...that could have only been written in the spirit of reflection.
When we the editors emailed Kathi Yancey1 in Spring 2023 with our proposal to conduct & compile a series of video interviews with her on 26 different topics in Rhetoric, Composition, and Writing Studies (RCWS), each tied to a different letter of the alphabet,2 she understandably expressed some hesitation in reply. Sure, she acknowledged, Deleuze A-Z, which we had said was the inspiration for our particular line of flight, provided an intriguing model, but she (gratefully) was no Deleuze, and we three would never (alas) possess the charm of his interviewer, frequent collaborator, and former student Claire Parnet. (Okay Kathi didn't say that last part, but she must have been thinking it because it's the cold truth). Given this, she shared her typically understated view that it was an open question whether "a sufficiently large number of people would be interested to warrant" our proceeding.
1Who served as dissertation director for each of us at Florida State University.
2At the bottom-right of each page of this collection is an open-book with the letters “A” and “Z” on it. That button that opens the main navigation bar with links to each letter/topic in the collection.
This latter view had not entirely escaped our consideration, but we remained undeterred—mainly out of our firm belief that, just as our intellectual engagement with Deleuze's written work and beyond was enriched by his interviews three decades (in our case) after they were produced, people in RCWS present and future might likewise benefit from engaging with an extended exploration of the professional career arc of a CCCC's Exemplar3 and of the key concepts and themes that animated her research and teaching throughout. While necessarily biographical in some respects, the interviews would nevertheless be 'about' Kathi only to the extent that her work has overlapped, sympoietically, with the discipline and woud thus offer value to viewers from a wide array of perspectives.4 With this commitement in mind, we took up Kathi's emphatic suggestion, offered in the same reply, that we aim to produce something "more than a retrospective...also employed for other kinds of new, inventive composing, a Lanham-like version of looking at and looking through."
3The CCCC's Exemplar Award is presented "as occasion demands" (annually since 1991) by the Executive Committee of the Conference on College Composition and Communication, one of the largest professional organizations in Rhetoric, Composition, and Writing Studies to "a person whose years of service as an exemplar for our organization represents the highest ideals of scholarship, teaching, and service to the entire profession."
Kathi received the Exemplar Award in 2018. This collection also features contributions from fellow Exemplar Award recipients Charles Bazerman (2020), Beverly J. Moss (2021), and Anis Bawarshi (2026).
4Scholars interested in the history of the discipline, for instance, will find both a synchronic sense of the RCWS (based on the topics themselves) and a microhistorical, diachronic version of the field’s history (through Kathi’s recounting of her career). On the other hand, scholars who are interested in broad understandings of RCWS–-for instance, new graduate students and those teaching seminars for new graduate students–will find a capacious set of topics that cross theoretical, pedagogical, scholarly, and administrative areas.
It was "looking through" this very suggestion that led us to invite a small army of Kathi's colleagues and past collaborators5 to participate in dialogue with the interviews, each author or group of authors assigned to one of the 26 topics. We apprised the authors that, should they accept our invitation, we would send them the segment on their assigned topic, which they could watch and then craft an open-ended response(-ive) text for the collection. Each author/group would decide for themselves how central or ancillary Kathi's responses to the interview questions would be to their respective chapter. In the spirit of Kathi's long-held, capacious framing of writing, one that includes all modes of meaning-making, we encouraged authors to experiment with form, genre, media, and other aspects in whatever way they saw fit. The resulting collection, we hoped, would be greater than the sum of its parts, exploring kaleidoscopically the A-Z topics.
5Some of them frenquent, others more sporadic. Collaboration has been a running theme in Kathi's career, so it's fitting that this project likewise features multifaceted and multilayered collaboration: the interview questions were collaboratively composed, the interview segments were collaboratively recorded, the project is collaboratively edited, and many of the chapters are collaboratively authored.
The immediate response from the authors to the invitations was overwhelmingly positive, settling finally in our minds the question of sufficient audience-interest and prompting us to float the project in a prospectus for a digital collection. The pitch? A documentary in dialogue, a kind of multimedia hypertextual mashup that would have elements of both a festschrift6 and of a keywords project7 but would mainly operate as an invitation to share a glimpse of RCWS as Kathi has seen it and to reflect on how, as members of the discipline, we each stand in relation to and as a part of it. In response and in further affirmation, the press indicated that if things went as well as we hoped, there would surely be interest.
6A traditional academic genre with a long history in the discipline that has recently found new purchase in RCWS. Festschriften for Sharon Crowley (USUP, 2019) and Charles Bazerman (WAC Clearinghouse, 2023) are recent examples.
7Within the discipline, keywords has a long history as well. For instance, Keywords in Composition Studies, published in 1996, met with enough success to warrant a follow-up volume, in 2015, Keywords in Writing Studies. Between and after those two volumes, keywords publications have been used to frame subfields within the discipline, both to give them coherence and to orient attention to the ideas undergirding them. We hope that four examples suffice here: nearly 20 years ago, Wendy Bishop and David Starkey (2006) developed Keywords for Creative Writing. More recently, editors like Jason Tham with Keywords in Making: A Primer (2024) and previously Keywords in Design Thinking (2022) and Yu and Buehl’s (2023) Keywords in Technical and Professional Communication have expanded the keywords approach in print and digital venues.
So we proceeded, writing and organizing interview questions, making arrangements for travel to Tallahassee, and brainstorming interface designs for the eventual webtext that would house the collection. We frequently met over zoom to finalize logistics and to work toward fulfilling our aspirations that the interview be deep and engaging. We committed both to doing very little editing of the published video segments, for the sake of authenticity, and to withholding the questions from Kathi in advance in order to preserve spontaneity. We prepared. Kathi prepared. The build-up felt a bit like prelims, only in this case the roles were reversed.
When we conducted the interviews in Kathi's living room over the course of two days in late June of that year, everything seemed to go pretty much according to plan. Nerves were relatively high as we set up the equipment and started rolling, but once the interviews were underway, once Kathi saw that we would avoid any personal prying as well as any tendencies toward aggrandizement, and once we saw that Kathi would handle the potentially daunting spotlight with her usual engaging & professional manner, we all settled in for the work (and the fun). We recorded the 26 segments in alphabetical order, starting reasonably early each day, with a long break for lunch and shorter breaks for snacks. We ended up with almost 13 hours of footage.
The biggest logistical hurdles, which in fact were rather minor, were twofold. First, the Tallahassee weather, famous for its extreme midsummer fluctuations, the sunshine giving way to pouring rain and violent thunder in an instant, and dissipating just as quickly, did not disappoint, and on the first day of shooting we had to bring the equipment in from the rental-car under umbrellas. The "A for Assemblage" segment, the first we shot that morning, looks like it was recorded at night, with the window behind Kathi darkened by the storm. Fortunately, by the time we got to "C" the sky was much clearer, our shot all the brighter. The second hurdle was when Kathi's neighbor's diesel generator, which is located just outside and beyond that same window, auto-performed its periodic testing cycle that Kathi says only runs once every few weeks, right in the middle of "G for Genre." Ultimately we think these artifacts of production lend charm to the project.
