J., & al. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Sterling, Va.: Stylus Pub.

Anson, C. M., & Dannels, D. (2004). The Heart of the Matter: Writing, Speaking, and Inquiry-Guided Learning. In V. S. Lee (Ed.), Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors (pp. 219–227). Stylus.

Anson, C. M., & Dannels, D. (2004). Writing and Speaking in Conditional Rhetorical Space. In E. Nagelhout & C. Rutz (Eds.), Classroom Space(s) and Writing Instruction (pp. 55–70). Hampton Press.

Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking. (2003).

Carter, M., Anson, C., & Miller, C. R. (2003). Assessing technical writing in institutional contexts: Using outcomes-based assessment for programmatic thinking. Technical Communication Quarterly: TCQ, 12(1), 101–114.

Dannels, D. P., Anson, C., Bullard, L., & Peretti, S. (2003). Challenges in learning communication skills in chemical engineering. Communication Education, 52(1), 50–56. https://doi.org/10.1080/03634520302454

Anson, C. M. (2003). Distant Voices: Teaching Writing in a Culture of Technology. In V. Villanueva (Ed.), Cross-Talk in Comp Theory: A Reader (2nd ed.). National Council of Teachers of English.

Anson, C. M., Bernold, L. E., Crossland, C., Spurlin, J., McDemott, M., & Weiss, S. (2003). Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift. Global Journal of Engineering Education, 7(2), 145–155.

Anson, C. M., Bernold, L. E., Crossland, C., Spurlin, J., McDemott, M., & Weiss, S. (2003). Empowerment to Learn in Engineering: Preparation for an Urgently-Needed Paradigm Shift. In Z. J. Pudlowski (Ed.), Proceedings of the 6th UICEE Annual Conference on Engineering Education (pp. 127–130). Cairns, Queensland: Monash Engineering Education Series, Monash University.

Dannels, D. P., Berardinelle, P., Anson, C., Bullard, L., Kleid, N., Kmeic, D., & Peretti, S. (2003). Instruction and assessment of multidisciplinary teaming skills in senior design. Proceedings of the American Association of Engineering Education, USA.

Kmiec, D., Anson, C. M., Berardinelli, P., Bullard, L., Dannels, D. P., Kleid, N., … Spivey, J. J. (2003). Integrating Teaming, Writing, and Speaking in CHE Unit Operations Lab. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Presented at the 2003 American Society for Engineering Education Annual Conference & Exposition.

Anson, C. M., & Beach, R. (2003). Journeys in Journaling. In W. Bishop (Ed.), The Subject is Writing (3rd ed., pp. 165–176). Heinemann.

Mutual Support: CAC Programs and Institutional Improvement in Undergraduate Education. (2003).

Anson, C. M., Carter, M., Dannels, D., & Rust, J. (2003). Mutual support: CAC programs and institutional improvement in undergraduate education. Language and Learning Across the Disciplines, 6, 25–37.

Anson, C. M. (2003). Responding to and assessing student writing: The uses and limits of technology. In P. Takayoshi & B. Huot (Eds.), Teaching writing with computers: An introduction (1st ed.) (pp. 234–246). Boston, MA: Houghton Mifflin Co.

Anson, C. M. (2003). Review of Melody Bowdon and J. Blare Scott, Service-Learning in Technical and Professional Communication (New York: Longman, 2003) [Review of Service-Learning in Technical and Professional Communication, by M. Bowdon & J. B. Scott]. Reflections: Writing, Service-Learning, and Community Literacy, 8(3), 151–154.

Anson, C. M. (2003). Student Plagiarism: Are Teachers Part of the Solution or Part of the Problem? Essays on Teaching Excellence: Toward the Best in the Academy, 15(1).

Anson, C. M., & Schwegler, R. A. (2003). The Longman handbook for writers and readers (3rd ed.). New York: Longman.

