@book{penrose_katz_2010, title={Writing in the sciences : exploring conventions of scientific discourse (3rd ed.)}, ISBN={9780205616718}, publisher={New York :  Pearson Longman}, author={Penrose, A. M. and Katz, S. B.}, year={2010} }
 @article{penrose_2002, title={Academic literacy perceptions and performance: Comparing first- generation and continuing-generation college students}, volume={36}, number={4}, journal={Research in the Teaching of English}, author={Penrose, A. M.}, year={2002}, pages={437–461} }
 @misc{penrose_1999, title={Review of On beyond living: Rhetorical transformations of the life sciences.}, volume={7}, number={2}, journal={Configurations}, author={Penrose, A. M.}, year={1999}, pages={291–293} }
 @book{carter_miller_penrose_1998, title={Effective composition instruction: What does the research show?}, volume={3}, journal={Publications (North Carolina State University. Center for Communication in Science, Technology, and Management) ; no. 3}, institution={Raleigh, NC: Center for Communication in Science, Technology, and Management}, author={Carter, M. and Miller, C. R. and Penrose, A. M}, year={1998} }
 @book{katz_penrose_1998, title={Instructor's guide for writing in the sciences: Exploring conventions of scientific discourse}, ISBN={0312119712}, publisher={New York: St. Martin''s Press}, author={Katz, S. B. and Penrose, A.}, year={1998} }
 @book{penrose_katz_1998, title={Writing in the sciences: Exploring conventions of scientific discourse}, ISBN={0312119712}, publisher={New York: St. Martin's Press}, author={Penrose, A. M. and Katz, S. B.}, year={1998} }
 @article{penrose_geisler_1994, title={READING AND WRITING WITHOUT AUTHORITY}, volume={45}, ISSN={["1939-9006"]}, DOI={10.2307/358762}, abstractNote={This paper will define paternalism and discuss its justification. Paternalism is the action of one person interfering with another person's actions or thoughts to help him. The person who interferes, called the paternalist, breaks moral rules of independency because he restricts the other person's freedom without that person's consent. He does it, however, in a fatherly, benevolent way, and assumes that the person being restrained will appreciate the action later.}, number={4}, journal={COLLEGE COMPOSITION AND COMMUNICATION}, author={PENROSE, AM and GEISLER, C}, year={1994}, month={Dec}, pages={505–520} }
 @inbook{penrose_1993, title={Conducting Process Research}, ISBN={9780195078336}, booktitle={Hearing Ourselves Think: Cognitive Research in the College Writing Classroom}, publisher={NY: Oxford University Press}, author={Penrose, A.M.}, editor={Penrose and SitkoEditors}, year={1993} }
 @book{hearing ourselves think: cognitive research in the college writing classroom_1993, ISBN={0195078330}, publisher={New York:  Oxford University Press}, year={1993} }
 @inbook{penrose_sitko_1993, title={Studying Cognitive Processes in the Classroom}, ISBN={9780195078336}, booktitle={Hearing Ourselves Think: Cognitive Research in the College Writing Classroom}, publisher={NY: Oxford University Press}, author={Penrose, A.M. and Sitko, B.M.}, editor={Penrose and SitkoEditors}, year={1993} }
 @inbook{penrose_1993, title={Writing and Learning: Exploring the Consequences of Task Interpretation}, ISBN={9780195078336}, booktitle={Hearing Ourselves Think: Cognitive Research in the College Writing Classroom}, publisher={NY: Oxford University Press}, author={Penrose, A.M.}, editor={Penrose and SitkoEditors}, year={1993} }
 @article{penrose_1992, title={TO WRITE OR NOT TO WRITE - EFFECTS OF TASK AND TASK INTERPRETATION ON LEARNING THROUGH WRITING}, volume={9}, ISSN={["1552-8472"]}, DOI={10.1177/0741088392009004002}, abstractNote={This study explores the assumption that writing is a way to learn by examining the influence of task interpretation on writing and studying as learning aids. Forty college freshmen performed two tasks: reading-to-write and reading-to-study. Approaches to each task were categorized to test for effects of task interpretation. Students answered passage-specific comprehension questions after each task and gave think-aloud protocols as they worked. To assess learning processes, protocol transcripts were analyzed using a taxonomy of cognitive operations. Writing led to lower scores than studying on two of four comprehension measures. Writing and studying led to different patterns of cognitive operations when students worked with a fact-based source passage, but (a) these differences interacted with task interpretation, and (b) virtually no effects of task were observed on a more abstract passage. Results indicate that task interpretation and the nature of the material to be learned are important mediating variables in the relationship between writing and learning.}, number={4}, journal={WRITTEN COMMUNICATION}, author={PENROSE, AM}, year={1992}, month={Oct}, pages={465–500} }
 @book{penrose_1989, title={Strategic Differences in Composing: Consequences for Learning through Writing}, volume={31}, journal={Technical Report, Center for the Study of Writing, Berkeley, CA}, author={Penrose, A.M.}, year={1989} }
 @inbook{rosebery_l. flower_b. bowen_m. kantz_penrose_1989, title={The Problem-Solving Processes of Writers and Readers}, ISBN={9780814107379}, booktitle={Collaboration through Writing and Reading: Exploring Possibilities}, publisher={Urbana, Ill. : National Council of Teachers of English}, author={Rosebery, A. and L. Flower, B. Warren and B. Bowen, B. Bruce and M. Kantz and Penrose, A.}, year={1989} }
 @article{evans_block_steinberg_penrose_1986, title={FRAMES AND HEURISTICS IN DOCTOR-PATIENT DISCOURSE}, volume={22}, ISSN={["0277-9536"]}, DOI={10.1016/0277-9536(86)90203-0}, abstractNote={The medical interview can be viewed as a verbal exchange between two people trying to solve a problem. Research in linguistics and cognitive psychology casts interesting and useful light on such discourse. Using the concepts 'frames' and 'heuristics' from these fields, we viewed, transcribed and analyzed taped sessions between a family practice physician and sixteen patients to examine how those patients understood their illness. To be an effective teacher the physician must discover not only the causes of the patient's medical problem, but also something of the conceptual structure that supports the patient's perceptions and understanding of his problem. This paper presents a method to understand these conceptual structures and how they function.}, number={10}, journal={SOCIAL SCIENCE & MEDICINE}, author={EVANS, DA and BLOCK, MR and STEINBERG, ER and PENROSE, AM}, year={1986}, pages={1027–1034} }
 @article{penrose_1986, title={What Do We Know About Writing as a Way to Learn?}, volume={37}, number={3}, journal={The English Record}, author={Penrose, A.M.}, year={1986}, pages={10–13} }