By the time we wrapped up the second day, we were eager to share the video segments with the responding authors and did so after a few short weeks in post. Then, over the next several months, the response-texts steadily rolled in, each one more interesting, intriguing, and insightful than the last. The authors seemed to have received a memo that we did not write, one that asked for a combination of depth and whimsy that is rare in academic publication—and they each delivered in their own way. While we weren't surprised by the high quality of work from folks whose professional reputations precede them, we were nevertheless blown away by their texts, individually and in the aggregate, not least for how they extend the discussion that takes place in the respective interview segments along new and unpredictable dimensions—just the vital quality that real dialogue requires. And we were (and remain) grateful for their contributions as well as for our own front-seat roles in the project.
Such gratitude was highly motivating as we created the interface in which you now encounter these words. As we went about it, our primary set of goals for design included centering the user experience on both the interview videos and the response-texts, enabling navigability across different devices and displays, and designing for accessibility. We further aimed for consistency of functionality while allowing for variation across the chapters, since the forms employed range from essays to podcasts, videos, and multi-page webtexts. As we near publication, we like to think that we succeeded, and we hope that as reader's you'll agree.
The text is structured as a network—one woven together visually and conceptually from connections not only between interviews and each corresponding chapter but also among the chapters themselves. Part of this is formal (through linked content across chapters), and part of it is conceptual (through treatment of similar topics across chapters). One of the effects of this is that even though we started with "A", that doesn't mean you have to, so feel free to start anywhere!
On each chapter's landing page, you will see the contributed chapter title and author(s) at the top. Below that, scrolling down, you will find the chapter’s content, which varies from alphabetic prose to images, videos, audio files, and so on. The video play icon toggles the viewport for the Yancey interview video that corresponds to that letter’s topic. When the Yancey interview viewport is open, you will see an icon at the center-bottom that looks like a printed page. Clicking on that icon will open the transcript for that Yancey interview. To close the viewport, simplay click the video play icon again.
We hope that you will follow your interests (and the hyperlinks) where they lead you. Sometimes you'll end up in other chapters; sometimes, in other places in cyberspace. If you do venture off, come back and enjoy the other chapters. Or, if you prefer, you can focus your attention separately on the interview videos. Clicking on the collection title at top-left will always bring you right back here.
We are indebted to numerous folks who made this project possible, beginning of course with Kathi, who may have retired from teaching but from whom we are still learning. Likewise, to all the contributing authors, we thank you for your enthusiasm, your expertise, your joy and your patience as the process unfolded. We also want to thank and acknowledge the CCDP editors, Amber Buck, Tim Lockridge, and Crystal VanKooten, as well as the reviewers who provided invaluable feedback and guidance as we prepared the work for publication. Finally, we thank our readers, through whom the work lives on, and the dialogue continues.
Kathleen Yancey is Professor Emerita and Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She focuses her research on composition studies generally; on students' transfer of writing knowledge and practice; on creative non-fiction; on cultural studies of everyday writing; on writing assessment, especially print and electronic portfolios; and on the intersections of culture, literacy, and technologies.
In addition to co-founding the journal Assessing Writing and co-editing it for seven years, she is a past editor of College Composition and Communication, the flagship journal in the field. She has also authored, edited, or co-edited 16 scholarly books and two textbooks as well as over 100 articles and book chapters.
Her most recent edited collections include ePortfolio-as-Curriculum: Models and Practices for Developing Students’ ePortfolio Literacy (2019), Composition, Rhetoric, and Disciplinarity (2018), Assembling Composition (2017), and A Rhetoric of Reflection (2016). In 2014, her co-authored Writing across Contexts: Transfer, Composition, and Sites of Writing was published; it won both the 2015 CCCC Research Impact Award and the 2016 Council of Writing Program Administrators Best Book Award. It has also provided the foundation for two CCCC-sponsored research grants supporting a first-of-its-kind study of the efficacy of Teaching for Transfer curriculum across 8 diverse institutional sites.
She has served as president or chair of several scholarly organizations: the National Council of Teachers of English (NCTE); the Conference on College Composition and Communication (CCCC); the NCTE College Section and the College Forum; the Council of Writing Program Administrators; and the South Atlantic Modern Language Association (SAMLA). She serves on several boards, including the National Board for Miami University's Howe Center for Writing Excellence and on the Executive Board for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), and she is serving as a mentor for WASC's Community of Practice for Advancing Learning Outcomes Visibility. She has served on the Steering Committee of the 2011 National Assessment of Educational Progress (NAEP) and the Steering Committee for the Association of American Colleges and Universities (AAC&U) VALUE project focused on electronic portfolios.
Yancey is also the recipient of several awards, including the Florida State Graduate Mentor Award, the FSU Graduate Teaching Award (twice), the Donald Murray Prize, the CWPA book award (twice), the CCCC Research Impact Award, the South Atlantic Review Best Essay Award, the Purdue University Distinguished Woman Scholar Award, and the CCCC Exemplar Award, considered by many to be the highest honor in Rhetoric and Composition. In 2019, she received the National Council of Teachers of English Squire Award, “given to an NCTE member who has had a transforming influence and has made a lasting intellectual contribution to the profession.”
Click to see a list of Yancey's published works.
Ed., ePortfolio-as-Curriculum: Models and Practices for Developing Students’ ePortfolio Literacy. Stylus, 2019.
Ed., Composition, Rhetoric, and Disciplinarity (with Rita Malenczyk, Susan Miller-Cochran, and Elizabeth Wardle). Utah State UP, 2018.
Ed., Assembling Composition (with Stephen McElroy). Studies in Writing and Rhetoric. Urbana, IL: NCTE/CCCC, 2017.
Ed., A Rhetoric of Reflection. Utah State UP, 2016.
Writing across Contexts: Composition, Transfer, and Sites of Writing (with Liane Robertson and Kara Taczak). Utah State UP, 2014.
Ed., Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus, 2009 (with Darren and Barbara Cambridge).
Ed., Delivering College Composition: The Fifth Canon. Portsmouth, NH: Heinemann/ BoyntonCook, 2006.
Ed., Teachers Writing Groups: Collaborative Inquiry and Reflection for Professional Growth. Atlanta: Kennesaw UP, 2006 (with Sara Robbins, Dee Dee Yow, and George Seamon), 2006.
Teaching Literature as Reflective Practice. Urbana, IL: NCTE, 2004.
Ed., Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning. Washington, D. C.: American Association of Higher Education (with Barbara Cambridge et al), 2001.
Ed., Self-Assessment and Development in Writing: A Collaborative Inquiry. Cresskill, NJ: Hampton Press, 2000 (with Jane Smith).
Reflection in the Writing Classroom. Logan, Ut: Utah State University Press, 1998.
Ed., Assessing Writing across the Curriculum: Diverse Methods and Practices. Greenwich, CT: Ablex, 1997 (with Brian Huot).
