BOOKS AND BOOK CHAPTERS
The Writer's Control of Tone. New York: W.W. Norton, 1970.
The Pop Culture Tradition. New York: W.W. Norton, 1972.
Teaching and Assessing Writing: Understanding, Evaluating and Improving Student Performance. San Francisco: Jossey-Bass, 1985. Revised and expanded edition 1994. Paperback edition: Calendar Islands Press, 1998.
[Reviewed in College Teaching, The Quarterly (National Writing
Project), Review of Education, College Composition and Communication, Teaching Sociology, College English, Journal of Higher Education, WPA: Writing Program Administration, English Literary History, Instructional Science, Rhetoric Review, etc. Both editions adopted for advertising and resale by The Modern Language Association.]
Developing Successful College Writing Programs. San Francisco: Jossey-Bass, 1989.
[Reviewed in Rhetoric Review, Fall 1989 (Andrea Lunsford); WPA:
Writing Program Administration, Fall/Winter 1989 (Chris Anderson); Freshman English News, Fall 1989; College Composition and Communication, December 1990 (Louise Weatherby Phelps). Adopted for advertising and resale by the Modern Language Association.] Paperback edition: Calendar Islands, 1998.
The St. Martin's Evaluation Manual. New York: St. Martin's, 1989.
Assigning, Responding, Evaluating: A Writing Teacher's Guide. New York: St. Martin's, 1992, 1995, 1999, 2004
[Reviewed in College Composition and Communication, December 1992 (Karen Greenberg)]
[Updated and revised fourth edition 2007]
Inquiry: A Cross-Curricular Reader. (With Lynn Z. Bloom). Englewood Cliffs, N.J.: Blair Press of Prentice-Hall, 1993. Second edition 2004.
Composition in the 21st Century: Crisis and Change. Ed. with Lynn Z. Bloom and Donald A. Daiker. Carbondale, IL: Southern Illinois UP, 1996. Paperback ed. 1997.
Writing Assessment: Politics, Policies, Practices. Ed. with William Lutz and Sandra Kamusikiri. Fourth volume in the Modern Language Association series, Research and Scholarship in Composition. 1996.
Composition Studies in the 21st Century: Rereading the Past, Rewriting the Future.
Ed. With Lynn Z. Bloom and Donald A. Daiker. Carbondale, IL: Southern Illinois
The Promise of America. Ed. with Shane Borrowman. NY: Longmans’s, 2007.
Comparison and Contrast: The California State University Freshman English
Equivalency Examination. A series of 7 monographs, 1973-1981.
All volumes entered in ERIC.
Reprints from volumes of Comparison and Contrast:
1973: "Equivalency Testing in Freshman English: A Report and a Proposal." In Equivalency Testing, ed. Forrest D. Burt and Sylvia King, NCTE, 1974, 28-64.
1975: "Four Issues for Faculty in Equivalency Testing." College Board
Review, Fall, 1976, pp. 25-29.
Research in Effective Teaching of Writing: Final Report on Phase 1 (NIE-G-81-0011 and NIE-G-82-0024), ERIC Nos. 239 292 and 239 293, 1983. Final Report (June 1986) published by ERIC, ED 275 007, 1987. Based on $470,000 research grant from the National Institute of Education.
"Pitfalls in Writing Testing Programs." Writing Assessment: Issues and Strategies, ed. Karen Greenberg and Harvey Weiner. New York: Longmans, 1986, pp. 53-78.
"Foreword" to Robert F. Sommer, Teaching Writing to Adults. San Francisco: Jossey-Bass, 1989, xi-xiv.
"Measuring Writing Skills Using the Process Model." Assessing Basic Academic Skills in Higher Education, eds. Richard Alpert, William Gorth and Richard Allan. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989.
"The Dangers of Singlespeak." Quarterly Review of Doublespeak, 10, July 1984, p. 6. Repr. in Beyond 1984: Doublespeak in a Post-Orwellian Age, ed. William Lutz (Urbana, Ill.: NCTE, 1989). Repr. in The Horizon Reader, ed. Harry Brent & William Lutz (New York: St. Martin's Press, 1992).
"The Devil is In the Details: A Cautionary Tale." Chapter 4 of Evaluating Teachers of Writing. Ed. Christine Hult. Urbana, Ill.: NCTE, 1994, pp. 49-54.
"Power and the WPA: A Devil's Bargain for New Faculty." Chapter 11 of Teaching Composition in the 90s: Sites of Contention. Eds. Robert McDonald and Christina Russell. New York: HarperCollins, 1994, pp. 151-163.
"Holistic Scoring: Past Triumphs, Future Challenges."
In Validating Holistic Scoring for Writing Assessment, ed. Michael Williamson and Brian Huot, Cresskill, N.J.: Hampton, 1993, pp. 79-106. Revised second ed. in press.
