About
Monographs
AI English: Humans, Machines, and the Future of Writing (In press, Cambridge University Press)
Grammar for Good (Under contract, Bloomsbury)
You Can't Write That...8 Myths about Correct English (Cambridge University Press, 2024)
How Students Write: A Linguistic Analysis (Modern Language Association, 2020)
First-Year University Writing: A Corpus-Based Study with Implications for Pedagogy (Palgrave MacMillan, 2015)
Textbook
A Case-Based Approach to Argumentative Writing, with lead author Sonja Launspach (Oxford University Press, 2020)
Recent Articles
“Walk it, Talk it: Accessible Language as Linguistic Justice in Writing Studies.” With Shawna Shapiro. Composition Studies (forthcoming)
“What’s Grammar Got to Do with It? Judging Less and Learning More in Encounters with Written English Variation.” College English (2025)
“AI in Academic Writing." Encyclopedia of Applied Linguistics 2nd Edition. Ed. Carol Chapelle. (2025)
"A History and Continuum of Written English Registers, Fields, and Genres.” Across the Disciplines, Special Issue: Confluences of Writing Studies and the History of the English Language (2024)
"FAQs about Language and Linguistics in Writing," with Shawna Shapiro. WAC Repository (2023)
"Attention to Language in Composition." Composition Forum (2023)
"Student Interpretation and Use Arguments: Student-led, evidence-based language." Journal of Response to Writing (2022)
“What is 'Good Writing?' Analyzing Metadiscourse as Civil Discourse.” Journal of Teaching Writing (2022)
“Directed Self-Placement: Subconstructs and group differences at a U.S. university.” Assessing Writing (2021)
“From Cowpaths to Conversation: Rethinking the Argumentative Essay,” with Valerie Ross. Pedagogy (2020)
“Linguistic Markers of Stance and Genre in Upper-Level Student Writing.” Written Communication (2019)
“A Taxonomy for Writing Analytics," with lead author Susan Lane, and Bill Marcellino. Journal of Writing Analytics (2019).
“Civil Assignments: Moving Beyond Argumentative Writing Tasks,” with Maddie Moseley. English Journal (2019)
“Corpus Analysis of Argumentative Versus Explanatory Discourse in Writing Task Genres.” Journal of Writing Analytics (2017)
“Generality in Student and Expert Epistemic Stance: A Corpus Analysis of First-year, Upper-level, and Published Academic Writing.” With Dineth Bandarage and Meredith Miller. Journal of English for Academic Purposes (2017)
“Elaborated Specificity vs. Emphatic Generality: A Corpus-Based Comparison of Higher and Lower Scoring Advanced Placement Exams in English,” with lead author David West Brown. Research in the Teaching of English (2017)
Recent Book Chapters
"Language Knoweldge and Linguistic Justice." Sites of Writing, Eds. James Beitler and Sarah Ruffing Robbins. WAC Clearinghouse / University Press of Colorado. (2025)
“Implications of Automated Scoring of Writing.” Considering Students, Teachers, and Writing Assessment, WAC Clearinghouse / University Press of Colorado. (2024)
"Language Patterns in Secondary and Postsecondary Student Writing.” Corpora and Rhetorically Informed Text Analysis. Eds. David West Brown and Danielle Zawodny Wetzel. John Benjamins. (2023)
"Language Policing to Language Curiosity." Methods and Methodologies for Research in Digital Writing and Rhetoric: Centering Positionality in Computers and Writing Scholarship. Eds. Crystal VanKooten and Victor Del Hierro. WAC Clearinghouse (2022)
“Big Data as Mirror: Writing Analytics and Assessing Assignment Genres.” Composition and Big Data. University of Pittsburgh Press (2021)
“Corpus Linguistic Analysis and Its Opportunities and Limitations in Composition Studies.” The Expanding Universe of Writing Studies, Peter Lang (2021)
“A Civil Style: Reexamining Discourse and Rhetorical Listening in Composition.” Style and the Future of Composition Studies, Utah State University Press (2020)
“Stance as Style: Toward a Framework for Analyzing Academic Language,” with Zak Lancaster. Style and the Future of Composition Studies, Utah State University Press, Utah State University Press (2020)
“Generality and Certainty in Undergraduate Writing Over Time: A Corpus Study of Epistemic Stance Across Levels, Disciplines, and Genres.” Developing Writers, University of Michigan Press (2019)