Ed., Situating Portfolios: Four Perspectives. Logan, Ut: Utah State University Press, 1997 (with Irwin Weiser).
Ed., Voices on Voice: Perspectives, Definitions, Inquiry. Urbana, Ill.: National Council of Teachers of English (NCTE), November, 1994.
Ed., Portfolios in the Writing Classroom: An Introduction. Urbana, Ill.: National Council of Teachers of English (NCTE), 1992.
“Afterword: Transfer Happens; Transfer Doesn’t Happen: Maps, Tensions, Questions, and Ways Forward.” In Kara Poe Alexander, Matthew Davis, Lilian W. Mina and Ryan P. Shepherd, eds., Multimodal Composing and Writing Transfer. Utah State UP, 2024: 227-35.
“Curation” and “Reflection.” In Jason Tham, ed., Keywords in Making: A Rhetorical Primer. Parlor Press, 2024.
“Reflections on a Legacy: The Practice of Wisdom.” In Laura Julier and Doug Hesse, eds., Nonfiction, the Teaching of Writing, and the Influence of Richard Lloyd-Jones. WAC Clearinghouse, 2023: 19-31.
“Coming to Teaching: Moving Beyond a Blank-Slate Model of Developing Pedagogical Expertise,” with Rob Cole, Amanda May, and Katelyn Stark. In William J. Macauley, Jr., Leslie R. Anglesey, Brady Edwards, Kathryn M. Lambrecht, and Phillip K. Lovas, eds., Threshold Conscripts: Rhetoric and Composition Teaching Assistantships. WAC Clearinghouse, 2023: 115-34.
“’There is a Lot of Overlap’: Tracing Writing Development Across Spheres of Writing,” with Ashley Holmes, D. Alexis Hart, Anna V. Knutson, Íde O’Sullivan, and Yogesh Sinha. In Julia Bleakney, Jessie L. Moore, and Paula Rosinski, eds., Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing. Elon University Center for Engaged Learning, 2022: 74-90.
“Follow the Sources: Notes toward WEC’s Contribution to Disciplinary Writing.” In Chris Anson and Pamela Flash, eds., Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation. WAC Clearinghouse, 2021: 73-93.
"Generating a Theory of Writing in FYC: The Development of Students’ Identities as Writers to Foster Transfer" (with Kara Taczak and Liane Robertson). In Jo-Anne Kerr and Ann Amicucci, eds., First-Year Composition as a Site for the Development of Writers and Members of the Academy. WAC Clearinghouse, 2020: 159-76.
"ePortfolio." Digital Pedagogy in the Humanities. Eds. Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers. Modern Language Association, 2020. https://digitalpedagogy.hcommons.org/
"Expanding the Inquiry: What Everyday Writing with Drawing Helps Us Understand about Writing and Writing-based Threshold Concepts." In Linda Adler-Kassner and Elizabeth Wardle, eds., (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy. Utah State UP 2020: 135-61.
"Trust the Process." In Danielle DeVoss et al., eds., Explanation Points: Publishing in Rhetoric and Composition. Utah State UP 2019: 96-103.
"Blogging Multimodally: A Multi-Year Study of Graduate Student Composing Practices." In Santosh Khadka and. C. Lee, eds., Bridging the Multimodal Gap: From Theory to Practice. Utah State UP 2019: 123-40.
"It's Tagmemics and the Sex Pistols: Current Issues in Individual and Programmatic Writing Assessment." In Shirley Logan and Wayne Slater, eds., Perspectives on Academic and Professional Writing in an Age of Accountability. Southern Illinois UP, 2018: 257-75.
"'Even if it’s just Writing Letters': Networking Japanese Americans in World War II." In Jeff Rice and Brian McNely, eds., Networked Humanities. Parlor Press, 2018.
"With fresh eyes": Notes toward the Impact of New Technologies on Composing." In Jonathan Alexander and Jackie Rhodes, eds., Routledge Companion to Digital Writing & Rhetoric. Routledge, 2018: 61-73.
"Mapping the Turn to Disciplinarity: A Historical Analysis of Composition’s Trajectory and Its Current Moment." In Rita Malenczyk, Susan Miller-Cochran, Elizabeth Wardle, and Kathleen Blake Yancey, eds., Composition, Rhetoric, and Disciplinarity. Logan, UT: Utah State UP, 2018: 15-35.
"Editors’ Introduction: Why This Book and Why Now?' (With Rita Malenczyk, Susan Miller-Cochran, and Elizabeth Wardle). In Rita Malenczyk, Susan Miller-Cochran, Elizabeth Wardle, and Kathleen Blake Yancey, eds., Composition, Rhetoric, and Disciplinarity. Logan, UT: Utah State UP, 2018: 3-12.
"Editors’ Conclusion: Where Are We Going and How Do We Get There?" (With Rita Malenczyk, Susan Miller-Cochran, and Elizabeth Wardle). In Rita Malenczyk, Susan Miller-Cochran, Elizabeth Wardle, and Kathleen Blake Yancey, eds., Composition, Rhetoric, and Disciplinarity. Logan, UT: Utah State UP, 2018: 331-42.
"Tombstones, QR Codes, and the Circulation of Past Present Texts." In Laurie Gries and Collin Brooke, eds., Circulation in Writing and Rhetoric. Logan, UT: Utah State UP, 2018: 61-80.
"Device. Display. Read: The Design of Reading and Writing and the Difference Display Makes" (with Jacob Craig, Matt Davis, and Michael Spooner). In Patrick Sullivan, Howard Tinberg, and Sheridan Blau, eds., Writing Teachers Teaching Reading. Urbana: NCTE, 2017: 33-57.
"Mapping the Prior: A Beginning Typology and Its Impact on Writing." In Duane Roen, Patricia Portanova, and Michael Rifenburg, eds., Contemporary Perspectives on Cognition and Writing. University of Colorado Press, 2017: 313-330.
"Assembling Composition: An Introduction" (with Stephen McElroy). In Kathleen Blake Yancey and Stephen McElroy, eds., Assembling Composition. Studies in Writing and Rhetoric. Urbana, IL: NCTE/CCCC, 2017: 3-26.
"Assemblage and Memory: The Corresponding Cases of Emigrant Cemetery Tombstones and 'A Line for Wendy.'” In Kathleen Blake Yancey and Stephen McElroy, eds., Assembling Composition. Studies in Writing and Rhetoric. Urbana, IL: NCTE/CCCC, 2017: 186-204.
"Writing, Transfer, and ePortfolios: A Possible Trifecta in Supporting Student Learning." In Jessie Moore and Randy Bass, eds., Understanding Writing Transfer and its Implication for Higher Education. Sterling, VA: Stylus, 2017.
"Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know." Information Literacy: Research and Collaboration across Disciplines. Ed. Barbara D'Angelo, Sandra Jamieson, Barry Maid, and Janice Walker. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado, 2016: 81-97.
