Wednesday, April 16, 2014

PUBLICATIONS


Books

Research Matters. By Rebecca Moore Howard and Amy Rupiper Taggart. New York: McGraw-Hill, 2011.

Writing Matters: A Handbook for Writing and Research. New York: McGraw-Hill, 2010.

Pluralizing Plagiarism: Identities, Contexts, Pedagogies. Ed. Rebecca Moore Howard and Amy E. Robillard. Portsmouth, NH: Heinemann Boynton/Cook, 2008.

Authorship in Composition Studies. Ed. Tracy Hamler Carrick and Rebecca Moore Howard. Boston: Wadsworth, 2006.

Coming of Age: The Advanced Writing Curriculum. Ed. Linda K. Shamoon, Rebecca Moore Howard, Sandra Jamieson, and Robert A. Schwegler. Portsmouth, NH: Heinemann Boynton/Cook, 2000.

Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators. Stamford, CT: Ablex, 1999.


Articles and book chapters

“Plagiarism in the Internet Age.” By Rebecca Moore Howard and Laura J. Davies. Educational Leadership (March 2009): 64-67.

“Framing Plagiarism.” By Linda Adler-Kassner, Chris M. Anson, and Rebecca Moore Howard. Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age. Ed. Caroline Eisner and Martha Vicinus. Ann Arbor: U Michigan P, 2008. 231-246.

“Plagiarizing (from) Graduate Students.” Pluralizing Plagiarism: Identities, Contexts, Pedagogies. Ed. Rebecca Moore Howard and Amy E. Robillard. Portsmouth, NH: Boynton/Cook, 2008. 92-100.

“Curricular Activism: The Writing Major as Counterdiscourse.” Composition Studies 35.1 (Spring 2007): 41-52.

“Understanding Internet Plagiarism.” Computers and Composition 24.1 (2007): 3-15.

“Activist Strategies in Textual Multiplicity: Writing Center Leadership in Plagiarism and Authorship.” By Rebecca Moore Howard and Tracy Carrick.The Writing Center Director’s Resource Book. Ed. Christina Murphy and Byron Stay. Mahwah, NJ: Lawrence Erlbaum, 2006. 249-260.

“The Binaries of Authorship.” Authorship in Composition Studies. Ed. Tracy Hamler Carrick and Rebecca Moore Howard. Boston: Wadsworth, 2006. 1-12.

“Contextual Stylistics: Breaking Down the Binaries in Sentence-Level Pedagogy.” Refiguring Prose Style: Possibilities for Writing Pedagogy. Ed. T.R. Johnson and Tom Pace. Logan: Utah State UP, 2005. 42-56.

“Deriving Backwriting from Writing Back.” Writing Center Journal 24.2 (Spring/Summer 2004): 3-18.

“Grammar: Irrefutable, Irreconcilable Differences.” Reflections in Writing 23 (2004). .

“Roles of and Structures for Writing Courses in Learning Communities.” By Rebecca Moore Howard and Vivian Rice. Building and Sustaining Learning Communities: The Syracuse University Experience. Ed. Sandra N. Hurd and Ruth Federman Stein. Boston, MA: Anker, 2004. 35-50.

“From Oprah to Andrea: The Ethos and Logos of Pathos.” Teaching/Writing in the Late Age of Print. Ed. J. Paul Johnson, Jeffrey R. Galin, and Carol Haviland. Hampton P, 2003. 291-300.

“Should Educators Use Commercial Services to Combat Plagiarism? No.” CQ Researcher 13.32 (19 September 2003): 789.

“WPAs and/Versus Administrators: Using Multimedia Rhetoric to Promote Shared Premises for Writing Instruction.” WPA: Writing Program Administration 27.1-2 (Fall/Winter 2003): 9-22.

“Course Management Guidelines.” Strategies for Teaching First-Year Composition. Ed. Duane Roen. Urbana, IL: NCTE, 2002. 212-216.

“Reexamining the Theory-Practice Binary in the Work of Writing Program Administrators.” By Linda K. Shamoon, Robert A. Schwegler, Rebecca Moore Howard, and Sandra Jamieson. The Writing Program Administrator as Theorist. Ed. Shirley K. Rose and Irwin Weiser. Westport, CT: Heinemann Boynton/Cook, 2002. 67-78.

