Curriculum Vitae Kathleen Blake Yancey February 17, 2016 General Information



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Curriculum Vitae
Kathleen Blake Yancey
February 17, 2016

General Information
University address: English
College of Arts and Sciences
Williams Building 0405
Florida State University
Tallahassee, Florida 32306-1580

E-mail address: kyancey@fsu.edu



Professional Preparation
1983 Ph.D., Purdue University. Major: English.
Yancey, K. B. (1983). Scripts, Schemas, and Scribes: Needed Dimensions of the Composing Process. Unpublished doctoral dissertation, Purdue University.
1977 M.A., Virginia Polytechnic Institute and State University. Major: English.
1972 B.A., Virginia Polytechnic Institute and State University. Major: English.

Nondegree Education and Training
1991 John Dixon Writing Assessment and Writing Achievement Seminar: Indiana Department of Education.
1981 Rhetoric Seminar on Current Theories of Teaching Composition: Purdue University.

Professional Experience
2011–present Information Assistant & Writer, Medical Humanities and Social Sciences, Florida State University.
2005–present Professor, English, Florida State University.
2005–present Director, Graduate Program in Rhetoric and Composition, Florida State University. Lead and develop MA and PhD program, including creating a Speakers Series; a webpage and newsletter; set of core courses, special topics courses, and one-credit offerings; a pre-lim reading list; and opportunities for socialization into scholarly and professional communities (e.g., guest editing a special issue of a journal [ATD: Across the Disciplines]: presenting at conferences). As of 2010, several MAs have completed their degrees and are now enrolled in PhD programs in rhetoric and comp and in law school and are employed. Our first PhD students will graduate in 2011.
2005–present Kellogg W. Hunt Professor of English, Florida State University.
2003–present Co-founder and Co-Director, Inter/National Coalition for Electronic Portfolio Research. Create and support a cohort-based consortium of international researchers focused on electronic portfolios and their efficacy in promoting learning. To date: we have supported teams from over 55 institutions on three continents. The research has been disseminated widely: on our website [ncepr.org]; in an edited collection Electronic Portfolios 2.0; in numerous articles and book chapters; in summary documents like AAC&U's Peer Review and the American Council on Education's Change.
2009–2010 Interim Chair, Department of English, Florida State University. Lead unit with 50+ tenure line faculty; 1 continuing faculty; 4 instructors; 175 TAs and about 30 graduate students without support; and approximately 1800 majors with a budget of approximately 2.25 M (in addition to faculty salaries). Focus this year included implementing our new major in Writing, Editing, and Media; in its first term, fall 2009, it has an initial enrollment of 100; by the following September an enrollment of 482.
2006 Interim Chair, Department of English, Florida State University. Lead unit with 50+ tenure line faculty; 2 continuing faculty; 7 instructors; 130 TAs and about 30 graduate students without support; and approximately 1500 majors with a budget of approximately 2.25 M (in addition to faculty salaries).
2005–2006 Professor (OPS), English, Florida State University.
2001–2005 Creator and Director, Class of 1941 Studio for Student Communication, Clemson University.
2000–2005 Director, Roy and Marnie Pearce Center for Professional Communication, Clemson University. Help Research Team members develop appropriate research agendas and disseminate results in scholarly publications; raise gifts from alumni and other interested parties for curricular enhancement; design and develop faculty enhancement activities (workshops and follow-up activities, e. g.) for faculty offering writing-intensive courses; work with Corporate Advisory Board members to develop and refine workplace literacy corporate-university connections; foster K-12 and university relationships.
1999–2005 R. Roy Pearce Professor of Professional Communication, Clemson University.
1998–1999 Site Director, UNC Charlotte National Writing Project. Work with Executive Teacher Council to develop year-round programming (including a fall conference of 300+ participants; a full repetoire of summer programs; and research-oriented stuff development); to provide institutional support and leadership; and to chart the future direction of the project.
1996–1999 Associate Professor, University of North Carolina at Charlotte.
1990–1996 Assistant Professor, University of North Carolina at Charlotte.
1992–1995 Co-Director, UNC Charlotte National Writing Project Site. Coordinate programs, help initiate and coordinate university-school partnerships, link Writing Project teachers and prospective teachers, and write and edit the project newsletter.
1987–1990 Director, Office of Writing Review, Purdue University.
1984–1987 Director, English 109, Purdue University.
1984–1985 Course Lecturer, English 109, Purdue University.
1980–1981 Course Lecturer, English 109, Purdue University.
1978–1981 Assistant to the Director, Writing Lab, Purdue University.
1977–1981 Teaching Assistant, Purdue University.
1979 Acting Co-Director, Purdue University.
1978 Summer Director, Writing Lab, Purdue University.
1976–1977 Teaching Assistant, Virginia Polytechnic Institute and State University.
1974–1976 Middle School Language Arts Teacher and Team Leader, Washington County, Maryland.
1972–1973 Teaching Assistant, Virginia Polytechnic Institute and State University.