Anson, C. M., Schwegler, R. A., & Muth, M. F. (2003). The Longman pocket writer's companion. New York: Longman.

Anson, C. M., Schwegler, R. A., & Muth, M. F. (2003). The Longman writer's companion (2nd ed.). New York: Longman.

Developing Rubrics for Instruction and Evaluation. (2002).

Anson, C. M., & Dannels, D. (2002). Developing Rubrics for Instruction and Evaluation. In D. Roen, V. Pantoja, L. Yena, S. K. Miller, & E. Waggoner (Eds.), Strategies for Teaching First-Year Composition (pp. 387–400). National Council of Teachers of English.

Distant Voices: Teaching and Writing in a Culture of Technology. (2002).

Anson, C. M. (2002). Distant voices: Teaching writing in a culture of technology. In Dialogue on writing: Rethinking ESL, basic writing, and first-year composition (pp. 387–408). Mahwah, N.J.: Lawrence Erlbaum Associates.

Figuring It Out: Writing Programs in the Context of University Budgets. (2002).

Anson, C. M. (2002). Figuring it out: Writing programs in the context of university budgets. In Stuart C. Brown, Theresa Enos, Catherine Chaput (Eds.), The writing program administrator's resource: a guide to reflective institutional practice (pp. 233–252). Mahwah, N.J.: Lawrence Erlbaum Associates.

Mistakes in Social Psychology. (2002).

Anson, C. M. (2002). Mistakes in social psychology. In The WAC casebook: Scenes for faculty reflection and program development (pp. 212–222). New York: Oxford University Press.

Shobhna's Pronouncements. (2002).

Anson, C. M. (2002). Shobhna's Pronouncements. In C. M. Anson (Ed.), The WAC Casebook: Scenes for Faculty Reflection and Program Development (pp. 116–120). Oxford University Press.

Sondra Gets Hyper. (2002).

Anson, C. M., & Anson, I. G. (2002). Sondra gets hyper. In The WAC casebook: Scenes for faculty reflection and program development (pp. 145–155). New York: Oxford University Press.

Teaching Writing Creatively: A Summer Institute for Teachers. (2002).

Anson, C. M. (2002). Teaching writing creatively: A Summer Institute for Teachers. In R. Tremmel & W. Broz (Eds.), Teaching writing teachers of high school English & first-year composition (pp. 27–39). Portsmouth, NH: Boynton/Cook Publishers.

The Jonas Incident. (2002).

Anson, C. M. (2002). The Jonas incident. In The WAC casebook: Scenes for faculty reflection and program development (pp. 82–89). New York: Oxford University Press.

The Medium and the Message: Developing Responsible Methods for Assessing Teaching Portfolios. (2002).

The WAC Casebook: Scenes for Faculty Reflection and Program Development. (2002).

Anson, C. M. (2002). The WAC casebook: Scenes for faculty reflection and program development. New York: Oxford University Press.

Anson, C. M. (2002). The medium and the message: Developing responsible methods for assessing teaching portfolios. In D. Minter & A. M. Goodburn (Eds.), Composition, pedagogy & the scholarship of teaching (Crosscurrents) (pp. 89–100). Portsmouth, NH: Boynton/Cook Publishers.

Thoughts from the Rank and File. (2002).

Anson, C. M. (2002). Thoughts from the rank and file. In The WAC casebook: Scenes for faculty reflection and program development (pp. 248–258). New York: Oxford University Press.

Trudy Does Comics. (2002).

Anson, C. M. (2002). Trudy does comics. In The WAC casebook: Scenes for faculty reflection and program development (pp. 28–32). New York: Oxford University Press.

Who Wants Composition? Reflections on the Rise and Fall of an Independent Program. (2002).

Anson, C. M. (2002). Who wants composition: Reflections on the rise and fall of an independent program. In A. C. P. O'Neill & L. W. Burton (Eds.), A field of dreams: Independent writing programs and the future of composition studies (pp. 153–169). https://doi.org/10.2307/j.ctt46nsc2.12

Writing Intensity. (2002).

