Journal Publications

“Defining Translinguality.” Co-authored with Sara P. Alvarez.   Literacy in Composition Studies 7.2 (2019): 1-30. 

“语言工作与写作教学 [Language Work and the Teaching and Learning of Writing].” Trans. Liao Qiaoyun and Jia Daichun.  当代修辞学 [Contemporary Rhetoric] 5 (2018).

 “Translinguality and Disciplinary Reinvention.”  Across the Disciplines 15.3 (2018): 76-88.

“Writing Language: Composition, the Academy, and Work.”  Humanities 6.11 (2017). <http://www.mdpi.com/2076-0787/6/2/11>. doi:10.3390/h6020011

“Mobility and Academic Literacies: An Epistolary Conversation.”  Co-authored with Jan Blommaert.   London Review of Education 15.1 (2017): 2-20.  http://www.ingentaconnect.com/contentone/ioep/clre/2017/00000015/00000001/art00002;jsessionid=1y7dbvte1jh0t.x-ic-live-03

“写作与修辞研究的跨语言方法 [A Translingual Approach to Writing and the Study of Rhetoric].” Co-authored with Min-Zhan Lu.  Translated by Jianfeng Wang. 当代修学 [Contemporary Rhetoric], vol. 5, no. 1, 2016, pp. 10—21.

“Translation as (Global) Writing.” Co-authored with Laura Tetreaut. Composition Studies, vol. 44, no. 1, 2016, pp. 13—30.

“Linguistic Theory in Approaches to Written Error in US Composition: History and Current Directions.” Co-authored with Min-Zhan Lu.  Former à l’écrit universitaire: Un terrain pour la linguistique?, special issue of Linx, vol. 72, no. 1, 2016, pp. 39—54.

“Introduction: Translingual Work.”  Co-authored with Min-Zhan Lu.  College English, vol. 78, no. 3, 2016, pp. 207—218.

“Rewriting Composition: Moving Beyond a Discourse of Need.” College English, vol. 77, no. 5, 2015, pp. 450—479.

“Grounding Responsivity.” JAC, vol. 34, no. 1—2, 2014, pp. 711—723.

“Ideologies of Literacy, ‘Academic Literacies,’ and Composition Studies.” Literacy in Composition Studies, vol. 1, no. 1, 2013, pp. 1—9.

“Translingual Literacy, Language Difference, and Matters of Agency.” Co-authored with Min-Zhan Lu.  College English, vol. 75, no. 1, 2013, pp. 586—611.

“Economies of Writing.” JAC, vol. 32, no. 3—4, 2012, pp. 453—460.

“Relocating Basic Writing.” Journal of Basic Writing, vol. 30, no. 2, 2012, pp. 5—23.

“Toward a Multilingual Composition Scholarship: From English Only to a Translingual Norm.” Co-authored with Christiane Donahue and Samantha NeCamp.  College Composition and Communication, vol. 63, no. 2, 2011, pp. 269—300.

“The Rhetorics of English in Education.” Co-authored with Viv Ellis.  Changing English, vol. 18, no. 3, 2011, pp. 245—249.

“Language Difference in Writing: Toward a Translingual Approach.” Coauthored with Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur.  College English, vol. 73, no. 3, 2011, pp. 299-317.

“Working Rhetoric and Composition.” Co-authored with Min-Zhan Lu.  College English, vol. 72, no. 5, 2010, pp. 470—497.

“Introduction: Working English in Rhetoric and Composition: Global-local Contexts, Commitments, Consequences.” JAC, vol. 29, no. 1—2, 2009, 13—15.

“Composing in Global-local Context: Careers, Mobility, Skill.” Co-authored with Min-Zhan Lu. College English, vol. 72, no. 2, 2009, pp. 109—129.

“James Slevin and the Identifying Practices of Composition.” ADE Bulletin, vol. 143, no. 1, 2007, pp. 14—17.

“Redefining Work and Value for Writing Program Administration.” JAC, vol. 27, no. 1, 2007, pp. 163—184.

“Cross-Language Relations in Composition.” College English, vol. 68, no.1, 2006, pp. 569—574.

“Class, Class Consciousness, and ‘Good Teaching Jobs.’” JAC, vol. 26, no. 1, 2006, pp. 139—155.

“Critical Ethnography, Ethics, and Work: Rearticulating Labor.” JAC, vol. 22, no. 1, 2002, pp. 561—584.