"Portfolios as an Assessment Concept." In New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring, ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heineman-Boynton-Cook, 1994.
"The Rhetorical Problem of Program Evaluation and the WPA." In Resituating Writing: Constructing and Administering Writing Programs, eds. Joseph Janangelo and Kristine Hansen. Porstmouth, NH: Heineman-Boynton-Cook, 1995.
One of the 12 scholars whose comments are selected for analysis, passim, Richard Straub and Ronald F. Lunsford, 12 Readers Reading: Responding to Student Writing. Cresskill, NH: Hampton, 1995.
“Foreword” to Thomas C. Thompson, ed., Most Excellent Differences: Essays on Using
Type Theory in the Composition Classroom. Gainseville, FL: Center for Applications of
Psychological Type, Inc., 1996. vii-ix.
“Class and Comfort: The Slums and the Greens.” In Coming to Class: Pedagogy and
the Social Class of Teachers, ed. Alan Shepard, Gary Tate, and John McMillan.
Portsmouth, NH: Boynton-Cook, 1998. 278-90.
“On Being a Writer, Being a Teacher of Writing.” In Living Rhetoric and Composition:
Stories of the Discipline, ed. Duane H. Roen, Stuart C. Brown and Theresa Enos.
Mahwah, NJ: Erlbaum, 1998. 171-92.
“Student Plagiarism as an Institutional and Social Issue.” In Perspectives on Plagiarism
and Intellectual Property in a Postmodern World, ed. Alice M. Roy and Lisa Buranen.
Albany, NY: State University of New York Press, 1999. 205-10.
"Assessment: A Blessing or Bane for Teachers of English?" (with Volney S. White). In
Preparing A Nation’s Teachers: Models for English and Foreign Language Programs.
Ed. Phyllis Franklin, David Laurence, and Elizabeth B. Welles. New York: MLA, 1999.
“How Can Physical Space and Administrative Structure Shape Writing Programs,
Writing Centers, and WAC Projects?” (with Carol Haviland). In Administrative
Problem-Solving for Writing Programs and Writing Centers: Scenarios in Effective
Program Management. Ed. Linda Myers-Breslin. Urbana, IL: NCTE, 1999. 212-22.
“Using Scoring Guides in the Teaching of Writing.” In A Sourcebook for Responding to
Student Writing. Ed. Richard Straub. Cresskill, NJ: Hampton, 1999. 203-212.
Short narratives in Comp Tales, ed. Richard H. Haswell and Min-Zhan Lu. NY:
Longman, 2000, 65-66; 77.
“Reconsidering the Importance of Placement and Basic Studies: Helping Students
Succeed Under the New Elitism.” In Mainstreaming College Writers. Ed. Geraldine
McNenny. Mahwah, NJ: Erlbaum, 2001.
“Elbow As Icon” (with Shane Borrowman). In Writing With Elbow. Ed. Pat Belanoff et al. Logan, UT: Utah State UP, 2002. 48-58.
“Use It or Lose It: Power and the WPA.” In The Allyn & Bacon Sourcebook for Writing Program Administrators. Ed. Irene Ward and William J. Carpenter. NY: Longman, 2002. 106-113.
“’We Hate You!’ WAC as a Professional Threat” (with Carol Peterson Haviland). In The WAC Casebook: Scenes for Faculty Reflection and Program Development. Ed. Chris M. Anson. NY: Oxford UP, 2002. 258-60.
“Teaching a Graduate Course in Writing Program Administration.” In The Writing Program Administrator’s Resource: A Guide to Reflective
Institutional Practice. Ed. Stuart Brown and Theresa Enos. Mahwah, NJ: Erlbaum, 2002. 101-12.
“Preface” to Natural Discourse: Toward Ecocomposition. Sidney Dobrin and Christian Weisser. Albany: SUNYP, 2002.
“Foreword” to Directed Self-Placement: Principles and Practices. Ed. Daniel Royer and Roger Gilles. Cresskill, NH: Hampton Press, 2003.
“Introduction to Nancy Sommers’s ‘Responding to Student Writing’.” Teaching Writing: Landmarks and Horizons. Ed. Christina Russell McDonald and Robert L. McDonald. Carbondale, IL: SIUP, 2003. 79-82.
“Preface” to Historical Studies of Writing Program Administration: Individuals, Communities and the Formation of a Discipline. Eds Barbara L’Eplattenier and Lisa Mastangelo. West Lafayette, IN: Parlor Press, 2004. xiii-xiv.
“Are You Now or Have You Ever Been an Academic?” (with Shane Borrowman). Trauma and the Teaching of Writing. Ed. Shane Borrowman. Albany: SUNY Press, 2005. 181-99.
“The Origins of the Outcomes Statement.” In The Outcomes Book: Debate and Consensus After the WPA Outcomes Statement. Eds. Susanmarie Harrington et al. Logan, UT: Utah State UP, 2005. 3-7.