Honors, Awards, and Prizes
CCCC Research Impact Award, CCCC (2015).

Graduate Mentor Award, Florida State University (2014).

Donald Murray Prize, Creative Non-Fiction SIG of CCCC (2013).

Distinguished Women Scholars, Purdue University (2012).

Distinguished Research Professor Award, Florida State University (2011). ($10,000).

University Teaching Award for Graduate Teaching, Florida State University (2010). ($2,000).

WPA Best Book Award, Council of Writing Program Administrators (2008).

2006-2011 National Advisory Board, Roger and Joyce Howe Center for Writing Excellence, Miami University (2006).

1989-91 Who's Who in American Education (1989).

Outstanding Young Woman in America (1984).

1981-83 David Ross Research (Dissertation) Fellowship (1981).

David Ross Summer Grant (1980).

Phi Kappa Phi (1980).

TA Excellence in Teaching Award (1980).



Fellowship(s)
David Ross Dissertation Fellowship (1981–1983).

Current Membership in Professional Organizations
College Communication and Composition

International Writing Center Association

National Council of Teachers of English

South Atlantic Modern Language Association

Writing Program Administration

Teaching
Information from 2006 to present only. (I have included other information but haven't reviewed it for accuracy yet.).
Courses Taught
Digital Revolution and Convergence Culture (ENG5933)

ePortfolio Theory and Practice (ENG5998)

Digital Delivery (ENG5998)

Rhetorical Theory and Practice (ENG5028)

Everyday Writing (Engllish)

Digital Revolution and Convergence Culture (ENG6939)

Rhetorical Theory and Practice (ENG5028)

Theories of Composition (ENC5700)

Visual Rhetoric (ENG5933)

Digital Revolution and Convergence Culture (ENG5933 -)

Research Methods in Rhetoric and Composition (ENC5720)

Digital Revolution (ENG5933 -)

Electronic Portfolios (3931)

Theories of Composition (ENG 5700)

Forms of Literature (202)

Reflection, Print Portfolios, and Digital Portfolios (840)

Writing Center Theory and Practice: A Brief Introduction (840)

Studio Composition and Communication (459/650)

Research Methods in Professional Communication (850)

Introduction to Professional Writing (851)

Accelerated Freshman Composition (1103)

Approaches to Teaching English (4170/4254)

Expository Writing (4204)

The Role of Technology in Peace and War (Honors3100)

Contemporary Rhetorical Theory (6166)

Introduction to Methodology in Rhetoric and Composition Studies (6062)

Invitational Institute of the National Writing Project (6062/4205)

Practicum in Composition (4400)

Voice, Genre, and Technology (4205)

Teaching Reading and Writing Using the Computer (6070)

Writing Assessment (6062)

Writing Project Advanced Institute (6062)

The College Teaching of English (6195)

Approaches to Literature (2100)

English Mentorship

Methods of Teaching English

Student Teaching Supervision

English Fundamentals

Writing Assessment Seminars

Office of Writing Review

Writing Lab

English Composition for Non-Native Speakers of English

English/Language Arts

Doctoral Committee Chair
Zawilski, B. J., graduate. (2015).

Menninger, C. N., graduate. (2015). Community and the Online.

Lee, R. A., graduate. (2014). Digital Environments and the Editing, Writing, and Media Major.

McElroy, S. J., graduate. (2014). Digital Studios: Architecture and Environment.

O Malley, J. L., graduate. (2014).

Davis, M. G., graduate. (2012). Literacies and the Major in Rhetoric and Composition.

Robertson, L. E., graduate. (2011). Transfer of Learning from First-year Composition to Other Contexts of Composing: The Role of Content.

Taczak, K. E., graduate. (2011). Reflection as the Sixth Knowledge Domain in the Transfer of Composition.

Craig, J. W. B., doctoral candidate.

Enoch, J. L., doctoral candidate.

Workman, E. L., doctoral candidate.

Jones, A. N., doctoral candidate.

Cirio, J. A., doctoral student.

Naftzinger, J., doctoral student.

Maynard, T., doctoral student.

Boykins, B. S., doctoral student.



Doctoral Committee Member
Martorana, C. D., graduate. (2015).

Szymanski, N. A., graduate. (2014).

Bridgman, K. T., graduate. (2014).

Crotty, M. G., graduate. (2014).

Graziano, L., graduate. (2014).

Mehler, J. J., graduate. (2014).

Powers, E. C., graduate. (2014).

Puiatti, V., graduate. (2014).

