Articles & Chapters

Academic Journal Articles

Inoue, Asao B. (2020). “Grading Writing Is A Racist Practice.” Statement: A Magazine of the Colorado Language Arts Society, 52.1. 

Inoue, Asao B., and Mya Poe. (2020). “How to Stop Harming Students: An Ecological Guide to Antiracist Writing Assessment,” Infographic. Composition Studies, 48.3, pp. 14-15.

Inoue, Asao B. (2020). “Stories about Grading Contracts, or How Do I Like Through The Violence I’ve Done?The Journal of Writing Assessment, 13.2 (4,883 words).

Inoue, Asao B. (2020). “Teaching Antiracist Reading,” Journal of College Reading and Learning, 50.3.  

Inoue, Asao B. (2019). “Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgements of Language.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 19.3.

Inoue, Asao B. “CCCC Chair’s Address: How do We Language So People Stop Killing Each Other, Or What Do We Do About White Language Supremacy.” CCC 71.2 (Dec 2019).

Inoue, Asao B. (Fall 2016). “Racism in Writing Programs and the CWPA.” Journal of the Council of Writing Program Administrators 40.1.

Inoue, Asao B. (2016). “Afterward: Narratives that Determine Writers and Social Justice Writing Center Work.” Praxis: A Writing Center Journal 14.1.

Inoue, Asao B. (2015). “The Living Scholarship of Composition Studies: A Case for Students-as-Scholarship,” response article to the CCCC statement on the Scholarship in Composition. College Composition and Communication 66.3, pp. 697-700.

Inoue, Asao B. (2014). “Theorizing Failure in U.S. Writing Assessments.” Research in the Teaching of English 48.3, 330-352. Winner of the 2014 CWPA Award for Outstanding Scholarship on Writing Program Administration (received in 2016).

Moore, Scott D., Sanchez, Rudolph J., Inoue, Asao B., Statham, Russel D., Zelezny, Lynnette, and Covino, William A. (2014). “Leveraging Technology to Alleviate Student Bottlenecks: The Self-Paced Online Tutorial – Writing (SPOT).” Journal of Continuing Higher Education 62.1, pp. 50-55.

Inoue, Asao B. (2010). “Engaging with Assessment Technologies: Responding to Valuing Diversity as a WPA,” WPA: Writing Program Administration 33.3, pp. 134-138.

Inoue, Asao B. (2009). “Self-Assessment As Programmatic Center: The First Year Writing Program and Its Assessment at Fresno State University.” Composition Forum 20, online journal (see reprint below in Book Chapters).

Inoue, Asao B. (2008). “A Reply to Peter Elbow on ‘Community-Based Assessment Pedagogy.” Assessing Writing 12.3, pp. 228-233.

Inoue, Asao B. (2007). “Articulating Sophistic Rhetoric as a Validity Heuristic for Writing Assessment.” The Journal of Writing Assessment 3.1, pp. 31-54.

Inoue, Asao B. (2004). “Community-Based Assessment Pedagogy.” Assessing Writing 9.3, pp. 208-238.

Inoue, Asao B. (1999). “Teaching with Feeling: A Subjective Pedagogy.” Community College Humanities Review 20.2. pp. 136-57.

Academic Blog Posts

Inoue, Asao B. (18 Dec 2017). “Antiracist Writing Pedagogy: Racialized Places of Labor and Listening.” Reflections on Antiracist Pedagogies: An SWR Discussion, blog post for SWR book series. SWR/NCTE.

Inoue, Asao B. (6 Dec 2016). “The Complications of Berlin’s Original Call to Teach Writing as Citizenship,” blog post for SWR book series. SWR/ NCTE.

Book Chapters

Inoue, Asao B. (2023). “The Importance of Being Readers Reading in Yagelski’s Writing as a Way of Being.” In Deborah H. Holdstein (Ed.), Lost Texts in Rhetoric and Composition. MLA Publications.

Inoue, Asao B. (2020). “Afterword: Failure and Letting Go.” In Allison D. Carr, and Laura R. Micciche (eds.), Failure Pedagogies: Systems, Risks, Futures. Peter Lang. 259-263.

Inoue, Asao B. (forthcoming 2020). “Afterward: Whiteness in the Framework’s Habits of Mind.” In J. Michael Rifenburg, Patricia Portanova, and Duane Roen (Eds.), Teaching at the Intersection of Cognition and Writing

Inoue, Asao B. (2019). “Afterword: Who Is Served, and Gets Served, in WPA Work?” In Staci Perryman-Clark and Collin Craig (eds.), Black Perspectives on Blackness in Writing Program Administration: From the Margins to the Center. Urbana: Studies in Writing And Rhetoric/NCTE, in review.