“English Only and U.S. College Composition.” Co-authored with John Trimbur.   College Composition and Communication, vol. 53, no. 1, 2002, pp. 594—630.

“‘Students’ Right,’ English Only, and Re-imagining the Politics of Language.” College English, vol. 63, no. 1, 2001, pp. 741—758.

“Politics, Pedagogy, and the Profession of Composition: Confronting Commodification and the Contingencies of Power.” JAC, vol. 20, no. 1, 2000, pp. 121—152.

“Traditions and Professionalization: Reconceiving Work in Composition.” College Composition and Communication, vol. 51, no. 1, 2000, pp. 366—398.

“Expectations, Interpretations, and the Contributions of Basic Writing.” Co-authored with Min-Zhan Lu.  Journal of Basic Writing, vol. 19, no. 1, 2000, pp. 23—32.

“On the Study of Music as Material Social Practice.” Journal of Musicology, vol. 16, no. 1, 1998, pp. 159—199.

“The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy.” Co-authored with Min-Zhan Lu.  College English, vol. 60, no. 1, 1998, 257—277.

“Students, Authorship, and the Work of Composition.” College English, vol. 59, no. 1, 1997, pp. 505—529.

“Discoursing Basic Writing.” College Composition and Communication, vol. 47, no. 1, 1996, pp. 199—222.

“Writing Down the Songs: Teaching Conflicts in Music and English.” Writing on the Edge, vol. 6, no. 2, 1995, pp. 33—46.

“Negotiating Traditions of English Song: Performance, Text, History.” Mosaic, vol. 27, no. 3, 1994, pp. 19—44.

“Resisting Traditions in Composing Composition." Journal of Advanced Composition, vol. 14, no. 1, 1994, pp. 495—519.

“Mapping Errors and Expectations for Basic Writing: From the ‘Frontier Field’ to ‘Border Country.’” English Education, vol. 26, no. 1, 1994, 29—51.

“Rethinking the ‘Sociality’ of Error: Teaching Editing as Negotiation.” Rhetoric Review, vol. 11, no. 1, 1992, pp. 172—199.

Book Chapters

“Rewriting the Difference of Multimodality: Composing Modality and Language as Practice.”  Bridging the Gap: Multimodality in Theory and Practice.  Ed. Santosh Khadka and Jennifer C. Lee.  Logan: Utah State UP/UP of Colorado, 2019.  263-83.

“Written Academic English as a Lingua Franca.”  Routledge Handbook of English as a Lingua Franca.  Ed. Jennifer Jenkins, Will Baker, and Martin Dewey. New York: Routledge, 2018.  413-26.

"Teaching Translingual Agency in Iteration: Rewriting Difference."  Crossing Divides: Exploring Translingual Writing Pedagogies and Programs.  Ed. Bruce Horner and Laura Tetreault.  Logan: Utah State UP, 2017.  87-97,.

  “Rewriting Creative Writing.”  Changing Creative Writing in America: Strengths, Weaknesses, Possibilities.  Ed. Graeme Harper.  New Writing Viewpoints Series.  Bristol: Multilingual Matters, 2018.  112-31. 

“Reflecting the Translingual Norm: Action-reflection, ELF, Translation, and Transfer.” A Rhetoric of Reflection, edited by Kathleen Blake Yancey, Utah State University Press, 2016, pp. 105—124.

“Looking at Academic Literacies from a Composition Frame: From Spatial to Spatio-temporal Framing of Difference.” Co-authored with Theresa Lillis.  Working with Academic Literacies: Case Studies Towards Transformative Practice, edited by Theresa Lillis, Kathy Harrington, Mary Lea, and Sally Mitchell, Parlor Press, 2015, pp. 327—337.

“Afterword.” Transnational Writing Program Administration, edited by David S. Martins, Utah State University Press, 2015, pp. 332—341.

“Beyond ‘English-only’ in U.S. Writing Instruction: Fostering Translingual Dispositions in Writing Teacher Education.” Coauthored with Carrie Kilfoil.  Integrating Content and Language in Higher Education: From Theory to Practice, edited by Robert Wilkinson, and Mary Louise Walsh. Peter Lang, 2015, pp. 149—159.