Gage, S. B., graduate. (2011).

Dowd, E. J., graduate. (2010).

Price, D. D., graduate. (2010).

Wright, K. D., graduate. (2010).

Anderson, B. F., graduate. (2009).

Bearden, L. M., doctoral candidate.

Bedsole, D. B., doctoral candidate.

Bowles, B. L., doctoral candidate.

Burgess, A. D., doctoral candidate.

Canter, M. A., doctoral candidate.

Cox, J. T., doctoral candidate.

Custer, J. E., doctoral candidate.

Keaton, M. K., doctoral candidate.

Lang, H. A., doctoral candidate.

Parris, K. L., doctoral candidate.

Doctoral Committee University Representative
Rentz, P. R., graduate. (2013).

Spillane, S. R., graduate. (2013).

Radcliffe, B. J., graduate. (2010).

Most, L. R., graduate. (2009).

Rybakova, E., doctoral student.

Master's Committee Chair
Cirio, J. A., graduate. (2014).

Eskew, J. P., graduate. (2014).

Maynard, T. J., graduate. (2014).

Naftzinger, J. G., graduate. (2014).

O Malley, J. L., graduate. (2010).

Boykins, B. S., graduate. (2009).

Lee, R. A., graduate. (2009).

Szymanski, N. A., graduate. (2009).

Colletti, L., graduate. (2007). An Inquiry into ESL Curricula and Pedagogy at Northern Florida Community Colleges.

Master's Committee Member
Humphries, A. B., graduate. (2015).

Witherspoon, J. R., graduate. (2013).

Bearden, L. M., graduate. (2012).

Montgomery, S. C., graduate. (2011).

Sutton, C. J., graduate. (2011).

Bridgman, K. T., graduate. (2010).

Gruwell, L. C., graduate. (2010).

Gordon, J. L., graduate. (2009).

Baker, E. K., graduate. (2009).

Zulkarnain, I., graduate. (2008).



Brooks, A., student.

Research and Original Creative Work
Information from 2006 to present only. (I have included other information but haven't reviewed it for accuracy yet.).
Publications
Invited Journal Articles
Yancey, K. B. (1996). Reflecting on Reflection: Notes on Developing a Reflective Frame of Mind. Iowa English Bulletin, Winter/Spring, 8-19.

