CompPile Cited

Sources that Cite the CompPile Database:

Anson, C. (2012). Black holes: Writing across the curriculum, assessment, and the gravitational invisibility of race. In A. Inoue and M. Poe (Eds.), Race and writing assessment (pp. 15-29). Peter Lang.

Buck E. H. (2018). Open-access, multimodality, and writing center studies. Palgrave Macmillan.

Carr, A. (2013). In support of failure. Composition Forum, 27,

Gallagher, C. W. (2014). Staging encounters: Assessing the performance of context in students’ multimodal writing. Computers and Composition, 31, 1-12.

Getto, G. & Beecher, F. (2016). Toward a model of UX education: Training UX designers within the academy. IEEE Transactions on Professional Communication, (59)2, 153-164. 10.1109/TPC.2016.2561139

Getto, G. & Labriola, J. T. (2016). iFixit myself: User-generated content strategy in “The Free Repair Guide for Everything.” IEEE Transactions on Professional Communication, (59)1, 37-55.

Harrington, S. (2005). Learning to ride the waves: Making decisions about placement testing. WPA: Writing Program Administration, (28)3, 9-29.

Haswell, R. H. (2005). NCTE/CCCC’s recent war on scholarship. Written Communication, (22)2, 198-223.

Howard, R. M. & Watson, M. (2010). The scholarship of plagiarism: Where we’ve been, where we are, what’s needed next. WPA: Writing Program Administration, (33)3, 116-124.

Lauer, C. (2009). Contending with terms: “Multimodal” and “multimedia” in the academic and public spheres. Computers and Composition, (26)4, 225-239.

Lerner, N. (2014). The unpromising present of writing center studies: Author and citation patterns in "The Writing Center Journal", 1980 to 2009. The Writing Center Journal, (34)1, 67-102.

Lerner, N. & Oddis, K. (2017). The social lives of citations: How and why “Writing Center Journal” authors cite sources. The Writing Center Journal, (36)2, 235-262.

Lunsford, K. J. (2009, January 19). Writing technologies and WAC: Current lessons and future trends (Editor's introduction). [Special issue on Writing Technologies and Writing Across the Curriculum] Across the Disciplines, 6.

Micciche, L. (2001). The role of edited collections in composition studies. Composition Forum, (12)2, 101-24.

Nielsen, D. (2013). Universal design in first-year composition—why do we need it, how can we do it? CEA Forum, (42)2, 3-29.

Norgaard, R. (2003). Writing information literacy: Contributions to a concept. Reference & User Services Quarterly, (43) 2, 124-130.

Palmquist, M., Mullin, J., & Blalock, G. (2012). The role of activity analysis in writing research: Case studies of emerging scholarly communities. In L. Nickoson & M. P Sheridan (Eds.), Research in practice: Methods and methodologies (pp. 213-244). Southern Illinois University Press.

Panthee, R. K. & Williamson, O. M. (2014). Stasis and theory of mind for first year composition: a transdisciplinary exploration. Journal of Global Literacies, Technologies, and Emerging Pedagogies, (2)2, 100-124.

Rendleman E. & Livingston J. (2017). The dynamics of collaboration and hierarchy: Developing, assessing, and revising a first-year composition/writing center partnership. In A. Myatt & L. Gaillet (Eds.), Writing program and writing center collaborations (pp. 67-94). Palgrave Macmillan.

Russell, D. R. (2007). Rethinking the articulation between business and technical communication and writing in the discipline: Useful avenues for teaching and research. Journal of Business and Technical Communication, (21)3, 248-277. 10.1177/1050651907300452

Warnick, S. (2010). Locating the archives: Finding aids and archival scholarship in rhetoric and composition. In A. E. Ramsey, W. B. Sharer, B. L’Eplattenier, & L.S. Mastrangelo (Eds.), Working in the archives: Practical research methods for rhetoric and composition (pp. 91-101). Southern Illinois University Press.

Weiser, E. (2005). Where is style going? Where has it been? In T. R. Johnson & T. Pace (Eds.),  Refiguring prose style book: Possibilities for writing pedagogy (pp. 23-41). University Press of Colorado.


Sources that cite research bibliographies 

Colby, R. (2013). Review essay: In the Internet age, who needs textbooks? WPA: Writing Program Administration, (37)1, 223-230.

Cox, M. (2011). WAC: Closing doors or opening doors for second language writers? Across the Disciplines, (8)4,

Elder, C. L. & Davila, B. (2017). Stretch and studio composition practicum: Creating a culture of support and success for developing writers at a Hispanic-serving institution. Composition Studies, (45)2, 167-186.

Laudel, A. (2015). Students as researchers: Using Google’s DocuViz to learn about how you write. Hunter College,

Lee, M. (2009). Rhetorical roulette: Does writing-faculty overload disable effective response to student writing? Teaching English in the Two Year College, (37)2, 165-177.

Miller-Cochran, S. & Rodrigo, R. (2016). QEP evaluation as opportunity: Teaching and learning through the accreditation process. In W. Sharer, T. A. Morse, M. F. Eble, & W. P. Banks (Eds.), Reclaiming accountability: Improving writing program through accreditation and large-scale assessments (pp. 36-51). Utah State University Press.

Moe, P. W. (2013). How to write a sentence and how to read one/several short sentences about writing. Teaching English in the Two Year College, (41)2, 198-202

Moos, A. & Van Zanen, K. (2019). Directed self-placement as a tool to foreground student agency. Assessing Writing, 41, 68-71.

Palermo, G. J. (2017). Transforming text: Four valences of a digital humanities informed writing analytics. Journal of Writing Analytics, 1, 311-343.

Warnock, S. (2015). Interrogating online writing instruction. In M. Deane & T. Guasch (Eds.), Learning and teaching writing online: Strategies for success (pp. 176-185). Brill.

Wilson, J. (2018). “Not alone in the process”: Designing equitable support for first-year writers in the writing center. Praxis: A Writing Center Journal, (15)2, 15-23.