Scott Warnock, PhD
Director, University Writing Program
Professor of English
Department of English and Philosophy
- BA, English with a Minor in Journalism, Rutgers University Camden, 1991
- MA, English, Rutgers University Camden, 1995
- PhD, English, Temple University, 2002
I am a professor of English and Director of the University Writing Program. I teach first-year writing and courses such as Writing in Cyberspace, The Literature of Business, and The Peer Reader in Context. My research interests focus on uses of technology in writing instruction, particularly how learning technologies can help student writers and facilitate better methods for faculty to respond to student work. I am the author of Teaching Writing Online: How and Why and numerous book chapters and articles. I have spoken about teaching and technology issues and opportunities at many institutions and conferences, and I was Co-Chair of the Conference on College Composition and Communication Committee for Effective Practices in Online Writing Instruction from 2011 to 2016 and am currently Vice President of the Global Society for Online Literacy Educators. I was co-founder of Subjective Metrics, Inc. a company created to develop Waypoint writing assessment and peer review software. I also maintain two blogs, one about online writing instruction at onlinewritingteacher.blogspot.com and “Virtual Children” at whenfallsthecoliseum.com/category/blood/virtual-children/.
- Warnock, Scott. “Foreword.” Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors. Jessie Borgman and Casey McArdle. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado, 2019. vii-x.
- Mechenbier, Mahli and Scott Warnock. “A Collaborative Method for Observing/Evaluating Online Writing Courses.” Forum: Issues About Part-Time & Contingent Faculty 23.1 (Fall 2019): A8-A16.
- Warnock, Scott and Diana Gasiewski. Writing Together: Ten Weeks Teaching and Studenting in an Online Writing Course. Urbana, IL: NCTE, 2018.
- Warnock, Scott and Adrienne Cassel. “Teaching Writing Online.” A Guide to Teaching the Norton Field Guides to Writing. 5th ed. Editors Richard Bullock, Maureen Daly Goggin, and Deborah Bertsch.Norton, 2019. 104-112.
- Warnock, Scott. “Texting Ruins Students’ Grammar Skills.” Bad Ideas About Writing. Eds. Cheryl E. Ball and Drew M. Lowe. Morgantown, WV: West Virginia University Libraries, 2017. 301-7.
- Warnock, Scott; Nicholas Rouse; Christopher Finnin; Frank Linnehan; & Dylan Dryer. “Measuring Quality, Evaluating Curricular Change: A 7-Year Assessment of Undergraduate Business Student Writing.” Journal of Business and Technical Writing 31.2 (April 2017): 135-67.
- Hewett, Beth & Scott Warnock. “Writing MOOEEs? Reconsidering MOOCs in Light of the OWI Principles.” Handbook of Research on Writing and Composing in the Age of MOOCs. Eds. Elizabeth A. Monske & Kristine Blair. IGI Global, 2017. 17-38.
- Warnock, Scott. “Interrogating Online Writing Instruction.” Learning and Teaching Writing Online: Strategies for Success. Studies in Writing. Vol. 29. Series Ed. Gert Rijlaarsdam & Volume Editors Mary Deane & Teresa Guasch. Leiden, The Netherlands: Brill, 2015. 178-87.
- Warnock, Scott. “Teaching the OWI Course.” Foundational Practices in Online Writing Instruction. Perspectives on Writing. Eds. Beth L. Hewett and Kevin DePew. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, 2015. 157-97. Available at wac.colostate.edu/books/owi/
- Hewett, Beth and Scott Warnock. “The Future of OWI.” Foundational Practices in Online Writing Instruction. Perspectives on Writing. Eds. Beth L. Hewett and Kevin DePew. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, 2015. 553-69. Available at wac.colostate.edu/books/owi/
- Warnock, Scott. “WPA-CompPile Bibliography no. 21: Studies Comparing Outcomes Among Onsite, Hybrid, and Fully-Online Writing Courses.” WPA-CompPile Research Bibliographies April 2013. comppile.org/wpa/bibliographies/. Web.
- Teaching Writing Online: How and Why. Urbana, IL: NCTE, 2009.
- “Frequent Low-Stakes Grading: Assessment for Communication, Confidence.” Online Classroom. 12.3 (March 2012): 5, 7.
- With Kenneth Bingham; Dan Driscoll; Jennifer Fromal; and Nicholas Rouse. “Early Participation in Asynchronous Writing Environments and Course Success.” The Journal of Asynchronous Learning Networks 16.1 (January 2012). Web.
- “Streaming Media for Writing Instruction: Drexel’s Streaming Media Server and Novel Approaches to Course Lessons and Assessment.” Streaming Media in Higher Education. Eds. Charles Wankel and J. Sibley Law. Hersey, PA: IGI Global, 2011. 218-236.
- “The Class Message Board Text: What Is It and How Can We Use It to Develop a Student Text-Centered Course?” Teaching Using Student Texts: Essays Toward an Informed Practice. Eds. Joseph Harris, John Miles, Charles Paine. Logan, UT: Utah State UP, 2010. 96-107.
- “Cutting Keystrokes, Improving Communications: Response Technologies for Writing Instruction.” California English 15. 1 (September 2009): 27-30.
- “Methods and Results of an Accreditation-Driven Writing Assessment in a Business College.” Journal of Business and Technical Communication 23.1 (January 2009): 83-107.
- “Responding to Student Writing with Audio-Visual Feedback.” Writing and the iGeneration: Composition in the Computer-Mediated Classroom. Eds. Terry Carter and Maria A. Clayton. Southlake, TX: Fountainhead Press, 2008. 201-27.