Publications 

•  “Crossing Boundaries: English Education, Teaching Writing, and Connections to the Real World.” In Closing the Gap: English Educators Address the Tensions between Teacher Preparation and Teaching Writing in the Secondary School. Eds. Karen Keaton Jackson and Sandy Vavra. (Language, Literature, and Learning Series). Information Age Publishing. (September 2007).

•  Composition Studies/English Education Connections.” (with W. Douglas Baker, Elizabeth Brockman, and Jonathan Bush). The Writing Instructor. www.writinginstructor.com (2007).

•  "Becoming Centered: CEE Membership and Program Development" (by Jill VanAntwerp and Allen Webb with Tonya Perry, Kia Jane Richmond, and David Schaafsma).  English Education 38.4 (July 2006).

• “Tapping Creativity in the English Classroom” in “What Works for Me.” Teaching English in the Two-Year College 33.4 (May 2006): 462.

• Introduction as Guest Editor. “Making Writing Matter.” Language Arts Journal of Michigan 21.1 (Spring/Summer 2005): 4-5.  

• “Multiple Intelligences and Young Adult Literature: An Extended Conversation” (with Johanna Delorey) Language Arts Journal of Michigan 20.2 (Fall/Winter 2004): 23-30.

• “Questioning Our Methods: Report on the Commission on English Methods Teaching and Learning” (with Alyson Whyte).  In “Conversations from the Commissions.”  Lynne Alvine, editor. English Education 36.4 (July 2004): 324- 28.
•  “An Unspoken Trust – Violated?” Journal of the Assembly for Expanded Perspectives on Learning 9 (Winter 2003-2004): 58-63.

• “Academic Service Learning in an English Methods Class: A Practical Approach.” Language Arts Journal of Michigan 19.1 (2003): 8-12.

• “Repositioning Emotions in Composition Studies.” Composition Studies 30.1 (2002): 67-82.

• “What a University Writing Course Really Looks Like.”  Illinois Association of Teachers of English  Bulletin.  Spring 2000.  (Neuleib, Janice and Claire C. Lamonica (with Toni Castellon, Mike Martin, Killian McCurrie, Lee Nickoson, Petros Panoue, Kia Richmond, and Amy Ward). 

• “Believing and Doubting and Dialectic in the First-Year College Composition Classroom: Elbow’s Influence on One Teacher’s Pedagogy.”  Issues in Writing 10.2 (2000): 135-51.

• “The Ethics of Empathy: Making Connections in the Writing Classroom.”  Journal of the Assembly for Expanded Perspectives on Learning 5 (Winter 1999-2000): 37-46.
•  “Making Connections: Philanthropy and the Speaking/Listening Class.”  Illinois Teachers of English to Speakers of Other Languages/Bilingual Education Newsletter 27.1(1999): 3, 6.

Reviews/Solicited Articles

• AEPL Fall 2005 Newsletter (Summaries of Summer Conference) http://aepl.iweb.bsu.edu/AEPLNews/2005Fall/2005Conference.htm

• “Four 21^st Century English Education Textbooks: A review of The English Teacher's Companion: Complete Guide to Classroom, Curriculum, and the Profession (2^nd edition, Heinemann, 2003,) and Writing Reminders - Tools, Tips, and Techniques (Portsmouth: Boynton/Cook. 2003), both by Jim Burke; Looking to Write: Students Writing through the Visual Arts by Mary Ehrenworth (Portsmouth: Heinemann, 2003); and Bridging English (3^rd Edition) by Joseph O’Beirne Milner and Lucy Floyd Morcock Milner (Upper Saddle River, NJ: Pearson Education, 2003).” Journal of Technical Writing and Communication (forthcoming 2005).

• Rev. of Intertexts: Reading Pedagogy in College Writing Classrooms, edited by Marguerite Helmers. (Mahwah, NJ: Lawrence Erlbaum, 2003. 251 pp). Journal of Technical Writing and Communication 35.2 (2005): 221 – 226.

• Rev. of Language and Image in the Reading-Writing Classroom: Teaching Vision, edited by Kristie S. Fleckenstein, Linda T. Calendrillo, and Demetrice A. Worley (Mahwah, NJ: Lawrence Erlbaum, 2002. 233 pp.). Journal of Technical Writing and Communication 35.2 (2005): 229-234.

• “Community Writing, Service Learning, and Composition Theory: A Review of Moving beyond Academic Discourse: Composition Studies and the Public Sphere by Christian R. Weisser (Carbondale: Southern Illinois UP, 2002. 145 pages); Community Action and Organizational Change: Image, Narrative, Identity by Brenton D. Faber (Carbondale: Southern Illinois UP, 2002. 219 pages); Writing Partnerships: Service-Learning in Composition by Thomas Deans (Urbana: NCTE, 2000. 285 pages); and Community Writing: Researching Social Issues through Composition by Paul Collins (Mahwah, NJ: Lawrence Erlbaum, 2001. 191 pages).” Journal of Technical Writing and Communication (2004). 

• “Outstanding NMU Teacher Educator Receives Award.” TEACH (Fall 2004) 1-2.  

• “Award for MCTE Executive Board Member and Long-time Teacher.” The Michigan English Teacher  54.3 (June 2004): 7.

• “Stoking the Fire: Making Your Way in English Language Arts Professional Development.” Language Arts Journal of Michigan 20.1 (2004): 78-80.

• “Teacher Certification: National Possibilities.” Phi Delta Kappa (on-line book project). Northern Michigan University. http://myweb.nmu.edu/~pdk/projects.htm (2004).

• “Sharing the Journey: New Teachers in Michigan Reflect on Their Experiences.” Language Arts Journal of Michigan (2004).

• “Sharing the Self: Promoting the Human Side of Teaching through Reflection/Writing.” TEACH, Spring 2003: 2, 6.

• “Academic Service Learning: Reflections and Resources.” TEACH, Fall 2003: 2-3.

• Rev. of Writing Partnerships: Service-Learning in Composition, by Thomas Deans. Technical Communication Quarterly 11.4 (2002): 473-475
•  Rev. of Teaching Secondary English (2^nd edition), by Daniel Sheridan, and Handbook of Instructional Practices for Literacy Teacher-Educators, edited by Joyce E. Many. Journal of Technical Writing and Communication 32.3 (2002): 295-300.

Dissertation (Illinois State University, May 2001)

Reflections of/on the Teacher: Emotions and Disclosure in the Writing Classroom

This dissertation establishes a model of investigation that emphasizes psychological inquiry and teacher reflection, offering writing instructors a pattern of research that will enrich future teaching as well as research in composition studies. This dissertation synthesizes strands of research begun by Alice Brand, Susan McLeod, and Lad Tobin, and explains how emotions – acknowledged and unacknowledged – can influence the power dynamic among writers, readers, and teachers of writing.