"Reworking English in Rhetoric and Composition—Global Interrogations, Local Interventions.” Reworking English in Rhetoric and Composition—Global Interrogations, Local Interventions, edited by, Bruce Horner and Karen Kopelson, Southern Illinois University Press, 2014, pp. 1—10.

“Writing in the Disciplines/Writing Across the Curriculum.” The Routledge Companion to English Studies, edited by Constant Leung, and Brian V. Street. Routledge, 2014, pp. 405—418.

“Toward a Labor Economy of Academic Literacy: Exploring Academic Frictions.” Co-authored with Min-Zhan Lu. Literacy, Economy and Power: Writing and Research After Literacy in American Lives, edited by John Duffy, Julie Nelson Christoph, Eli Goldblatt, Nelson Graff, Rebecca Nowacek, and Bryan Trabold. Southern Illinois University Press, 2014, pp. 111—126.

“Translingual Literacy and Matters of Agency.”  Co-authored with Min-Zhan Lu. Literacy as Translingual Practice: Between Communities and Classrooms, edited by Suresh Canagarajah. Routledge, 2013, pp, 26—38.

“(Re)Writing English: Putting English in Translation.”  Co-authored with Min-Zhan Lu.  English—A Changing Medium for Education, edited by Constant Leung, and Brian Street, Multilingual Matters, 2012, pp. 59—78.

“The WPA as Broker: Globalization and the Composition Program.” Teaching Writing in Globalization: Remapping Disciplinary Work, edited by Daphne Desser, and Darin Payne. Lexington Books, 2012, pp. 57—78.

"Writing English as a Lingua Franca." Latest Trends in ELF Research, edited by Alasdair Archibald, Alessia Cogo, and Jennifer Jenkins, Cambridge Scholars Press, 2011, pp. 299—311.

"The Logic of Listening to Global Englishes.”  Co-authored with Min-Zhan Lu.  Code Meshing as World English: Policy, Pedagogy, Performance, edited Vershawn Ashanti Young and Aja Y. Martinez. Urbana, IL: National Council of Teachers of English, 2011, pp. 99—114.

"Re-Valuing Student Writing." Teaching with Student Texts: Essays Toward an Informed Practice, edited by Joseph Harris, John Miles, and Charles Paine. Utah State University Press, 2010, pp. 9—23.

"From English-Only to Cross-Language Relations in Composition." Cross-Language Relations in Composition, edited by Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda. Southern Illinois University Press, 2010, pp. 1—17.

"Toward Multilingual University Discourse(s): Negotiating Global Englishes." Actes du colloque international les discours universitaires: formes, pratiques, mutations, 2: Acteurs et contextes des discours universitaires, edited by Jean-Marc Defays, Annick Englebert, Marie-Christine Pollet, Francine Thyrion, and Laurence Rosier. L'harmattan, 2009, pp. 301—310.

"Rhetoric and (?) Composition."  Co-authored with Min-Zhan Lu.  The Sage Handbook of Rhetoric, edited by Cheryl Glenn, and Martin Carcasson, Sage, 2009, pp. 293—315.

"Plagiarism, Difference, and Power." Afterword. Pluralizing Plagiarism: Identities, Contexts, Pedagogies, edited by Rebecca Moore Howard, and Amy E. Robillard, Heinemann Boynton/Cook, 2008, pp. 171—177.

"Resisting Monolingualism in 'English': Reading and Writing the Politics of Language."  Co-authored with Min-Zhan Lu.  Rethinking English in Schools: A New and Constructive Stage, edited by Viv Ellis, Carol Fox, and Brian Street, Continuum, 2007, pp. 141—157.

"Mixing it Up: The Personal in Public Discourse." The Private, the Public and the Published, edited by Thomas Kent, and Barbara Couture, Utah State University Press, 2004, pp. 185—197.

"Excavating the Ruins of Undergraduate English." Co-authored with Kelly Latchaw, Joseph Lenz, Jody Swilky, and David Wolf.  Beyond English Inc.: Curricular Reform in a Global Economy, edited by David B. Downing, Claude Mark Hurlbert, and Paul Mathieu, Boynton/Cook, 2002, pp. 75—92.

"Resisting Academics." Insurrection: Approaches to Resistance in Composition Studies, edited by Andrea Greenbaum, State University of New York Press, 2001, 169—184.

"Discourse." Key Terms in Popular Music and Culture, edited by Thomas Swiss, and Bruce Horner. Blackwell, 1999, pp. 18—34.