Featured Link

• Curriculum Vitae
  

My interest in the teaching of writing and administering writing programs (all of my interests can be labeled thus) is based upon the assumption that these practices are steeped in theoretical and epistemological influences that have real, material consequences for students, teachers, administrators, programs and institutions. Understanding educational practice as theoretical not only elevates the teaching of writing and administering writing programs beyond the practical, it provides the only real opportunity to effect substantive educational reform.
 
Areas  of Interest

Writing and Writing Program Assessment, Responding to Student Writing, Teacher Preparation, Writing Program Administration, Reflective Practice, Writing Across the Curriculum, Composition Theory and Practice.

Selected Recent Publications

Books

• Multiple Literacies for the Twenty-First Century. Edited with Beth Stroble and Charles Bazerman. Cresskill, NJ, Hampton Press, 2004.
• Teaching Writing with Computers: An Introduction. Edited with Pamela Takayoshi, Houghton Mifflin, 2002. (recipient of 2003 Computers and Composition Distinguished Book Award)
• (Re) Articulating Writing Assessment for Teaching and Learning, Logan, UT: Utah State Press, 2002.

Book Chapters

• “Responding to Directed Self-Placement” Directed Self-Placement: Principles and Practices edited by Daniel Royer and Roger Giles. Hampton Press, 2003. 243-256. (with Michael Neal)
• “Getting Textual: Teaching Students to Proofread and Edit.” Practices in Context edited by Cindy Moore and Peggy O’Neill, National Council of Teachers of English Press, 2002. 213-222.
• “Breaking the Hierarchies: Using Reflective Practice to Re-Construct the Role of the Writing Program Administrator.” The Writing Program Administrator as Theorist, Boynton Cook, 2002, 19-28. (with Michael Neal, Susan Popham and Ellen Schendel)
• “Negotiating Resistance and Change: One Composition Program’s Struggle Not to ‘Convert’ ” Preparing College Teachers of Writing: Histories, Theories, Programs and Practices Oxford Press, 2002. 121-132. (with Katrina Powell, Peggy O’Neill and Cassie Mach)
  

Articles

• “Defining Assessment as Research: Moving From Obligations to Opportunities” WPA: Writing Program Administration 26 (2002), 10-26. (with Peggy O’Neill and Ellen Schendel)
• “Toward a New Discourse of Assessment for the College Writing Classroom.” College English 65 (2002):163-180.
• “Reflecting on Assessment: Validity Inquiry as Ethical Inquiry.” Journal of Teaching Writing Spring, 2001, 17, 37-55. (with Ellen Schendel)
• “Graduate Students Negotiating Multiple Literacies as Writing Program Administrators” Dialogue: A Journal for Writing Specialists, 2000, 6, 82-110. (with Katrina Powell, Cassie Mach and Peggy O’Neill)