Refereed Journal Articles
Yancey, K. (2015). "Grading ePortfolios: Tracing Two Approaches, Their Advantages, and Their Disadvantages.". Theory into Practice, 54, 301-308.
Yancey, K., Fleckenstein, K., Davis, M., & Bridgman, K. (2015). "Program Sustainability: Curricular Resilience in Florida State University's Editing, Writing, and Media Concentration". SAMLA, 78, 10-34.
Yancey, K. B., & Davis, M. (2014). "Notes toward the Role of Materiality in Composing, Reviewing, and Assessing Multimodal Texts". Computers and Composition, 31, 13-28.
Yancey, K., & Hesse, D. (2014). "Permission to Write" (sub essay: "Whole Cloth"). Writing on the Edge, 25, 13-25.
Yancey, K. B., Robertson, L., & Taczak, K. (2012). "A Theory of Prior Knowledge and Its Role in College Composers' Transfer of Knowledge and Practice,". Composition Forum, 24, np. Retrieved from http://compositionforum.com/issue/26/prior-knowledge-transfer.php
Yancey, K. B., Hesse, D., & Sommers, N. (2012). Evocative Objects: Reflections on Teaching, Learning, and Living in Between. College English, 74, 325-50.
Yancey, K. B. (2011). Portfolios, Learning, and Agency: Promises, Perceptions, Possibilities. JAC: Journal of Advanced Composition, 147-153.
Yancey, K. B., Kistler, R., Taczak, K., & Szymanski, N. (2009). Introduction. Special issue on Writing Across the Curriculum and Assessment. Across the Discipline, 6, 1-9. Retrieved from http://wac.colostate.edu/atd/assessment/kistleretal.cfm
Yancey, K. B. (2009). The Impulse to Compose and the Age of Composition. Research in the Teaching of English, 43, 316-338.
Yancey, K. B. (2009). Re-designing Graduate Education in Composition and Rhetoric: The Use of Remix as Concept, Material, and Method. Computers and Composition, 26(1), 4-12.
Yancey, K. B. (2004). Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work. CCC, 738-762.
Yancey, K. B. (2004). Looking for Sources of Coherence in a Fragmented World: Notes toward a New Assessment Design. Computers and Composition, 21(1), 89-102.
Yancey, K. B. (2004). Made Not Only in Words: Composition in a New Key. CCC, 56(2), 297-328.
Yancey, K. B., & Gresham, M. (2004). New Studio Composition: New Sites for Writing, New Forms of Composition, New Cultures of Learning. WPA: Writing Program Administration, Fall/Winter, 9-28.
Yancey, K. B., Brooks, K., & Zachary, M. (2002). Professional Communication, Models of Doctoral Education in English, and the New University. Profession 2002, 89-103.
Yancey, K. B., & Wickliff, G. (2001). The Perils of Creating a Class Web-site: It Was the Best of Times, It Was the . . . Computers and Composition, 18, 177-186.
Yancey, K. B. (1999). Looking Back as We Look Forward: Historicizing Writing Assessment. College Composition and Communication, 50, 483-504.
Yancey, K. B., & members of the Outcomes Group. (1999). The WPA Outcomes Statement for First-Year Composition. WPA: Writing Program Administration, Fall, 59-67.
Yancey, K. B., Spooner, M., & Vielstimmig, M. (1999). From Hawaii to Kairos: Alt.Writing and the Ongoing Composition. Works and Days, 17 and 18, 187-205.
Yancey, K. B., & Spooner, M. (1998). A Single Good Mind: Collaboration, Cooperation, and the Writing Self. College Composition and Communication, 49, 45-63.
Yancey, K. B., Spooner, M., & Vielstimmig, M. (1998). Beyond Cosmic Convergence: Rhetoric, Poetic, and Electronic. Kairos, Fall, no pages.
Yancey, K. B., Allen, M., Frick, J., & Sommers, J. (1997). Outside Review of Writing Portfolios: An On-Line Evaluation. WPA: Writing Program Administration, Spring, 64-88.
Yancey, K. B., & Spooner, M. (1996). Postings on a Genre of Email. College Composition and Communication, 47(2), 252-278.
Yancey, K. B. (1996). Portfolio as Genre, Rhetoric as Reflection: Situating Selves, Literacies, and Knowledge. WPA: Writing Program Administration, Spring, 55-70.
Yancey, K. B., Belanoff, P., Roth, A., & the CCCC Committee on Writing Assessment. (1995). Writing Assessment: A Position Statement. College Composition and Communication, 46(3), 430-437.
Yancey, K. B., Belanoff, P., Roth, A., & the CCCC Committee on Writing Assessment. (1995). Writing Assessment: A Position Statement from the Conference on College Composition and Communication. Teaching English in the Two Year College, 227-234.
Yancey, K. B., & Elbow, P. (1994). On the Nature of Holistic Scoring and Reading: An Inquiry Composed on Email. Assessing Writing, 1(1), 91-109.
Yancey, K. B., Bell, K., & the CCCC Committee on Writing Assessment. (1992). A Selected Bibliography on Postsecondary Writing Assessment, 1979-91. College Composition and Communication, 43(2), 244-255.
Yancey, K. B. (1992). Still Hopeful After All These Years: Teachers as Agents of Change. Language Arts Journal of Michigan, 8(1), 84-90.
Yancey, K. B. (1990). "Comment and Response" to "Recognizing the Learning Disabled College Writer". College English, 52(3), 340-342.
Yancey, K. B., & Harris, M. (1980). Beyond Freshman Comp: Expanded Uses of the Writing Lab. Writing Center Journal, Fall/Winter, 43-49.

Refereed Books
Yancey, K. B., Robertson, L., & Taczak, K. (2014). Writing across Contexts: Transfer, Composition, and Sites of Writing. Utah State UP.
Yancey, K. B. (2004). Teaching Literature as Reflective Practice. Urbana, IL: NCTE.
Yancey, K. B. (1998). Reflection in the Writing Classroom. Logan, Ut: Utah State University Press.

Edited Books
Yancey, K. B. (Ed.). (contract). The Rhetoric of Reflection. Manuscript under contract for publication, Utah State UP.
Yancey, K. B., Cambridge, D., & Cambridge, B. (Eds.). (2009). Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus.
Yancey, K. B. (Ed.). (2006). Delivering College Composition: The Fifth Canon. Portsmouth, NH: Heinemann/ BoyntonCook.
Yancey, K. B., Robbins, S., Yow, D. D., & Seamon, G. (Eds.). (2006). Teachers Writing Groups: Collaborative Inquiry and Reflection for Professional Growth. Altanta: Kennesaw UP.
Yancey, K. B., Cambridge, B., et al. (Eds.). (2001). Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning. Washington, D. C.: American Association of Higher Education.
Yancey, K. B., & Smith, J. (Eds.). (2000). Self-Assessment and Development in Writing: A Collaborative Inquiry. Cresskill, NJ: Hampton Press.
Yancey, K. B., & Huot, B. (Eds.). (1997). Assessing Writing across the Curriculum: Diverse Methods and Practices. Greenwich, CT: Ablex.
Yancey, K. B., & Weiser, I. (Eds.). (1997). Situating Portfolios: Four Perspectives. Logan, UT: Utah State University Press.
Yancey, K. B. (Ed.). (1994). Voices on Voice: Perspectives, Definitions, Inquiry. Urbana, IL: National Council of Teachers of English (NCTE).
Yancey, K. B. (Ed.). (1992). Portfolios in the Writing Classroom: An Introduction. Urbana, IL: National Council of Teachers of English (NCTE).