Anson, C. M. (2002). Writing intensity. In The WAC casebook: Scenes for faculty reflection and program development. New York: Oxford University Press.

Anson, C. M. (2001). Distant Voices: Teaching Writing in a Culture of Technology. In G. Blalock (Ed.), Background Readings for Instructors Using the Bedford Handbook (6th ed.). Bedford/St. Martin's.

Errors at Pound Ridge. (2001).

Shadows of the Mountain. (2001).

Anson, C. M., & Jewell, R. (2001). Shadows of the Mountain. In E. E. Schell & P. Stock (Eds.), Moving a Mountain: Improving the Working Conditions of Adjunct Writing Faculty (pp. 47–75). National Council of Teachers of English.

Below the Surface: A True-to-Life Course in Editorial Practice. (2000).

Anson, C. M. (2000). Below the Surface: A True-to-Life Course in Editorial Practice. In L. K. Shamoon, R. M. Howard, S. Jamieson, & R. Schwegler (Eds.), Coming of Age: The Advanced Writing Curriculum (p. 121). Heinemann/Boynton-Coo.

Anson, C. M. (2000). Distant Voices: Teaching Writing in a Culture of Technology. In A. B. Bailey (Ed.), Trends and Issues in Postsecondary English Studies (pp. 167–189). New York: National Council of Teachers of English.

Distant Voices: Teaching and Writing in a Culture of Technology. (2000).

Anson, C. M. (2000). Errors at Pound Ridge. In McGraw-Hill Teaching Composition Web-Enchanced Listserv [Case]. McGraw-Hill.

Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing. (2000).

Response and the Social Construction of Error. (2000).

Anson, C. M. (2000). Response and the social construction of error. Assessing Writing, 7(1), 5–21. https://doi.org/10.1016/s1075-2935(00)00015-5

Anson, C. M. (2000). Talking About Text: The Use of Recorded Commentary in Response to Student Writing. In R. Straub (Ed.), A Sourcebook on Responding to Student Writing (pp. 165–174). Hampton.

Talking about Writing: A Classroom-Based Study of Students' Reflections on Their Drafts. (2000).

Anson, C. M., Schwegler, R. A., & Muth, M. (2000). The Longman Writer's Companion. New York: Longman.

Anson, C. M., & Schwegler, R. A. (2000). The Longman handbook for writers and readers (2nd ed.). New York: Longman.

Distant Voices: Teaching and Writing in a Culture of Technology. (1999).

Anson, C. M. (1999). Distant voices: teaching writing in a culture of technology. College English, 61(3), 1–20.

Anson, C. M. (1999). Hateful Teaching. In R. H. Haswell & M.-Z. Lu (Eds.), Comp Tales. New York: Longman.

Anson, C. M., & Beach, R. (1999). Journeys in Journaling. In W. Bishop (Ed.), The Subject is Writing (2nd ed., pp. 165–176). Heinemann.

Anson, C. M. (1999). Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing. In J. C. McDonald (Ed.), Allyn & Bacon Sourcebook for College Writing Teachers (2nd ed., pp. 302–324). Allyn & Bacon.

Lyon, A., Wess, R., Worsham, L., Anson, C. M., & Koerber, A. (1999). Reviews [Review of Publishing in Rhetoric and Composition, by G. A. Olson & T. W. Taylor]. Rhetoric Society Quarterly, 29(2), 79–96. https://doi.org/10.1080/02773949909391146

Anson, C. M., & Brown, R. L., Jr. (1999). Subject to Interpretation: Researching the Textual Representation of Writing Programs and Its Effects on the Politics of Administration. In S. K. Rose & I. Weiser (Eds.), The Writing Program Administrator as Researcher: Inquiry in Action and Reflection (pp. 141–152). Heinemann/Boynton-Cook.

