Kathleen Blake Yancey

Kellogg W. Hunt Professor
WMS 223B
Composition studies, writing assessment, and literacies and technologies

KATHLEEN BLAKE YANCEY, Kellogg W. Hunt Professor of English and Distinguished Research Professor, 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 the immediate past editor of College Composition and Communication, the flagship journal in the field. She has also authored, edited, or co-edited fourteen scholarly books and two textbooks as well as over 100 articles and book chapters. Her most recent volume, Assembling Composition, was released in March 2017. Edited with Stephen McElroy for the CCCC SWR Book Series, Assembling Composition examines and illustrates assemblage through three lenses-- theory, school, and the world--and includes a conclusion authored by Johndan Johnson-Eilola and Stuart Selber. In August 2016, Utah State University Press released her edited collection A Rhetoric of Reflection, which considers reflection from multiple perspectives, including transfer, multimedia, assessment, and race and language. Her co-authored Writing across Contexts: Transfer, Composition, and Sites of Writing, released in 2014, demonstrates the efficacy of a new writing curriculum, Teaching for Transfer (TFT), and articulates a new theory of prior knowledge located in theories of assemblage, remix, and critical incidents; it won both the 2015 CCCC Research Impact Award and the 2016 Council of Writing Program Administrators Best Book Award.

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 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 also serves on editorial boards for several journals, including for College English; Kairos; Computers and Composition; and Double Helix. Earlier boards she has served on include 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.

With Barbara Cambridge and Darren Cambridge, she leads the Inter/National Coalition on Electronic Portfolio Research (ncepr.org). Now in its twelfth year, this coalition has included over 60 institutional partners from around the world. She is also the recipient of several awards, including the Florida State Graduate Mentor Award, the FSU Graduate Teaching Award (twice), the Donald Murray Prize, and the Purdue University Distinguished Woman Scholar Award.

Her current research includes three book projects: a co-edited collection, Composition, Rhetoric, and Disciplinarity, to be published by Utah State University Press in early 2018; an edited collection, ePortfolios as Curriculum: Diverse Models and Practices, under contract with Stylus; and a book project, The Way We Were: A Cultural History of Everyday Writing in the 20th Century United States. In addition, she is the lead PI for an 8-site study of the TFT writing curriculum supported by CCCC and CWPA Research Grants (http://writingacrosscontexts.blogspot.com/)


  • Assembling Composition, CCCC SWR Series, published by NCTE (co-edited, 2017)
  • A Rhetoric of Reflection, Utah State University Press (edited collection:2016)
  • Writing across Contexts: Transfer, Composition, and Sites of Writing, (co-authored with Liane Robertson and Kara Taczak: 2014)
  • Electronic Portfolios 2.0 (edited collection: 2009)
  • Delivering College Composition: The Fifth Canon (edited collection: 2006)
  • Teachers Writing Groups: Collaborative Inquiry and Reflection for Professional Growth (co-edited collection:2006)
  • Teaching Literature as Reflective Practice (2004)
  • Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning (co-edited collection: 2001)
  • Self-Assessment and Development in Writing: A Collaborative Inquiry (co-edited collection: 2000)
  • Reflection in the Writing Classroom (1998)
  • Assessing Writing across the Curriculum: Diverse Methods and Practices (co-edited collection: 1997)
  • Situating Portfolios: Four Perspectives (co-edited collection: 1997)
  • Voices on Voice: Perspectives, Definitions, Inquiry. (edited collection: 1994)
  • Portfolios in the Writing Classroom: An Introduction (edited collection:1992)


  • "Mapping the Prior: A Beginning Typology and Its Impact on Writing." In Duane Roen et al., eds., Contemporary Perspectives on Cognition and Writing. To be published in fall 2017.
  • Electronic Portfolio (a curated exhibit). In Digital Pedagogy in the Humanities. MLA. To be published in early 2018.
  • "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 et al., eds. What Is College-level Reading. Urbana, IL: NCTE, 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.
  • “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.
  • "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, 2016.
  • "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. Winner of the SAR Best Essay Award


  • Composition, Rhetoric, and Disciplinarity: Shadows of the Past, Issues of the Moment, and Prospects for the Future, a co-edited collection with Rita Malenczyk, Susan Miller-Cochran, and Elizabeth Wardle
  • ePortfolio as Curriculum: Diverse Models and Practices, an edited collection under contract with Stylus
  • The Way We Were: A Cultural History of Everyday Writing in the 20th Century United States


  • Chair, NCTE Task Force on Assessment, 2014-2016.
  • Second Vice-President, First Vice-President, President, and Past President, SAMLA: 2011-2014.
  • Vice-President, President-Elect, President, and Past President, National Council of Teachers of English: 2005-2009.
  • Assistant Chair, Associate Chair, Chair, and Past Chair, Conference on College Composition and Communication: 2001-2005.
  • Vice President, President, and Past President, Council of Writing Program Administrators: 1999-2005.
  • Chair, College Forum, National Council of Teachers of English: 1998-2001.
  • Chair, College Section, National Council of Teachers of English: 1998-2001.

Publications By This Author