Refereed Book Chapters
Yancey, K. (2015). "Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core.". In Linda Adler-Kassner, & Elizabeth Wardle (Eds.), Naming What We Know: Writing at the Threshold (pp. xvii-xxxi). Utah State UP.
Yancey, K. (2015). "Notes toward a Theory of Writing for the Public.". In Christiane Donahue (Ed.), The Power of Writing: Dartmouth '66 in the Twenty-First Century (pp. 20-31). New England UP.
Yancey, K. (2015). "Reflection.". In Paul Heilker, & Paul Vandenberg (Eds.), Keywords in Writing Studies (pp. 150-55). Utah State UP.
Yancey, K. B., Davis, M., & Fleckenstein, K. (2015). A Matter of Design: Context and Available Resources in the Development of a New English Major at Florida State University. In Gibberson et al. (Ed.), Program Profiles. Utah State UP.
Yancey, K., & Taczak, K. (2015). "The Intersection and Interaction of the Delivered, Lived, and "Experienced Curricula in Incorporating Threshold Concepts in Rhetoric and Composition Doctoral Education". In Linda Adler-Kassner, & Elizabeth Wardle (Eds.), Naming What We Know: Writing at the Threshold (pp. 140-57). Utah State UP.
Yancey, K. (2014). "Attempting the Impossible: Designing a First-Year Composition Course.". In Deborah Coxwell-Teague, & Ron Lunsford (Eds.), First-year Composition: From Theory to Practice. South Carolina: Parlor P.
Yancey, K. (2014). "The Social Life of Reflection: Notes toward an ePortfolio-based Model of Reflection.". In Mary Ryan (Ed.), Teaching Reflective Learning in Higher Education. Springer.
Yancey, K. B. (2013). "A Close Reading of a 1906 San Francisco Scrapbook: Three Concurrent Accounts; Material Form; and Remix Textuality.". In Graham Farnell (Ed.), The Photograph and the Collection (pp. 312-40). UK Museum ETC.
Yancey, K. B. (2013). "The (Designed) Influence of Culture on Eportfolio Practice.". In Reid, et al. (Ed.), Internationalized Perspectives on Teaching in a Globalized World (pp. 266-78). Routledge.
Yancey, K. B., Lee, R., Graziano, L., & O'Malley, J. (2013). "Reflection, ePortfolios, and WEPO:A Reflective Account of New Practices in a New Curriculum.". In Silver et al. (Ed.), Reflection and Metacognition in College Teaching (pp. 175-203). Stylus.
Yancey, K. B., McElroy, S., & Powers, E. (2013). "Composing, Networks, and Electronic Portfolios: Notes toward a Theory of Assessing ePortfolios". In DeVoss and McKee (Ed.), Digital Writing Assessment and Evaluation (pp. np). Utah State UP.
Yancey, K. B. (2012). College Admissions and the Insight Resume: Writing, Reflection, and Students' Lived Curriculum as a Site of Equitable Assessment. In A. Inoue, & M. Poe (Eds.), Race and Writing Assessment. Peter Lang.
Yancey, K. B. (2012). The Rhetorical Situation of Writing Assessment: Exigence, Location, and the Making of Knowledge. In Writing Assessment in the 21st Century: Essays in Honor of Edward M. White (pp. 475-95). Hampton Press.
Yancey, K. B., Anderson, P., Anson, C. M., & Townsend, M. (2012). Beyond Composition: Creating an Outcomes Statement for Writing Across the Curriculum. In The WPA Outcomes Statement: A Decade Later. West Lafayette, IN: Parlor Press.
Yancey, K. B. (2011). Handwriting, Literacy, and Technology. In S. Borrowman (Ed.), On the Blunt Edge: An Introduction to Technology in Composition Studies Pedagogy and History. Parlor Press.
Yancey, K. B. (2011). Writing Assessment in the 21st Century: A Primer. In Defining Composition Studies: Research, Scholarship, and Inquiry for the Twenty-First Century. Forthcoming Utah State UP.
Yancey, K. B. (2010). Afterward. In L. B. Grobman, & J. Kinkead (Eds.), Undergraduate Research in English Studies (pp. 245-255). Urbana, IL: NCTE.
Yancey, K. B. (2010). Defining Moments: The Role of Institutional Departure in the Work of a (Feminist) WPA. In K. Ratcliffe, & R. Rickly (Eds.), Performing Feminism and Administration in Rhetoric and Composition Studies (pp. 143-159). Cresskill, NJ: Hampton Press.