"Introduction: Contextualizing Reflection." A Rhetoric of Reflection. Ed. Kathleen Blake Yancey. Logan, UT: Utah State UP, 2016: 3-23.
"Defining Reflection: The Rhetorical Nature and Qualities of Reflection." A Rhetoric of Reflection. Ed. Kathleen Blake Yancey. Logan, UT: Utah State UP, 2016: 303-21.
“Assembling Knowledge: The Role of Threshold Concepts in Facilitating Transfer” (with Linda Adler-Kassner, Irene Clark, Liane Robertson, and Kara Taczak). In Chris Anson and Jessie Moore, eds., Critical Transitions: Writing and the Question of Transfer. WAC Clearinghouse and University of Colorado Press, 2016.
"Against the Rhetoric and Composition Grain: A Microhistorical View" (with Jacob Craig, Matt Davis, Christine Martorana, Josh Mehler, Kendra Mitchell, Tony Ricks, and Bret Zawilski). Microhistories of Composition. Ed. Bruce McComiskey. Logan, UT: Utah State UP, 2016: 284-307.
“Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core.” Naming What We Know: Writing at the Threshold. Ed. Linda Adler-Kassner and Elizabeth Wardle. Logan, UT; Utah State UP, 2015: xvii-xxxi.
“The Intersection and Interaction of the Delivered, Lived, and Experienced Curricula in Incorporating Threshold Concepts in Rhetoric and Composition Doctoral Education” (with Kara Taczak). Naming What We Know: Writing at the Threshold. Ed. Linda Adler-Kassner and Elizabeth Wardle. Logan, UT; Utah State UP, 2015: 140-57.
“Notes toward a Theory of Writing for the Public.” The Power of Writing: Dartmouth '66 in the Twenty-First Century. Ed. Christiane Donahue. New England UP, 2015: 20-31.
"Reflection." Keywords in Writing Studies. Ed. Paul Heilker and Paul Vandenberg. Logan, UT: Utah State UP, 2015: 150-55.
“A Matter of Design: Context and Available Resources in the Development of a New English Major at Florida State University” (with Matt Davis and Kristie Fleckenstein). In Greg Gibberson, et al., ed., Writing Majors: Eighteen Program Profiles. Logan, UT: Utah State UP, 2015 Utah State UP: 175-90.
"The Social Life of Reflection: Notes toward an ePortfolio-based Model of Reflection." In Mary Ryan, ed., Teaching Reflective Learning in Higher Education. New York: Springer, 2014: 189-203.
“Attempting the Impossible: Designing a First-Year Composition Course.” In Deborah Coxwell-Teague and Ron Lunsford, eds., First-year Composition: From Theory to Practice. Anderson, SC: Parlor Press, 2014.
“Composing, Networks, and Electronic Portfolios: Notes toward a Theory of Assessing ePortfolios” (with Stephen McElroy and Elizabeth Powers). In Dànielle DeVoss and Heidi, McKee, eds., Digital Writing Assessment and Evaluation. Computers and Composition Digital Press/Utah State UP, 2013.
“The (Designed) Influence of Culture on Eportfolio Practice.” In Lou Ann Reid, et al., International Perspectives on Teaching English in a Globalised World. Abingdon: Routledge, 2013: 266-78.
“A Close Reading of a 1906 San Francisco Scrapbook: Three Concurrent Accounts; Material Form; and Remix Textuality.” In Graeme Farnell, ed., The Photograph and the Collection. London, UK: Museum ETC. 2013: 312-40.
“Reflection, ePortfolios, and WEPO: A Reflective Account of New Practices in a New Curriculum.” With Leigh Graziano, Rory Lee, and Jennifer O’Malley. In Naomi Silver, et al., eds., Reflection and Metacognition in College Teaching. Washington, DC: Stylus, 2013: 175-203.
“Beyond Composition: Creating an Outcomes Statement for Writing Across the Curriculum” (with Anderson, Paul, Chris M. Anson, and Martha Townsend). The WPA Outcomes Statement: A Decade Later. Ed. Duane Roen, Deborah Holdstein, Nicholas Behm, and Greg Glau. West Lafayette, IN 2013: Parlor Press.
“Writing Assessment in the 21st Century: A Primer.” In Ritter and Matsuda, eds., Defining Composition Studies: Research, Scholarship, and Inquiry for the Twenty-First Century. Logan: Utah State UP 2012: 167-88.
“College Admissions and the Insight Resume: Writing, Reflection, and Students’ Lived Curriculum as a Site of Equitable Assessment.” In Asao Inoue and Mya Poe, eds. Race and Writing Assessment. New York: Peter Lang, 2012: 171-87.
“The Rhetorical Situation of Writing Assessment: Exigence, Location, and the Making of Knowledge.” In Les Perelman et al, eds., Writing Assessment in the 21st Century: Essays in Honor of Edward M. White. Cresskill, NJ: Hampton Press 2012: 475-95.
“Handwriting, Literacy, and Technology.” In Shane Borrowman, ed., On the Blunt Edge: Technology in Composition’s History and Pedagogy. Anderson, SC: Parlor Press, 2011: 72-85.
“Foreword: Remembering Composition.” In Patricia Lambert Stock, ed., Composition’s Roots in English Education. Portsmouth: Heinemann, 2011: vi-xv.
"In the Service of Student Learning: Literacy, Assessment, and the Contributions of NCTE." In Erika 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, 2010.
“Responding Forward.” In P. Sullivan, H. Tinberg & S. Blau, eds., What Is “College-level” Writing? Volume 2: Assignments, Readings and Student Writing Samples. Urbana, IL: NCTE, 2010: 300-11.
“Defining Moments: The Role of Institutional Departure in the Work of a (Feminist) WPA.": In Krista Ratcliffe and Rebecca Rickly, eds. Performing Feminism and Administration in Rhetoric and Composition Studies. Cresskill, NJ: Hampton Press, 2010: 143-59.
“Afterward.” In Laurie B. Grobman and Joyce Kinkead, eds. Undergraduate Research in English Studies. Urbana, IL: NCTE, 2010: 245-55.
“Electronic Portfolios and Writing Assessment: A Work in Progress.” In Paretti, Marie C. and Katrina Powell, eds. Assessment in Writing. Assessment in the Disciplines Series, Volume 4. Tallahassee: Association of Institutional Research, 2010: 183-205.
“Reflection and Electronic Portfolios: Inventing the Self and Reinventing the University.” In Darren Cambridge, Barbara Cambridge, and Kathleen Blake Yancey, eds., Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus, 2009.
“Moving into the Future.” In Darren Cambridge, Barbara Cambridge, and Kathleen Blake Yancey, eds., Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus, 2009 (with Darren Cambridge and Barbara Cambridge).
“Learning Unplugged” (with Teddi Fishman). In Amy Kimme Hea, ed., Going Wireless. Cresskill, NJ: Hampton Press, 2009: 35-53.
“In Search of Comity.” In Stuart Brown, Tom Miller, and Shane Borrowman, eds.. Renewing Rhetoric's Relations to Composition: Essays in Honor of Theresa Jarnagin Enos. Taylor and Francis, 2009.