Subject to Interpretation: The Role of Research in Writing Programs and Its Relationship to the Politics of Administration in Higher Education. (1999).

Anson, C. M. (1999). Talking About Writing: A Classroom-Based Study of Students' Reflections on Their Drafts. In J. B. Smith & K. Yancey (Eds.), Student Self-Assessment and Development in Writing (pp. 59–74). Hampton.

Talking about Text: The Use of Recorded Commentary in Response to Student Writing. (1999).

Anson, C. M., & Dannels, D. (1999). Writing and Speaking: They're Everyone's Business. Emphasis on Teaching and Learning, 8(4), 1–3.

Anson, C. M. (1998). Beginnings. In J. Trimmer (Ed.), Narration as Knowledge (pp. 61–70). Heinemann.

Anson, C. M., Rutz, C., Cafarelli, L. K., & Weiss, M. R. (Eds.). (1998). Dilemmas in Teaching: Cases for Collaborative Faculty Reflection. Mendota.

Anson, C. M., & Rutz, C. (1998). Graduate Students, Writing Programs, and Consensus-Based Management: Collaboration in the Face of Disciplinary Ideology. WPA: Writing Program Administration, 21(2/3), 106–120.

Anson, C. M. (1998). In the Service of Learning. The Generator, 12, 6.

Anson, C. M. (1998). Stories for Reflective Teaching: Using Cases in Faculty Development. In C. M. Anson, L. K. Cafarelli, C. Rutz, & M. R. Weiss (Eds.), Dilemmas in Teaching: Cases for Collaborative Faculty Reflection (pp. 7–15). Mendota.

Anson, C. M. (1998). Text Analysis. In M. L. Kennedy (Ed.), Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies (pp. 323–331). Greenwood.

Anson, C. M. (1998). The Jonas Incident. In C. M. Anson, L. K. Cafarelli, C. Rutz, & M. R. Weiss (Eds.), Dilemmas in Teaching: Cases for Collaborative Faculty Reflection (pp. 61–66). Mendota.

Farris, C., & Anson, C. M. (Eds.). (1998). Under Construction. https://doi.org/10.2307/j.ctt46nrqf

Anson, C. M. (1997). In Your Own Voice: Using Recorded Commentary to Respond to Writing. In P. Elbow & M. D. Sorcinelli (Eds.), Assigning and Responding to Writing in the Disciplines (pp. 105–113). Jossey-Bass.

Anson, C. M. (1997). On Reflection: The Role of Journals and Logs in Service-Learning Courses. In L. Adler-Kassner, R. Crooks, & A. Watters (Eds.), Writing the Community: Concepts and Models for Service-Learning in Composition (pp. 167–180). American Association for Higher Education.

Anson, C. M. (1997). Response Styles and Ways of Knowing. In R. Jones, C. Selfe, & P. Bizzaro (Eds.), Harcourt Brace Guide to Writing in the Disciplines. Harcourt Brace Jovanovich.

Anson, C. M., & Schwegler, R. A. (1997). The Longman Handbook for Writers and Readers. New York: Longman.

Anson, C. M., & Beach, R. (1996). Argument in Peer Dialogue Journals. In D. Berrill (Ed.), Perspectives on Written Argument (pp. 139–170). Hampton.

Anson, C. M. (1996). Portfolios. In T. Enos (Ed.), Encyclopedia of Rhetoric. Garland.

Anson, C. M. (1996). Reflective Reading: Developing Thoughtful Ways to Respond to Students' Writing. In J. C. McDonald (Ed.), Allyn & Bacon Sourcebook for College Writing Teachers (1st ed.). Allyn & Bacon.

Anson, C. M. (1996). Writing Across the Curriculum. In T. Enos (Ed.), Encyclopedia of Rhetoric. Garland.

Anson, C. M. (1995). Creating Effective Writing Assignments. In J. C. McDonald (Ed.), An Anthology/Sourcebook for College Writing Teachers. Allyn & Bacon.