Yancey, K. B. (2010). Electronic Portfolios and Writing Assessment: A Work in Progress. In M. C. Paretti, & K. Powell (Eds.), Assessment in Writing, Volume 4. Tallahassee, FL: Association of Institutional Research.
Yancey, K. B. (2010). In the Service of Student Learning: Literacy, Assessment, and the Contributions of NCTE. In E. Lindemann (Ed.),  Reading the Past, Writing the Future: A Century of American Literacy Education and the National Council of Teachers of English. Urbana, IL: NCTE.
Yancey, K. B. (2009). In Search of Comity. In S. Brown, T. Miller, & S. Borrowman (Eds.), Renewing Rhetoric's Relations to Composition: Essays in Honor of Theresa Jarnagin Enos. Taylor and Francis.
Yancey, K. B. (2009). Portfolios, Circulation, Ecology, and the Development of Literacy. In H. McKee, D. Selfe, & D. Devoss (Eds.), Technological Ecologies and Sustainability. Computers and Composition Digital Press. Retrieved from http://ccdigitalpress.org/tes/05_yancey.pdf
Yancey, K. B. (2009). Reflection and Electronic Portfolios: Inventing the Self and Reinventing the University. In D. Cambridge, B. Cambridge, & K. B. Yancey (Eds.), Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus.
Yancey, K. B., Cambridge, D., & Cambridge, B. (2009). Moving into the Future. In D. Cambridge, B. Cambridge, & K. B. Yancey (Eds.), Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus.
Yancey, K. B., & Fishman, T. (2009). Learning Unplugged. In A. K. Hea (Ed.), Going Wireless. Cresskill, NJ: Hampton Press.
Yancey, K. B. (2008). A Place of Our Own: Spaces and Materials for Composing in the New Century. In J. Tassoni, & D. Powell (Eds.), Composing Other Spaces. Cresskill, NJ: Hampton.
Yancey, K. B. (2008). Beyond Plagiarism. In R. Moore Howard, & A. Robillard (Eds.), Pluralizing Plagiarism: Identities, Contexts, Pedagogies (pp. 158-171). Portsmouth, NH: Heinemann/BoyntonCook.
Yancey, K. B. (2008). The Literacy Demands of Entering the University. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook on Adolescent Literacy. New York: Guilford.
Yancey, K. B., Roen, D., & Schwalm, D. (2008). A Prologue and Three Responses. In T. Enos, & S. Borrowman (Eds.), The Promise and Perils of Writing Program Administration (pp. 212-225). West Lafayette: Parlor Press.
Yancey, K. B., & Murphy, S. (2007). Construct and Consequence: Validity in Writing Assessment. In C. Bazerman (Ed.), A Handbook of Research on Writing: History, Society, School, Individual, Text. New York: Routledge.
Robbins, S., Seaman, G., Yow, D., & Yancey, K. B. (2006). Setting Teachers' Groups in Context. In Robbins, et al. (Eds.), Teachers' Writing Groups: Collaborative Inquiry and Reflection for Professional Growth (pp. 181-198). Atlanta: Kennesaw UP.
Yancey, K. B. (2006). Coming to Terms: Vocabulary as a Means of Defining First-Year Composition. In P. Sullivan, & H. Tinburg (Eds.), What is College-Level Writing? (pp. 267-280). Urbana, IL: NCTE.
Yancey, K. B. (2006). Delivering College Composition into the Future. In K. B. Yancey (Ed.), Delivering College Composition: The Fifth Canon (pp. 201-216). Portsmouth, NH: Heinemann/ BoyntonCook.
Yancey, K. B. (2006). Delivering College Composition: A Vocabulary for Discussion. In K. B. Yancey (Ed.), Delivering College Composition: The Fifth Canon (pp. 1-15). Portsmouth, NH: Heinemann/ BoyntonCook.
Yancey, K. B., Robbins, S., Yow, D., & Seaman, G. (2006). Revisiting a Community of Practice in Action. In Robbins, et al. (Eds.), Teachers' Writing Groups: Collaborative Inquiry and Reflection for Professional Growth (pp. 1-17). Atlanta: Kennesaw UP.
Billings, A., Fishman, T., Justice, A., Neal, M., Ramirez, B., Smith Taylor, S., Tidwell Powell, M., Winchell, D., Yancey, K. B., & Young, A. (2005). New Designs for Communication across the Curriculum. In C. Handa, & S. McGee (Eds.), Postmodernism and Writing Program Administration. Logan: UT: Utah State UP.