“Portfolios, Circulation, Ecology, and the Development of Literacy.” In Heidi McKee, Dickie Selfe, and Danielle DeVoss, eds., Technological Ecologies and Sustainability. Computers and Composition Digital Press, 2009: http://ccdigitalpress.org/tes/05_yancey.pdf
“A Place of Our Own: Spaces and Materials for Composing in the New Century.” In John Tassoni and Douglas Powell, eds., Composing Other Spaces. Cresskill, NJ: Hampton, 2008.
“The Literacy Demands of Entering the University.” In L. Christenbury, R. Bomer, and P. Smagorinsky, eds. , Handbook on Adolescent Literacy. New York: Guilford, 2008.
“A Prologue and Three Responses.” In Theresa Enos and Shane Borrowman, eds., The Promise and Perils of Writing Program Administration (with Duane Roen and David Schwalm). West Lafayette: Parlor Press, 2008: 212-25.
“Beyond Plagiarism.” In Rebecca Moore Howard and Amy Robillard, eds., Pluralizing Plagiarism: Identities, Contexts, Pedagogies. Portsmouth, NH: Heinemann/BoyntonCook, 2008: 158-71.
“Construct and Consequence: Validity in Writing Assessment.” In Charles Bazerman, ed., A Handbook of Research on Writing: History, Society, School, Individual, Text (with Sandra Murphy). New York: Routledge, 2007.
“Coming to Terms: Vocabulary as a Means of Defining First-Year Composition.” In Patrick Sullivan and Howard Tinberg, eds., What is College-Level Writing? Urbana, IL: NCTE, 2006: 267-80.
“Delivering College Composition: A Vocabulary for Discussion.” In Kathleen Blake Yancey, ed., Delivering College Composition: The Fifth Canon. Portsmouth, NH: Heinemann/BoyntonCook, 2006: 1-15.
“Delivering College Composition into the Future.” In Kathleen Blake Yancey, ed., Delivering College Composition: The Fifth Canon. Portsmouth, NH: Heinemann/ BoyntonCook, 2006: 201-216.
“Revisiting a Community of Practice in Action” (with Robbins et al). In Robbins et al, Teachers’ Writing Groups: Collaborative Inquiry and Reflection for Professional Growth. Atlanta: Kennesaw UP, 2006: 1-17.
“Setting Teachers’ Groups in Context” (with Robbins et al). In Robbins et al, Teachers’ Writing Groups: Collaborative Inquiry and Reflection for Professional Growth. Atlanta: Kennesaw UP, 2006: 181-98.
“New Designs for Communication across the Curriculum,” in Carolyn Handa and Sharon McGee, eds., Postmodernism and Writing Program Administration. Logan: UT: Utah State UP, 2006 (with Art Young, Andy Billings, Teddi Fishman, Morgan Gresham, et al).
"Standards, Outcomes, and All That Jazz" and "Bowling Together: Developing, Distributing, and Using the WPA Outcomes Statement--and Making Cultural Change," in Susanmarie Harrington, et al, eds., The Outcomes Book. Logan, UT: Utah State UP, 2005.
“The Resume as Genre: A Rhetorical Foundation for First-Year Composition,” in Charles Moran and Anne Herrington, eds., Genres across the Curriculum. Logan, UT: Utah State UP (with Shane Peagler), 2005.
“On Teaching and Its Contentments: Or Teaching as Process, After All.” For W. Bishop and D. Coxwell-Teague, Feeling Our Way. Houghton Mifflin 2004: 27-30.
“Notes toward a ‘Reflective Instrumentalism’: A Collaborative Look at Curricular Revision in Clemson University’s MAPC Program,” for R. Selfe, et al. Innovation in Technical Communication Programs. Logan: Utah State UP (with the members of the MAPC faculty): 2004.
“The Pleasures of Digital Discussions: Lessons, Challenges, Recommendations, and Reflections.” In Brian Huot and Pam Takayoshi, eds., Teaching with Technology: 2002.
"An Inquiry into Writing Assessment: Defining the Elbowian Legacy." In Pat Belanoff, Marcia Dickson, Sheryl Fontaine, and Charlie Moran, eds., Writing with Peter: A Collection of Essays in Honor of Peter Elbow. Utah State UP, 2002: 187-205..
"The Plural Commons: Meeting the Future of English Studies." In Robert Yagelski, ed., The Future of English Studies. NCTE, 2002: 382-401 and 406-411.
"Seeing Practice through Their Eyes: Reflection as Teacher.” In Paula Gillespie, Alice Gillam, Lady Falls Brown, and Byron Stay, eds., Writing Center Research: Extending the Conversation. Mahweh, NJ: Erlbaum, 2002: 189-203.
“The Professionalization of TA Development Programs: A Heuristic for Curriculum Design.” In Sarah Liggett and Betty Pytlik, eds., Preparing College Teachers of Writing: Histories, Theories, Programs, Practices. New York: Oxford UP, 2002: 63-75.
“Digitized Student Portfolios.” In Barbara Cambridge, Kathleen Yancey, Dan Tompkins, and Susan Kahn, eds., Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning. Washington, D. C.: American Association of Higher Education, 2001.
“More than a Matter of Form: Genre and Writing.” In Linda Shamoon, Rebecca Howard, Sandra Jamieson, and Robert Schwegler, eds., Coming of Age: The Advanced Writing Curriculum. Portsmouth: Boynton/Cook, 2000: 87-96.
"Reflections on Self-Assessment." In Kathleen Yancey and Jane Smith, eds., Self-Assessment and Development in Writing: A Collaborative Inquiry. Hampton, 2000: 169-177.
"Reading and the Art of Berry Picking." In Wendy Bishop, ed., The Subject is Reading. Portsmouth: Heinemann (with Michael Spooner).
"A Brief History of Writing Assessment in the Late Twentieth Century: The Writer Comes Center Stage." In Beth Boehm, Mary Rosner, and Debra Journet, eds., History, Reflection, and Narrative: The Professionalization of Composition Studies 1965-1996. Stamford, CT: Ablex, 2000: 115-128.
"Assessing Journals in Basic Writing Classes." In Susan Gardner and Toby Fulwiler, eds., Using Journals in Basic Writing Classes. Portsmouth: Heinemann, 1999 (with Brian Huot).
"Reflective Essays, Curriculum, and the Scholarship of Administration." In Shirley Rose and Irwin Weiser, eds., The Writing Program Administrator as Researcher. Portsmouth: Heinemann, 1999 (with Meg Morgan): 81-94.
"On Feminist Research: What Do Women Want (Now)?, or A Query regarding Contextual Relationships." In Joanne Addison and Sharon McGee, eds., Feminist Empirical Research: Emerging Perspectives on Qualitative and Teacher Research. Portsmouth: Heinemann, 1999: 145-158.