Inoue, Asao B. (2019). “Becoming in the New World.” Norbert Elliot and Alice Horning, eds. Talking Back: Senior Scholars Deliberate the Past, Present, and Future of Writing Studies. University Press of Colorado.

Inoue, Asao B. (2019). “Embrace the Opposition.” John Gallagher and D├ánielle Nicole DeVoss, eds. Explanation Points: Publishing in Rhetoric and Composition. University of Colorado / Utah State University Press.

Inoue, Asao B. (2017). “Writing Assessment as the Conditions for Translingual Approaches: An Argument for Fairer Assessments.” In Bruce Horner and Laura Tetreault (Eds.), Crossing Divides: Exploring Translingual Writing Pedagogies and Programs. Logan: Utah State University Press. Collection is the winner of the 2018 MLA Mina P. Shaughnessy Book Award.

Inoue, Asao B. (2017). “What Does the Field of Writing Assessment Need? Or, How Asian and Asian American Rhetoric Can Help Writing Assessments Work Better.” In Jennifer Sano-Franchini, Terese Guinsatao Monberg, and Hyoejin Yoon (eds.), Building a Community, Having a Home: A History of the CCCC AAAC. Anderson, SC: New City Community Press/Parlor Press.

Inoue, Asao B. (2016). “Forward: On Antiracist Agendas.” In Frankie Condon & Vershawn A. Young (Eds.), Performing Antiracist Pedagogy. Anderson, SC: Parlor Press. pp. xi-xx.

Inoue, Asao B., and Richmond, Tyler. (2016). “Theorizing the Reflection Practices of Hmong College Students: Is 'Reflection' A Racialized Discourse?” co-written with Tyler Richmond. In Kathleen Blake Yancey (Ed.), A Rhetoric of Reflection. Logan: Utah State University Press. pp. 125-145.

Inoue, Asao B., and Scott, Tony. (2015). “Threshold Concept: Assessing Writing Shapes Contexts and Writing.” In Elizabeth Wardle and Linda Adler-Kasner (Eds.), Naming What We Know: Writing at the Threshold. Logan: Utah State University Press. pp. 29-31.

Inoue, Asao B. (2015). “Self-Assessment as Programmatic Center: The First Year Writing Program and Its Assessment at California State University, Fresno” (reprint with coda). In Mary Jo Reiff, Anis Bawarshi, Michelle Ballif, and Christian Weisser (Eds.), Ecologies of Writing Programs: Profiles of Writing Programs in Context. Anderson: Parlor Press. pp. 252-281.

Inoue, Asao B. (2014). “A Grade-less Writing Course that Focuses on Labor and Assessing.” In Deborah Teague and Ronald Lunsford (Eds.), First-Year Composition: From Theory to Practice. Lauer Series (Series Eds. Jenny Bay and Thomas Rickert). Anderson: Parlor Press. pp. 71-110.

Inoue, Asao B. (2012). “Racial Formations in Two Writing Assessments: Revisiting White and Thomas’ Findings on the English Placement Test After Thirty Years,” co-written with Mya Poe. In Norbert Elliot and Les Perelman (Eds.), Writing Assessment in the 21st Century: Essays in Honor of Edward M. White. New York: Hampton Press. pp. 343-361.

Inoue, Asao B. (2012). “Racial Methodologies for Composition Studies: Reflecting on Theories of Race in Writing Assessment Research.” In Lee Nickoson and Mary P. Sheridan (Eds.), Writing Studies Research in Practice: Methods and Methodologies. Southern Illinois University Press. pp. 125-39.

Inoue, Asao B. (2012). “Grading Contracts: Assessing Their Effectiveness on Different Racial Formations.” In Asao B. Inoue and Mya Poe (Eds.), Race and Writing Assessment, (peer-reviewed through the press). New York: Peter Lang. pp. 79-94.

Inoue, Asao B. (2011). “Structuring Code Meshing into Educational Policy,” response Chapter on Policies for Code Meshing. In Vershawn Ashanti Young and Aja Martinez (Eds.), Code Meshing as World English: Policy, Pedagogy, Performance. Urbana: NCTE Press. pp. 95-98.

Inoue, Asao B. (2010). “Teaching the Rhetoric of Writing Assessment.” In Joseph Harris, John Miles, and Charles Paine (Eds.), Teaching With Student Texts. Logan: Utah State University Press. pp. 46-57. 

Inoue, Asao B. (2009). “The Technology Of Writing Assessment And Racial Validity.” In Christopher S. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education. Hershey, PA: IGI Global. pp. 97-120.

Inoue, Asao B. (1999). “Mending Babel’s Walls.” In Stephen Tchudi (Ed.), Halcyon Series: Volume 21, Community in the American West. Reno: University of Nevada Press. pp. 3-28.