Anson, C. M., & Beach, R. (1995). Journals in the Classroom: Writing to Learn. Christopher-Gordon.

Anson, C. M. (1995). Responding to Writing. In R. E. Straub & R. F. Lunsford (Eds.), Twelve Readers Reading: Responding to College Student Writing. Hampton.

Anson, C. M. (1995). Response Styles and Ways of Knowing. In J. C. McDonald (Ed.), An Anthology/Sourcebook for College Writing Teachers. Allyn & Bacon.

Anson, C. M., Jolliffe, D. A., & Shapiro, N. (1995). Stories to Teach By: Using Narrative Cases in TA and Faculty Development. WPA: Writing Program Administration, 19, 25–38.

Anson, C. M. (1994). Aim. In A. C. Purves (Ed.), Encyclopedia of English Studies and Language Arts. NCTE/Scholastic.

Book Lists, Cultural Literacy, and the Stagnation of Discourse. (1994).

Anson, C. M. (1994). Portfolios for Teachers: Writing Our Way to Reflective Practice. In L. Black, D. A. Daiker, J. Sommers, & G. S. Heinemann (Eds.), New Directions in Portfolio Assessment (pp. 185–200).

Collaboration in Practice. (1993).

Anson, C. M., Brady, L., & Larson, M. (1993). Collaboration in Practice. Writing on the Edge, 4, 80–96.

Anson, C. M., & Beach, R. (1993). Journeys in Journaling. In W. Bishop (Ed.), The Subject is Writing (1st ed., pp. 165–176). Heinemann.

Anson, C. M. (1993). Learning About Service Learning. In T. Y. Kupiec (Ed.), Rethinking Tradition: Integrating Service with Academic Study on College Campuses (pp. 77–81). Campus Compact, Brown University.

Anson, C. M. (1993). Rites of Passage: Disciplinary Enculturation in the Field of Composition Studies. In S. Hunter & S. I. Fontaine (Eds.), Writing Ourselves Into the Story: Unheard Voices from Composition Studies (pp. 246–265). Southern Illinois University Press.

Anson, C. M., Graham, J., Jolliffe, D. A., Shapiro, N., & Smith, C. C. (1993). Scenarios for Teaching Writing: Contexts for Discussion and Reflective Practice. National Council of Teachers of English/Alliance for Undergraduate Education.

Anson, C. M. (1993). Teacher Development in the Program in Composition. In L. M. Lambert & S. L. Tice (Eds.), Preparing Graduate Students to Teach. American Association of Higher Education.

Anson, C. M. (1993). The Future of Writing Across the Curriculum: Consensus and Research. In C. M. Anson, J. E. Schwiebert, & M. M. Williamson (Eds.), Writing Across the Curriculum (pp. xiii-xxiv). Greenwood.

Beach, R., & Anson, C. M. (1993). Using Dialogue Journals to Foster Response. In G. E. Newell & R. Durst (Eds.), Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature (pp. 191–210). Christopher-Gordon.

Anson, C. M., Schwiebert, J. E., & Williamson, M. M. (1993). Writing Across the Curriculum: An Annotated Bibliography. Greenwood.

Anson, C. M., & Wilcox, L. E. (1992). A Field Guide to Writing. HarperCollins.

Anson, C. M., Kirsch, G., & Roen, D. H. (1992). A Sense of Audience in Written Communication. College Composition and Communication, 43(1), 93. https://doi.org/10.2307/357370

Anson, C. M. (1992). Academic Literacy Meets Cultural Diversity: An Analysis of Ideological Change Among Student Tutors in a Service-Learning Program. In T. Hilgers, M. Wunsch, & V. Chattergy (Eds.), Academic Literacies in Multicultural Higher Education (pp. 32–41). University of Hawaii at Manoa.