“What Are Styles and Why Are We Saying Such Terrific Things about Them? ” By Rebecca Moore Howard, Heidi Beierle, Patricia Tallakson, Amy Taggart, Dan Fredrick, Mark Noe, Artist Thornton, Kurt Schick, and Melanie Peterson. Teaching Writing: Landmarks and Horizons. Eds. Christina Russell McDonald and Robert L. McDonald. Carbondale: Southern Illinois UP, 2002. 214-228.

“You Have No Right.” The WAC Casebook: Scenes for Faculty Reflection and Program Development. Ed. Chris M. Anson. New York: Oxford UP, 2002. 130-134.

“Collaborative Pedagogy.” A Guide to Composition Pedagogies. Ed. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford UP, 2001. 54-71.

“Forget about Policing Plagiarism; Just Teach.” The Chronicle of Higher Education (16 November 2001): B24.

“Applications and of Assumptions Student Self-Assessment.” Student Self-Assessment and Development in Writing: A Collaborative Inquiry. Ed. Jane Bowman Smith and Kathleen Blake Yancey. Cresskill, NJ: Hampton P, 2000. 35-58.

“The Ethics of Plagiarism.” The Ethics of Writing Instruction: Issues in Theory and Practice. Ed. Michael A. Pemberton. Stamford, CT: Ablex, 2000. 79-90.

“History, Politics, Pedagogy, and Advanced Writing.” Coming of Age: The Advanced Writing Curriculum. Ed. Linda Shamoon, Rebecca Moore Howard, Sandra Jamieson, and Robert Schwegler. Portsmouth, NH: Heinemann Boynton/Cook, 2000. xiii-xxii.

“Sexuality, Textuality: The Cultural Work of Plagiarism.” College English 62 (March 2000): 37-55.

“Style, Race, Culture, Context.” Coming of Age: The Advanced Writing Curriculum. Ed. Linda Shamoon, Rebecca Moore Howard, Robert Schwegler, and Sandra Jamieson. Portsmouth, NH: Heinemann Boynton/Cook, 2000. 94-105.

“The New Abolitionism Comes to Plagiarism.” Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Ed. Lise Buranen and Alice M. Roy. Albany, NY: SUNY P, 1999. 87-98.

“Authorship Theories.” Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Ed. Mary Lynch Kennedy. Westport, CT: Greenwood P, 1998. 5-8.

“The Dialogic Function of Composition Pedagogy: Negotiating between Critical Theory and Public Values.” Under Construction: Working at the Intersections of Composition Theory, Research, and Practice. Ed. Christine Farris and Chris Anson. Utah State UP, 1998. 51-64.

“The Literary Production of Power: Citation Practices among Authors and Students.” In “The Citation Functions: Literary Production and Reception.” By the (In)Citers1. Kairos 3.1 (March 1998)

“The Great Wall of African American Vernacular English in the American College Classroom.” JAC: A Journal of Composition Theory 16.2 (1996): 265-84.

“Memoranda to Myself: Maxims for the On-Line Portfolio.” Computers and Composition 13.2 (1996): 155-68.

“Cryoauthorship: The Mummy Walks!” Pre/Text 16.1-2 (1995): 38-53.

“Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57.7 (November 1995): 788-806.

“Reflexivity and Agency in Rhetoric and Pedagogy.” College English 56.3 (March 1994): 348-55.

“Power Revisited.” WPA: Writing Program Administration 16.3 (Spring 1993): 37-49.

“A Plagiarism Pentimento.” Journal of Teaching Writing 11.2 (1992): 233-46.

“Hiring Across the Curriculum.” By Rebecca Moore Howard, David J. Hess, and Margaret Flanders Darby. WPA: Writing Program Administration13 (Spring 1990): 27-36.

“In Situ Workshops and the Peer Relationships of Composition Faculty.” WPA: Writing Program Administration 12 (Fall/Winter 1988): 39-46.

“The Ironic Consolation of The Spanish Tragedy.” Selected Papers from the West Virginia Shakespeare and Renaissance Association 4 (1978): 9-15.