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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

            UP, 2003. 


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.


    Book Chapters:


"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.