"Voicing the Landscape: A Discourse of Their Own." In Kristine Blair and Pam Takayoshi, eds., Feminist Cyberscapes: Mapping Gendered Academic Spaces. Stamford, CT: Ablex, 1999: 297-327 (with Paula Gillespie and Laura Julier).
"The Teaching Circle, the WPA, and the Work of Writing in the University." In Diana George, ed., Kitchen Cooks, Plate Twirlers, and Troubadours: Writing Administrators Tell Their Stories. Portsmouth: Heinemann, 1999: 129-138.
"Assessing Journals in the Disciplines: An Inductive Inquiry." In Susan Gardner and Toby Fulwiler, eds., The Journal Book for Teachers in Technical and Professional Programs. Portsmouth: Heinemann, 1998 (with Brian Huot).
"Petals on a Wet Black Bough: Textuality, Collaboration, and the New Essay" (with Michael Spooner). In Gail Hawisher and Cindy Selfe, eds., Passions, Pedagogies and Twentieth Century Technologies. Logan, UT: Utah State UP, 1998.
"Emailing Biology" (with Debbie Langsam). In Art Young, Donna Reiss, and Richard Selfe, eds., Electronic Communication across the Curriculum. Urbana, IL: National Council of Teachers of English, 1998: 231-242.
"Construction, Deconstruction, and (Over) Determination: A Foucaultian Analysis of Grades." In Fran Zak and Chris Weaver, eds., The Theory and Practice of Grading Writing. Albany: SUNY Press, 1998: 39-53 (with Brian Huot).
"Postings on a Genre of Email." In Wendy Bishop and Hans Ostrum, eds., Genres of Writing: Mapping the Territories of Discourse. Portsmouth: BoyntonCook, 1997. (with Michael Spooner).
"Situating Portfolios: An Introduction." In Yancey and Weiser, eds., Situating Portfolios: Four Perspectives. Logan, UT: Utah State University Press, 1997: 1-17 (with Irwin Weiser).
"Teacher Portfolios: Lessons in Resistance, Readiness, and Reflection." In Yancey and Weiser, eds., Situating Portfolios: Four Perspectives. Logan, UT: Utah State University Press, 1997: 244-63.
"Portfolios, WAC, Email, and Assessment: An Inquiry on Portnet" (with Michael Allen, William Condon, Marcia Dickson, Cheryl Forbes, and George Meese). In Yancey and Weiser, eds., Situating Portfolios: Four Perspectives. Logan, UT: Utah State University Press, 1997: 370-85.
"Dialogue, Interplay, and Discovery: Mapping the Rhetoric of Reflection in Portfolio Assessment." In Robert Calfee and P. Perfumo, eds., Portfolios in the Writing Classroom: Policy and Practice, Promise and Peril. Hillsdale, NJ: Lawrence Erlbaum Associates, 1996: 83-103.
"Portfolios, Literature, and Learning: Story as a Way of Constructing the World." In ArtYoung and Toby Fulwiler, eds., When Writing Teachers Teach Literature. Portsmouth: Heinemann, 1995: 288-300.
"Make Haste Slowly: Portfolios and New Teaching Assistants." In Laurel Black, Don Daiker, Jeff Sommers, and Gail Stygall, eds., New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-scale Scoring. Portsmouth: Heinemann, 1994: 210-19.
"Definition, Intersection, and Difference: Mapping the Landscape of Voice," Yancey, ed., Voices on Voice: Perspectives, Definitions, Inquiry. Urbana, Ill.: NCTE, 1994: vii-xxiv.
"On Concluding the Text: Notes toward a Theory and Practice of Voice". In Yancey, ed., Voices on Voice: Perspectives, Definitions, Inquiry. Urbana, Ill.: NCTE, 1994: 298-315 (with Michael Spooner).
"A Selected Bibliography on Voice." In Yancey, ed., Voices on Voice: Perspectives, Definition, Inquiry. Urbana, Ill.: NCTE, 1994: 315-45 (with Peter Elbow, et al).
"Teachers' Stories: Notes toward a Portfolio Pedagogy" in Yancey, ed., Portfolios in the Writing Classroom: An Introduction. Urbana, Ill.: NCTE, 1992: 12-20.
"Reflecting on Portfolios" in Yancey, ed., Portfolios in the Writing Classroom: An Introduction. Urbana, Ill.: NCTE, 1992: 102-17.
“Readiness to Learn: Variations in How Students Engage with the Teaching for Transfer Curriculum,” with Sonja Andrus, Matthew Davis, Sharon Mitchler, Liane Roberston, Kara Taczak, Howard Tinberg, and Tanner Wouldgo. College Composition and Communication 75.2 (2023): 248-279.
“The Value of Purposeful Design: A Case Study of an ePortfolio Reflective Prompt. [Special issue on ePortfolios Across the Disciplines] Across the Disciplines, 20.3/4 (2023): 31-49,
“Lifewide Writing across the Curriculum: Valuing Students' Multiple Writing Lives Beyond the University,” with Ashley Holmes, D. Alexis Hart, Íde O’Sullivan, and Yogesh Sinha. The WAC Journal 33.1 (2023):32-61.
“Multiple Forms of Representation: Using Maps to Triangulate Students’ Tacit Writing Knowledge,” with Ashley Holmes, D. Alexis Hart, Íde O’Sullivan, and Yogesh Sinha. Composition Forum 49 (2022).
"The Teaching for Transfer Curriculum: The Role of Concurrent Transfer and Inside-and Outside School Contexts in Supporting Students' Writing Development" (with Matthew Davis, Liane Robertson, Kara Taczak, and Erin Workman). College Composition and Communication 71.2 (December 2019): 268-95.
"Writing across College: Key Terms and Multiple Contexts as Factors Promoting Students’ Transfer of Writing Knowledge and Practice" (with Matt Davis, Liane Robertson, Kara Taczak, and Erin Workman). The WAC Journal. Fall 2018: 44-66.
"Print, Digital, and the Liminal Counterpart (in-between): The Lessons of Hill's Manual of Social and Business Forms for Rhetorical Delivery." Enculturation. Fall 2016.
"Grading ePortfolios: Tracing Two Approaches, Their Advantages, and Their Disadvantages." Theory Into Practice 54 (2015) :301–308.
"Program Sustainability: Curricular Resilience in Florida State University’s Editing, Writing, and Media Concentration" (with Kristie Fleckenstein, Matt Davis, and Kathryn Bridgman). South Atlantic Review (SAR) 78 ( 2015): 10-34.
"Permission to Write" (sub essay: "Whole Cloth"), with Doug Hesse. Writing on the Edge 25.1 (Fall 2014): 13-29.
"Revising FYC Outcomes for a Multimodal, Digitally Composed World: the WPA Outcomes Statement for First-Year Composition (Version 3.0)," with Dylan B. Dryer, Darsie Bowden, Beth Brunk-Chavez, Susanmarie Harrington, and Bump Halbritter. WPA: Writing Program Administration Fall/Winter 2014: 129-44.