Yancey, K. B. (2005). Bowling Together: Developing, Distributing, and Using the WPA Outcomes Statement--and Making Cultural Change. In S. Harrington, et al. (Eds.), The Outcomes Book. Logan, UT: Utah State UP.
Yancey, K. B. (2005). Standards, Outcomes, and All That Jazz. In S. Harrington, et al. (Eds.), The Outcomes Book. Logan, UT: Utah State UP.
Yancey, K. B., & Peagler, S. (2005). The Resume as Genre: A Rhetorical Foundation for First-Year Composition. In C. Moran, & A. Herrington (Eds.), Genres across the Curriculum. Logan, UT: Utah State UP.
Yancey, K. B. (2004). On Teaching and Its Contentments: Or Teaching as Process, After All. In W. Bishop, & D. Coxwell-Teague (Eds.), Feeling Our Way (pp. 27-30). Houghton Mifflin.
Yancey, K. B., & members of the MAPC faculty. (2004). Notes toward a 'Reflective Instrumentalism': A Collaborative Look at Curricular Revision in Clemson University's MAPC Program. In R. Selfe, et al. (Eds.), Innovation in Technical Communication Programs. Logan: Utah State UP.
Yancey, K. B. (2002). An Inquiry into Writing Assessment: Defining the Elbowian Legacy. In P. Belanoff, M. Dickson, S. Fontaine, & C. Moran (Eds.), Writing with Peter: A Collection of Essays in Honor of Peter Elbow (pp. 187-205). Utah State UP.
Yancey, K. B. (2002). Seeing Practice through Their Eyes: Reflection as Teacher. In P. Gillespie, A. Gillam, L. F. Brown, & B. Stay (Eds.), Writing Center Research: Extending the Conversation (pp. 189-203). Mahweh, NJ: Erlbaum.
Yancey, K. B. (2002). The Pleasures of Digital Discussions: Lessons, Challenges, Recommendations, and Reflections. In B. Huot, & P. Takayoshi (Eds.), Teaching with Technology. Boston: Houghton Mifflin.
Yancey, K. B. (2002). The Plural Commons: Meeting the Future of English Studies. In R. Yagelski (Ed.), The Future of English Studies (pp. 382-401 and 406-411). NCTE.
Yancey, K. B. (2002). The Professionalization of TA Development Programs: A Heuristic for Curriculum Design. In S. Liggett, & B. Pytlik (Eds.), Preparing College Teachers of Writing: Histories, Theories, Programs, Practices (pp. 63-75). New York: Oxford UP.
Yancey, K. B. (2001). Digitized Student Portfolios. In B. Cambridge, K. Yancey, D. Tompkins, & S. Kahn (Eds.), Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning. Washington, D. C.: American Association of Higher Education.
Yancey, K. B., & Spooner, M. (2000). Reading and the Art of Berry Picking. In W. Bishop (Ed.), The Subject is Reading. Portsmouth: Heinemann.
Yancey, K. B. (2000). A Brief History of Writing Assessment in the Late Twentieth Century: The Writer Comes Center Stage. In B. Boehm, M. Rosner, & D. Journet (Eds.), History, Reflection, and Narrative: The Professionalization of Composition Studies 1965-1996 (pp. 115-128). Stamford, CT: Ablex.
Yancey, K. B. (2000). More than a Matter of Form: Genre and Writing. In L. Shamoon, R. Howard, S. Jamieson, & R. Schwegler (Eds.), Coming of Age: The Advanced Writing Curriculum (pp. 87-96). Portsmouth: Boynton/Cook.
Yancey, K. B. (2000). Reflections on Self-Assessment. In K. Yancey, & J. Smith (Eds.), Self-Assessment and Development in Writing: A Collaborative Inquiry (pp. 169-177). Hampton.
Yancey, K. B. (1999). On Feminist Research: What Do Women Want (Now)?, or A Query regarding Contextual Relationships. In J. Addison, & S. McGee (Eds.), Feminist Empirical Research: Emerging Perspectives on Qualitative and Teacher Research (pp. 145-158). Portsmouth: Heinemann.
Yancey, K. B. (1999). The Teaching Circle, the WPA, and the Work of Writing in the University. In D. George (Ed.), Kitchen Cooks, Plate Twirlers, and Troubadours: Writing Administrators Tell Their Stories (pp. 129-138). Portsmouth: Heinemann.
Yancey, K. B., Gillespie, P., & Julier, L. (1999). Voicing the Landscape: A Discourse of Their Own. In K. Blair, & P. Takayoshi (Eds.), Feminist Cyberscapes: Mapping Gendered Academic Spaces (pp. 297-327). Stamford, CT: Ablex.
