English

Illumination and Interpretation: The Depiction and Reception of Faus Semblant in Roman de la Rose Manuscripts

Refraining Songs: The Dynamics of Form in Sidney's <i>Astrophil and Stella</i>

Studies in Philology, 109(1), 86–102.

Rhetórica, Tecnologia e o Pushmi-Pullyu

In M. A. Reinaldo, B. Marcuschi, & A. Dionisio (Eds.), Gêneros Textuais: Práticas de Pesquisa e Práticas de Ensino (pp. 15–20). Recife, Brazil: Universidade Federal de Pernambuco Press.

Carolyn A. Miller

Miller, C., & Mascarenhas, M. A. (2012, July). Figure/Ground Communication.

An Interview with Dr. Carolyn Miller

In ARST Oral History Project [Video]. http://www.youtube.com/watch?v=Pz_rN8g8WN0.

From sequence frequencies to conditions in Bantu vowel harmony: Building a grammar from the ground up

McGill Working Papers in Linguistics, 22(1).

Greater than noise: frequency effects in Bantu height harmony

Phonological Elements: The Nature Of Distinctive Features and The Issue of Natural ClassesContrastive Tone and its ImplementationModeling Phonological Category Learning

In The Oxford Handbook of Laboratory Phonology.

Special supplement on Anglophone Cameroonian Poetry

In Free Verse (Vol. 22).

Learning with the Lights Off: Educational Film in the United States

Oxford University Press.

Multi-Purposing Early Cinema: A Psychological Experiment Involving Van Bibber’s Experiment (Thomas Edison, 1911)

In M. Braun, C. Keil, R. King, P. Moore, & L. Pelletier (Eds.), Beyond the Screen: Institutions, Networks and Publics of Early Cinema (pp. 153–160). UK: John Libbey.

GI’s Documenting Genocide: Amateur Films of WWII Concentration Camps

In T. Crowder & K. Wilson (Eds.), Film and Genocide (pp. 170–186). Madison, WI: University of Wisconsin Press.

A History of Learning with the Lights Off

In D. Orgeron, M. Gordon, & D. Streible (Eds.), Learning With the Lights Off: Educational Film in the United States (pp. 15–66). UK: Oxford University Press.

‘A Decent and Orderly Society’: Race Relations in Riot-Era Educational Films, 1966-1970

In D. Orgeron, M. Gordon, & D. Streible (Eds.), Learning With the Lights Off: Educational Film in the United States (pp. 424–441). UK: Oxford University Press.

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.

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.

World Wide Composition: Virtual Uncertainties

In D. Payne & D. Desser (Eds.), Teaching Writing in Globalization: Remapping Disciplinary Work (pp. 139–159). Lexington Books.

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.

Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts

Journal of Writing Assessment, 5(1). https://escholarship.org/uc/item/93b9g3t6

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.