“Notes toward the Role of Materiality in Composing, Reviewing, and Assessing Multimodal Texts,” with Matt Davis. Computers and Composition 31 (Spring 2014): 13-28.
“A Theory of Prior Knowledge and Its Role in College Composers’ Transfer of Knowledge and Practice,” with Liane Robertson and Kara Taczak. Composition Forum 24. Summer/Fall 2012: http://compositionforum.com/issue/26/prior-knowledge-transfer.php
“Evocative Objects: Reflections on Teaching, Learning, and Living in Between” with Doug Hesse and Nancy Sommers. College English 74.4 (March 2012): 325-50.
“Portfolios, Learning, and Agency: Promises, Perceptions, Possibilities.” JAC: Journal of Advanced Composition, 2011: 717-36.
Introduction. Special issue on Writing Across the Curriculum and Assessment Across the Disciplines, 6. Co-authored with Ruth Kistler and Kara Taczak, and assistance from Natalie Szymanski (2009): http://wac.colostate.edu/atd/assessment/kistleretal.cfm
“The Impulse to Compose and the Age of Composition.” Research in the Teaching of English 43 (Feb. 2009): 316-38.
“Re-designing Graduate Education in Composition and Rhetoric: The Use of Remix as Concept, Material, and Method.” Computers and Composition 26.1 (2009): 4-12.
“Made Not Only in Words: Composition in a New Key.” College Composition and Communication 56.2 (2004): 297-328.
“New Studio Composition: New Sites for Writing, New Forms of Composition, New Cultures of Learning.” WPA: Writing Program Administration. Fall/Winter 2004 (with Morgan Gresham).
“Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work.” CCC June 2004: 738-62.
“Looking for Sources of Coherence in a Fragmented World: Notes toward a New Assessment Design.” For the twentieth anniversary issue of Computers and Composition 21.1 (March 2004): 89-104.
“Professional Communication, Models of Doctoral Education in English, and the New University.” Profession 2002 (with Kevin Brooks and Mark Zachary).
“The Perils of Creating a Class Web-site: It Was the Best of Times, It Was the. . . .” Computers and Composition 18 (2001): 177-186 (with Greg Wickliff).
"From Hawaii to Kairos: Alt.Writing and the Ongoing Composition." Works and Days 33/34, 35/36 (V. 17 and 18) (1999-2000): 187-205 (with Michael Spooner/Myka Vielstimmig).
"The WPA Outcomes Statement for First-Year Composition." WPA: Writing Program Administration, Fall 1999 (with the members of the Outcomes Group): 59-67.
"Looking Back as We Look Forward: Historicizing Writing Assessment." College Composition and Communication 50 (Feb. 1999): 483-504.
"Beyond Cosmic Convergence: Rhetoric, Poetic, and Electronic" Kairos (an electronic journal), Fall 1998 (with Michael Spooner/Myka Vielstimmig).
"A Single Good Mind: Collaboration, Cooperation, and the Writing Self," College Composition and Communication 49 (Feb. 1998): 45-63 (with Michael Spooner).
"Outside Review of Writing Portfolios: An On-Line Evaluation," WPA: Writing Program Administration, Spring 1997 (with Michael Allen, Jane Frick, and Jeff Sommers): 64-88.
"Postings on a Genre of Email," College Composition and Communication V. 47.2 (May 1996): 252-78 (with Michael Spooner).
"Portfolio as Genre, Rhetoric as Reflection: Situating Selves, Literacies, and Knowledge." WPA: Writing Program Administration; Spring 1996: 55-70.
"Reflecting on Reflection: Notes on Developing a Reflective Frame of Mind," Iowa English Bulletin (an invited paper for a special issue devoted to portfolios); winter/spring 1996.
"Writing Assessment: A Position Statement," College Composition and Communication V.46. 3 (Oct. 1995): 430-37 (as preparer, with Pat Belanoff, Audrey Roth, and the CCCC Committee on Writing Assessment); "Writing Assessment: A Position Statement from the Conference on College Composition and Communication," Teaching English in the Two Year College (Oct. 1995): 227-34 (as preparer, with Pat Belanoff, Audrey Roth, and the CCCC Committee on Writing Assessment).
"On the Nature of Holistic Scoring and Reading: An Inquiry Composed on Email," Assessing Writing V1.1 (Spring 1994): 91-109 (with Peter Elbow).
"A Selected Bibliography on Postsecondary Writing Assessment, 1979-91," College Composition and Communication V.43. 2 (May 1992): 244-55 (as preparer, with Kathleen Bell and the CCCC Committee on Writing Assessment).
"Still Hopeful After All These Years: Teachers as Agents of Change." Language Arts Journal of Michigan V8. 1 (Spring 1992): 84-90.
"Beyond Freshman Comp: Expanded Uses of the Writing Lab," Writing Center Journal, Fall/Winter 1980: 43-49 (with Muriel Harris).
“Response to Gerald Graff and Cathy Birkenstein’s ‘Everything-but-the-Kitchen-Sink Assessment,’” with Dylan Dryer. College Composition and Communication 71.2 (Dec. 2019):343-348.
“Transfer of Writing Knowledge and Practice”: Skype visit with class at Ball State University, November 29, 2018.
"On Assemblage": Skype visit with class at UT San Antonio, April 17, 2018.
"Dear Lloyd." WPA: Writing Program Administration 41.1 (2017): 1-2.
"Reflection and Learning," Webinar for the University of Alaska Anchorage: Jan. 11, 2017.
"A Rhetoric of Reflection: An Overview of Current Practices in Reflection and ePortfolios." TLT 41 Webinar. Oct. 29, 2016.
"Being Literate." In Darren Cambridge and Patricia Stock, eds., Structural Kindness: Essays on Literacy Education in Honor of Kent D. Williamson. Urbana: NCTE, 2015: 77-86.
"Focus on Context: How National Drivers and Constraints Influence our Understanding of e- Portfolio Research and Practice." Pre-conference Webinar for the Center for Recording Achievement and the Association of Authentic, Experiential and Evidence-based Learning. UK. May 26, 2016.
"Cultures, Contexts, Images, and Texts: Materials for a New Age of Meaning-Making" (SAMLA Presidential Address). South Atlantic Review 80.3-4 (Spring 2016): 1-13.
"Relationships Between Writing and Critical Thinking, and Their Significance for Curriculum and Pedagogy." Double Helix 3 (2015): 1-14.
Interview: "'It's Their Story That Turns Your Head': An Interview with Kathleen Blake Yancey. Writing on the Edge 25.2 (Spring 2015): 4-15.
Interview on the National Day on Writing for University of Michigan’s Sweetland Center: http://www.digitalrhetoriccollaborative.org/2014/10/20/writemycommunity-ndow-showcase-and-interview-with-kathleen-yancey/
Webinar, for the EPNET (European Union) ePortfolio Group. Feb. 7, 2014 (with Darren Cambridge and Barbara Cambridge): http://www.youtube.com/watch?v=AUVTGmLHYmU&feature=youtu.be
Interview, Elon University: on transfer of knowledge and practice in writing: http://blogs.elon.edu/issotl13/studying-and-designing-for-transfer/future-directions-in-studying-and-designing-for-transfer/
"From the Editor: A Mixed Genre: Locations of Writing: (Another Beginning), Another Farewell." CCC December 2014.