Anson, C. M., & Gaard, G. (1992). Acting on the 'Statement': The All-Campus Model of Reform. College Composition and Communication, 43, 21–25.

Anson, C. M. (1992). Book lists, Cultural Literacy, and the Stagnation of Discourse. In D. L. Vipond & R. Strahl (Eds.), Literacy: Language and Power. University Press of America.

Anson, C. M., & Maylath, B. R. (1992). Searching for Journals: A Brief Guide and 100 Sample Species. In K. Dahl (Ed.), Teacher as Writer: Entering the Professional Conversation (pp. 150–187).

Beach, R., & Anson, C. M. (1992). Stance and intertextuality in written discourse. Linguistics and Education, 4(3-4), 335–357. https://doi.org/10.1016/0898-5898(92)90007-j

Symposium on the 1991 'Progress Report from the CCCC Committee on Professional Standards'. (1992).

Anson, C. M. (1991). Cultural Literacy and the Commodification of Knowledge. Communitas, 4, 104–117.

Anson, C. M., & Brown, R. L., Jr. (1991). Large-Scale Portfolio Assessment: Ideological Sensitivity and Institutional Change. In P. Belanoff & M. Dickson (Eds.), Portfolios: Process and Product (pp. 248–269). Heinemann.

Anson, C. M., & Beach, R. (1991). Research on Writing to Learn: The Interesting Case of Academic Journals. ERIC Document Reproduction Service.

Anson, C. M. (1991). Service-Learning Works Wonders: A Faculty Member Tells His Story. The Generator, 11(2), 3.

Anson, C. M. (1991). The Crisis Cycle: Recent Reports on the Attainment of Literacy. Metropolitan Education, 7, 128–139.

Anson, C. M., Maylath, B. R., & Loupe, M. J. (1991). Using Writing to Assess Skills in Scientific Inquiry. Notes from the National Testing Network in Writing, 10.

Anson,, C. M. (1990). Errours and Endeavors: A Case Study in American Orthography. International Journal of Lexicography, 3(1), 35–63. https://doi.org/10.1093/ijl/3.1.35

Anson, C. M., & Brown, R. L., Jr. (1990). Large-Scale Portfolio Assessment in the Research University: Stories of Problems and Successes. Notes from the National Testing Network in Writing, 9, 8–9.

Anson, C. M., & Forsberg, L. L. (1990). Moving Beyond the Academic Community. Written Communication, 7(2), 200–231. https://doi.org/10.1177/0741088390007002002

Anson, C. M. (1989). Response Styles and Ways of Knowing. In C. M. Anson (Ed.), Writing and Response: Theory, Practice and Research (pp. 322–366). NCTE.

Anson, C. M. (1989). Response to Writing and the Paradox of Uncertainty. In C. M. Anson (Ed.), Writing and Response: Theory, Practice and Research (pp. 1–11). NCTE.

Anson, C. M. (Ed.). (1989). Writing and Response: Theory, Practice, and Research. National Council of Teachers of English.

Anson, C. M. (1988). Book Lists, Cultural Literacy, and the Stagnation of Discourse. The English Journal, 77(2), 14. https://doi.org/10.2307/819507

Anson, C. M. (1988). Casebook Writing Assignments for Students. In S. J. Stang & R. Wiltenburg (Eds.), Collective Wisdom (pp. 211–216). Random House.

Anson, C. M., & Miller, H. (1988). Journals in Composition: An Update. College Composition and Communication, 39, 198–216.

Anson, C. M., & Wilcox, L. E. (1988). Teaching Writing In Context. Holt, Rinehart and Winston.

Beach, R., & Anson, C. M. (1988). The Pragmatics of Memo Writing. Written Communication, 5(2), 157–183. https://doi.org/10.1177/0741088388005002003

Anson, C. M. (1988). Toward a Multidimensional Model of Writing in the Academic Disciplines. In D. A. Jolliffe (Ed.), Writing in Academic Disciplines (Vol. 2, pp. 1–36). Ablex.