Yancey, K. B., & Huot, B. (1999). Assessing Journals in Basic Writing Classes. In S. Gardner, & T. Fulwiler (Eds.), Using Journals in Basic Writing Classes. Portsmouth: Heinemann.
Yancey, K. B., & Morgan, M. (1999). Reflective Essays, Curriculum, and the Scholarship of Administration. In S. Rose, & I. Weiser (Eds.), The Writing Program Administrator as Researcher (pp. 81-94). Portsmouth: Heinemann.
Yancey, K. B., & Huot, B. (1998). Assessing Journals in the Disciplines: An Inductive Inquiry. In S. Gardner, & T. Fulwiler (Eds.), The Journal Book for Teachers in Technical and Professional Programs. Portsmouth: Heinemann.
Yancey, K. B., & Huot, B. (1998). Construction, Deconstruction, and (Over) Determination: A Foucaultian Analysis of Grades. In F. Zak, & C. Weaver (Eds.), The Theory and Practice of Grading Writing (pp. 39-53). Albany: SUNY Press.
Yancey, K. B., & Langsam, D. (1998). Emailing Biology. In A. Young, D. Reiss, & R. Selfe (Eds.), Electronic Communication across the Curriculum (pp. 231-242). Urbana, IL: National Council of Teachers of English.
Yancey, K. B., & Spooner, M. (1998). Petals on a Wet Black Bough: Textuality, Collaboration, and the New Essay. In G. Hawisher, & C. Selfe (Eds.), Passions, Pedagogies and Twentieth Century Technologies. Logan, UT: Utah State Univ Press.
Yancey, K. B. (1997). Teacher Portfolios: Lessons in Resistance, Readiness, and Reflection. In K. Yancey, & I. Weiser (Eds.), Situating Portfolios: Four Perspectives (pp. 244-263). Logan, Ut: Utah State University Press.
Yancey, K. B., Allen, M., Condon, W., Dickson, M., Forbes, C., & Meese, G. (1997). Portfolios, WAC, Email, and Assessment: An Inquiry on Portnet. In K. Yancey, & I. Weiser (Eds.), Situating Portfolios: Four Perspectives (pp. 370-385). Logan, Ut: Utah State University Press.
Yancey, K. B., & Spooner, M. (1997). Postings on a Genre of Email. In W. Bishop, & H. Ostrum (Eds.), Genres of Writing: Mapping the Territories of Discourse. Portsmouth: BoyntonCook.
Yancey, K. B., & Weiser, I. (1997). Situating Portfolios: An Introduction. In K. Yancey, & I. Weiser (Eds.), Situating Portfolios: Four Perspectives (pp. 1-17). Logan, Ut: Utah State University Press.
Yancey, K. B. (1996). Dialogue, Interplay, and Discovery: Mapping the Rhetoric of Reflection in Portfolio Assessment. In R. Calfee, & P. Perfumo (Eds.), Portfolios in the Writing Classroom: Policy and Practice, Promise and Peril (pp. 83-103). Hillsdale, NJ: Lawrence Erlbaum Associates.
Yancey, K. B. (1995). Portfolios, Literature, and Learning: Story as a Way of Constructing the World. In A. Young, & T. Fulwiler (Eds.), When Writing Teachers Teach Literature (pp. 288-300). Portsmouth: Heinemann.
Yancey, K. B. (1994). Definition, Intersection, and Difference: Mapping the Landscape of Voice. In K. Yancey (Ed.), Voices on Voice: Perspectives, Definitions, Inquiry (pp. vii-xxiv). Urbana, IL: NCTE.
Yancey, K. B. (1994). Make Haste Slowly: Portfolios and New Teaching Assistants. In L. Black, D. Daiker, J. Sommers, & G. Stygall (Eds.), New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-scale Scoring (pp. 210-219). Portsmouth: Heinemann.
Yancey, K. B., Elbow, P., et al. (1994). A Selected Bibliography on Voice. In K. Yancey (Ed.), Voices on Voice: Perspectives, Definitions, Inquiry (pp. 315-345). Urbana, IL: NCTE.
Yancey, K. B., & Spooner, M. (1994). On Concluding the Text: Notes toward a Theory and Practice of Voice. In K. Yancey (Ed.), Voices on Voice: Perspectives, Definitions, Inquiry (pp. 298-315). Urbana, IL: NCTE.
Yancey, K. B. (1992). Reflecting on Portfolios. In K. Yancey (Ed.), Portfolios in the Writing Classroom: An Introduction (pp. 102-117). Urbana, IL: NCTE.
Yancey, K. B. (1992). Teachers' Stories: Notes toward a Portfolio Pedagogy. In K. Yancey (Ed.), Portfolios in the Writing Classroom: An Introduction (pp. 12-20). Urbana, IL: NCTE.
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