“From the Editor: Locations of Writing.” CCC September 2014.
“From the Editor: A Field with a View.” CCC June 2014.
“From the Editor: The Pursuit of Promise.” CCC February 2014.
“From the Editor: Outside Conventional Practices.” CCC December 2013.
“From the Editor: About the Profession.” CCC September 2013.
“From the Editor: Past as Only Prologue.” CCC June 2013.
“From the Editor: The (Continuing) Wisdom of Students.” CCC February 2013.
“From the Editor: A 21st-Century Dappled Discipline.” CCC December 2012.
“From the Editor: Speaking Methodologically.” CCC September 2012.
“From the Editor: Tracing Intersections.” CCC June 2012.
“From the Editor: A Blueprint for the Future: Lessons from the Past.” CCC February 2012.
“Response to ‘Reflective Writing’s Synecdochic Imperative: Process Descriptions Redescribed’ and ‘Me Inwardly, Before I Dared’: Japanese Americans Writing-to-Gaman.’” College English 74.5 (May 2012): 486-88.
“From the Editor: Composition, Contexts, Cultures.” CCC December 2011.
“From the Editor: Beyond Blue Eyes.” CCC September 2011.
“From the Editor: On Confrontations.” CCC June 2011.
“From the Editor: Writing Agency, Writing Practices, Writing Pasts and Futures.” CCC February 2011.
Connecting with Our Publics: Some Observations, as part of a Special CCCC Panel, Remixing Our Scholarship. March 2010. Available on YouTube: http://www.youtube.com/watch?v=0-ftkfBoCy8
Rutz, Carol. “Making a Difference through Serendipity and Skill: An Interview with Kathleen Blake Yancey.” The WAC Journal. Fall 2010.
“From the Editor: Moving beyond the Familiar.” CCC December 2010.
“From the Editor: Designing the Future.” CCC September 2010.
“From the Editor: Uncovering Assumptions.” CCC June 2010.
“From the Editor: Beginning Again.” CCC. Feb. 2010. 1-10.
Video Interview on the NCTE Presidential Address: http://www.ustream.tv/recorded/1362716 and http://www.ustream.tv/recorded/1362764
Making Common Cause: Electronic Portfolios, Learning, and the Power of Community Academic Commons, January 9, 2009 (with Darren Cambridge and Barbara Cambridge): http://www.academiccommons.org/commons/essay/making-common-cause-electronic-portfolios
Wright, Karen. "Kathleen Blake Yancey." COMPbiblio: Leaders and Influences in Composition Theory and Practice. Ed. Allison D. Smith, Trixie G. Smith, and Karen Wright. Southlake, TX: Fountainhead, 2007. 321-28.
“Welcome to a New World: Literacy, Technologies, and the Twenty-first Century.” Language Arts Journal of Michigan. Fall 2007.
Forward to Handbook of Research on Virtual Workplaces and the New Nature of Business Practices. Eds., Pavel Zemliansky and Kirk St. Amant. Hershey, PA: Idea Group Publishing, 2007.
“Textured Literacy: An Interview with Kathleen Blake Yancey. Kairos 11.2 (2006): http://english.ttu.edu/kairos/11.2/binder.html?interviews/yancey/TexturedLiteracy.html
“An Exercise in Absence: Notes on the Past and Future of Digital Portfolios and Student Learning." SmartClassroom. http://campustechnology.com/articles/40690
“Digital Portfolio Sensibility: An Interview with Kathleen Blake Yancey.” Computers and Composition Online. Spring 2005. 27 Dec. 2005.
“’The People’s University’”: Our New Public Libraries as Sites of Lifelong Learning.” American Association of Higher Education Change. March 2005: 12-20.
“Writing with Technology.” Educational Leadership. October 2004.
“A Word to the Fore,” Forward to James Inman, Cheryl Reed and Peter Sands, eds., Electronic Collaboration in the Humanities: Issues and Options. Lawrence Erlbaum Associates (with Myka Vielstimmig).
“Forward: Only Connect.” In Cindy Moore and Peggy O’Neill, eds., Practice in Context. Urbana, IL: NCTE, 2002: ix-xix.
“Tenure and Promotion Cases for Composition Faculty Who Work with Technology,” with Cynthia Selfe, Linda Hanson, Gail Hawisher, and Victor Villanueva: 2001. http://www.hu.mtu.edu/~cyselfe/P&TStuff/P&TWeb/Introduction.htm
Introduction to the WPA Outcomes Statement. College English. Jan 2001. And “Response” in College English Jan. 2002.
"Collaborative/Social Process Theory." In Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies, ed. Mary Lynch Kennedy. Westport, CT: Greenwood Press, 1998: 37-41 (with Michael Spooner).
"From the Editors." Assessing Writing V 5.2 (1998): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 5.1 (1998): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 4.2 (1997): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 4.1 (1997): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 3.2 (1996): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 3.1 (1996): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 2.2 (1995): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V 2.1 (1995): 1-4 (with Brian Huot).
"From the Editors." Assessing Writing V.1.2 (1994): 143-45 (with Brian Huot).
Bibliography entries. CCCC Bibliography on Rhetoric and Composition, ed. Cynthia Selfe and Gail Hawisher. Carbondale, ILL: Southern Illinois University Press, 1992, 1993, 1994.
"Using the Computer to Teach Reading and Writing," English Leadership Quarterly, Dec. 1992: 2-5 (with Boyd Davis).
Review of "The Teaching Portfolio" in Let's Talk Teaching (Spring 1992): 5.
"Comment and Response" to "Recognizing the Learning Disabled College Writer," College English V52. 3 (Mar. 1990): 340-42.
"Report of the 1979 Special Interest session Discussion Group on Serving ESL Students in the Writing Lab," Writing Lab Newsletter, October 1979: 1-2 (with Jon Jonz).
"Finding the Key Idea in Topic Sentences," Writing Lab Newsletter, April 1978: 2.
Bishop, W., & Starkey, D. (2006). Keywords in creative writing. Utah State University Press. Retrieved from https://upcolorado.com/utah-state-university-press/item/2235-keywords-in-creative-writing
Deleuze, G., & Parnet, C. (1988-1989). Gilles Deleuze from A to Z. Semiotext(e).
Tham, J. (Ed.). (2024). Keywords in making: A primer. Parlor Press. Retrieved from https://parlorpress.com/products/keywords-in-making
Tham, J. (Ed.). (2022). Keywords in design thinking. WAC Clearinghouse. University of Colorado Press. Retrieved from https://wac.colostate.edu/books/tpc/design/
Yu, H., & Buehl, J. (2023). Keywords in technical and professional communication. WAC Clearinghouse. Retrieved from https://wac.colostate.edu/books/tpc/tpc/