Ann Penrose

Penrose, A. M., & Katz, S. B. (2010). Writing in the sciences : exploring conventions of scientific discourse (3rd ed.). New York :  Pearson Longman.

Penrose, A. M. (2002). Academic literacy perceptions and performance: Comparing first- generation and continuing-generation college students. Research in the Teaching of English, 36(4), 437–461.

Penrose, A. M. (1999). [Review of Review of On beyond living: Rhetorical transformations of the life sciences.]. Configurations, 7(2), 291–293.

Carter, M., Miller, C. R., & Penrose, A. M. (1998). Effective composition instruction: What does the research show? In Publications (North Carolina State University. Center for Communication in Science, Technology, and Management) ; no. 3 (Vol. 3). Raleigh, NC: Center for Communication in Science, Technology, and Management.

Katz, S. B., & Penrose, A. (1998). Instructor's guide for writing in the sciences: Exploring conventions of scientific discourse. New York: St. Martin''s Press.

Penrose, A. M., & Katz, S. B. (1998). Writing in the sciences: Exploring conventions of scientific discourse. New York: St. Martin's Press.

PENROSE, A. M., & GEISLER, C. (1994). READING AND WRITING WITHOUT AUTHORITY. COLLEGE COMPOSITION AND COMMUNICATION, 45(4), 505–520. https://doi.org/10.2307/358762

Penrose, A. M. (1993). Conducting Process Research. In P. & S. (Eds.), Hearing Ourselves Think: Cognitive Research in the College Writing Classroom. NY: Oxford University Press.

Hearing Ourselves Think: Cognitive Research in the College Writing Classroom. (1993). New York:  Oxford University Press.

Penrose, A. M., & Sitko, B. M. (1993). Studying Cognitive Processes in the Classroom. In P. & S. (Eds.), Hearing Ourselves Think: Cognitive Research in the College Writing Classroom. NY: Oxford University Press.

Penrose, A. M. (1993). Writing and Learning: Exploring the Consequences of Task Interpretation. In P. & S. (Eds.), Hearing Ourselves Think: Cognitive Research in the College Writing Classroom. NY: Oxford University Press.

PENROSE, A. M. (1992). TO WRITE OR NOT TO WRITE - EFFECTS OF TASK AND TASK INTERPRETATION ON LEARNING THROUGH WRITING. WRITTEN COMMUNICATION, 9(4), 465–500. https://doi.org/10.1177/0741088392009004002

Penrose, A. M. (1989). Strategic Differences in Composing: Consequences for Learning through Writing. In Technical Report, Center for the Study of Writing, Berkeley, CA (Vol. 31).

Rosebery, A., L. Flower, B. W., B. Bowen, B. B., M. Kantz, & Penrose, A. (1989). The Problem-Solving Processes of Writers and Readers. In Collaboration through Writing and Reading: Exploring Possibilities. Urbana, Ill. : National Council of Teachers of English.

EVANS, D. A., BLOCK, M. R., STEINBERG, E. R., & PENROSE, A. M. (1986). FRAMES AND HEURISTICS IN DOCTOR-PATIENT DISCOURSE. SOCIAL SCIENCE & MEDICINE, 22(10), 1027–1034. https://doi.org/10.1016/0277-9536(86)90203-0

Penrose, A. M. (1986). What Do We Know About Writing as a Way to Learn? The English Record, 37(3), 10–13.