Anson, C. M., & Wilcox, L. E. (1988). Writing in Context. Holt, Rinehart & Winston.

Anson, C. M., Halpern, J. W., & Liggett, S. (1987). Review of John R. Abercrombie, Computer Programs for Literary Analysis, and Jeanne W. Halpern and Sarah Liggett, Computers and Composing [Review of Computer Programs for Literary Analysis & Computers and Composing, by J. R. Abercrombie, J. W. Halpern, & S. Liggett]. Library Software Review.

Anson, C. M. (1987). The Classroom and the "Real World" as Contexts: Re-Examining the Goals of Writing Instruction. The Journal of the Midwest Modern Language Association, 20(1), 1. https://doi.org/10.2307/1314994

The Classroom and the 'Real World' as Contexts: Re-Examining the Goals of Writing Instruction. (1987).

Anson, C. M. (1986). A Computerized List of Journals Carrying Articles on Composition. College Composition and Communication, 37, 63–76.

Cambridge Press. (1986).

Anson, C. M. (1986). Cambridge Press. In The Dictionary of American Book Publishing (pp. 71–72). Bruccoli-Clark-Gale Research.

Anson, C. M. (1986). Capra Press Robert McBride & Co. In The Dictionary of American Book Publishing (pp. 224–227). Bruccoli-Clark-Gale Research.

Mahlon Day. (1986).

Anson, C. M. (1986). Perishable Press; Mahlon Day. In The Dictionary of American Book Publishing (pp. 114–115). The Dictionary of American Book Publishing. Bruccoli-Clark-Gale Research.

Anson, C. M. (1986). Reading, Writing, and Intention. Reader, 16, 20–35.

Anson, C. M. (1985). A Selective Annotated Bibliography of Reading/Writing Relationships in Composition Instruction. In R. A. Schwegler (Ed.), Patterns in Action (pp. 25–35). Prentice-Hall.

Anson, C. M. (1985). Audience, Dissonance, and Invention: A Method for Reducing Egocentrism in Student Writing. Exercise Exchange, 30(2), 12–14.

Anson, C. M. (1985). Composition and Communicative Intention: Exploring the Dimensions of Purpose in College Writing (No. ED257076). ERIC Document Reproduction Service.

Anson, C. M. (1985). The Peer-Group Conference: Rediscovering a Forgotten Audience. NEATE Journal, 84(1), 18–23.

Sirc, G., & Anson, C. M. (1985). What Writers Say: Analyzing the Metacommentaries of College Writers. Forum in Reading and Language Education, 2, 59–74.

Anson, C. M. (1984). Composition and Communicative Intention: Exploring the Dimensions of Purpose in College Writing (Ph.D. Dissertation). Indiana University.

Anson, C. M., Bommarito, E., & Deuser, J. (1983). From Schemes to Themes: Implications of Schema Theory for Teaching Writing. Journal of Teaching Writing, 2, 193–212.

From Schemes to Themes: Implications of Schema Theory for Teaching and Writing. (1983).

Anson, C. M. (1982). Review of Roger Garrison, How A Writer Works [Review of How A Writer Works, by R. Garrison]. Indiana English, 6, 159–170.

The Artifical Art of Evaluating Writing. (1982).

Anson, C. M. (1982). The Artificial Art of Evaluating Writing. Journal of Teaching Writing, 1, 159–170.

Anson, C. M. (1981). Bound to be Free. Quarry, 9, 37–46.

Anson, C. M. (1981). From Goal to Grade: An Elastic Approach to Evaluation. Teaching and Learning, 5(1).

Anson, C. M. (1979). A Coming of Age [Fiction]. Syracuse Review, 36–38.

Anson, C. M. (1979). Skeleton in a Closet (M.A. Thesis,). Syracuse University.

Anson, C. M. (1977). The Night Factory [Fiction]. Syracuse Review, 38–39.