Book Chapters

“Assessment as Labor and the Labor of Assessment.”  In Labor, Writing Technologies, and the Shaping of Composition in the Academy. Cresskill, NJ: Hampton Press, in press. (with Peggy O’Neill, Ellen Schendel and Michael M. Williamson).
 
“Introduction.”  In Multiple Literacies for the 21st Century. Hampton Press, 2004. 1-12. (with Beth Stroble)

“Responding to Directed Self-Placement.” In Directed Self-Placement: Principles and Practices.  Daniel Royer and Roger Giles (Eds.). Hampton Press, 2003. 243-256. (with Michael Neal)

“Getting Textual: Teaching Students to Proofread and Edit.” In Practices in Context. Cindy Moore and Peggy O’Neill (Eds.). National Council of Teachers of English Press, 2002. 213-222.

“Introduction.” In Teaching Writing With Computers: An Introduction. Houghton Mifflin, 2002, 1-13. (with Pamela Takayoshi)

“Breaking the Hierarchies: Using Reflective Practice to Re-Construct the Role of the Writing Program Administrator.”  In 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’.” In Preparing College Teachers of Writing: Histories, Theories, Programs and Practices. Oxford Press, 2002. 121-132. (with Katrina Powell, Peggy O’Neill and Cassie Mach)

“A Working Methodology of Assessment for WPAs.” In Allyn & Bacon Sourcebook for Writing Program Directors. Needham Heights, MA: Allyn & Bacon, 2001. 207-227. (with Ellen Schendel)

“Literacy, Equality and Competence: Ethics in Writing Assessment.” In The Ethics of Writing Instruction: Issues in Theory and Practice. Stamford, CT: Ablex, 2000, 191-209 (with Michael M. Williamson)

“Tale 79.” In Comp Tales. New York: Longman, 2000, 98-99.

“Assessing the Technical Writing Journal.” In The Journal Book for Teachers in Technical and Professional Writing Programs.  Portsmouth, NH: Boynton/Cook, 1999, 158-167 (with Kathleen Blake Yancey)

“Assessment, Journals and Basic Writers.” In Journal Book for Teachers of At-Risk College Writers.  Portsmouth, NH: Boynton/Cook, 1999, 175-185 (with Kathleen Blake Yancey)

“What Difference the Differences Make: Theoretical and Epistemological Differences in Writing Assessment Practice.” In Under Construction: Working at the Intersections of Composition Theory, Research and Practice. Logan, UT: Utah State University Press, 1998, 93-107. (with Michael M. Williamson)

“Measurement and Educational Assessment Theory.” In Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Westport CT: Greenwood, 1998, 185-193.

“Why Grades Matter: A Foucoultian Analysis of the Practice of Grading.” In The Theory and Practice of Grading Writing: Problems and Possibilities. Albany: SUNY Press, 1998, 39-52. (with Kathleen Blake Yancey)

“The Conversation Continues: A Dialogue on Grade Inflation.” In The Theory and Practice of Grading Writing: Problems and Possibilities. Albany: SUNY Press, 1998,185-192. (with Kathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven Vanderstay and Nick Carbone)

“Beyond Accountability: Using Portfolios and Involving Faculty Across the Disciplines in WAC Assessment.”  In Assessing Writing Across the Curriculum: Diverse Methods of Evaluating Writing Across the Curriculum Programs. Greenwich, CT, 1997, 69-78.

“Assumptions about Assessing WAC Programs: Some Axioms, Some Observations, Some Context.” In Assessing Writing Across the Curriculum: Diverse Methods of Evaluating Writing Across the Curriculum Programs. Greenwich, CT, 1997, 7-14. (with Kathleen Blake Yancey)

“Rethinking Portfolios for Evaluating Writing: Issues of Assessment and Power.”  In Situating Portfolios: Four Perspectives. Edited by Kathleen Yancey and Irwin Weiser Urbana: Utah State Press, 1997, 43-56 (with Michael M. Williamson)

“Response to Who Will Assess Composition in the 21st Century and How Will They Assess It.” In Composition in the 21st Century: Crisis and Change. Edited by Lynn Bloom, Donald Daiker and Edward White. Carbondale: SIU Press, 1996, 112-115.

“Beyond the Classroom: Using Portfolios to Assess Writing.” In New Directions in Portfolios.  Don Daiker, Jeffrey Sommers, Laurel Black & Gail Stygall (Eds.). Portsmouth, NH: Boynton/Cook, 1994, 325-333.

“The Effects of Holistic Scoring on the Process of Reading and Rating Student Writing.” In Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations.  Williamson & Huot (Eds.). Cresskill NJ: Hampton, 1993.