Staff Directory

James Williams, PhD

Professor of Rhetoric and Linguistics

Director of the Writing Program

Phone: 949-480-4040

Fax: 949-480-4126

Email: jwilliams@soka.edu

Faculty - Full-Time

Education

  • Ph.D. Rhetoric and Linguistics, University of Southern California
  • M.A. English, San Jose State University
  • B.A. English, San Jose State University
  • Community College Credential (life) Language Arts and Literature, San Jose State University
  • Secondary Credential (life) English, San Jose State University

Positions Held

  • 2000—present: Professor of Rhetoric & Linguistics, Soka University; Director of University Writing Program and Director of University Writing Center, 2000 to 2006 and 2015 to present.
  • 1998—2000: Professor of English, Director of Faculty Development Office, Cal Poly Pomona.    
  • 1995—1998: University Professor of Rhetoric and Composition, Director of Writing Across the Curriculum Program, Governors State University.
  • 1992—1995: Associate Professor of English, Director of UNC Writing Program and Executive Director of the Writing Center, University of North Carolina, Chapel Hill.
  • 1987—1992: Assistant Professor of English and Assistant Director of UNC Writing Program, Executive Director of the Writing Center, University of North Carolina, Chapel Hill.
  • 1984—1987: Director of Interdisciplinary Writing Program, University of Southern California.
  • 1981—1984: Visiting Assistant Professor of Rhetoric & Composition, University of California, Los Angeles.

Research Interests

  • “Rhetoricized Reality.” This project examines Rudich’s proposal that life during the first two centuries of the Roman Empire was characterized by dissimulation to such an extent that it had become “rhetoricized.” It then draws comparisons with current American society, considering instances of what Baudrillard referred to as “fake originals” that suggest that a rhetoricized existence was not limited to Rome.
  • Classical Rhetoric
  • Writing Pedagogy
  • Assessment
  • Cognition
  • Psycholinguistics
  • Syntax

Selected Papers, Publications, Presentations, & Exhibits

PUBLICATIONS—BOOKS

  • 2017—The Teacher’s Grammar Book. 2nd Edition. Translated into Korean. Sahoi Pyungnon Publishing Co. Inc. In press.
  • 2014—Preparing to Teach Writing: Research, Theory, and Practice. 4th Edition. Routledge.
  • 2009—An Introduction to Classical Rhetoric: Essential Readings. Wiley-Blackwell.
  • 2005—The Teacher’s Grammar Book. 2nd Edition. Lawrence Erlbaum Associates. (Reprinted 2009, Routledge.)
  • 2003—Preparing to Teach Writing: Research, Theory, and Practice. 3rd Edition. Lawrence Erlbaum Associates. (Reprinted 2009, Routledge.)
  • 2002—Visions and Revisions: Continuity and Change in Rhetoric and Composition. (Editor). Southern Illinois University Press.
  • 2002—Writing and Language Arts Big Book, Level K (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—Writing and Language Arts Big Book,Level 1 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—Writing and Language Arts Big Book,Level 2 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—The Writer's Workbook, Grade 1 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—The Writer's Workbook, Grade 2 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—The Writer's Workbook, Grade 3 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—The Writer's Workbook, Grade 4 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—The Writer's Workbook, Grade 5 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2002—The Writer's Workbook, Grade 6 (with Jean Gillet & Charles Temple). SRA McGraw-Hill.
  • 2001—The LEA Guide to Composition. Lawrence Erlbaum Associates. (Reprinted 2009, Routledge.)
  • 1999—The Teacher’s Grammar Book. 1st Edition. Lawrence Erlbaum Associates.
  • 1998—Preparing to Teach Writing: Research, Theory, and Practice. 2nd Edition. Lawrence Erlbaum Associates.
  • 1992—The Interdisciplinary Reader (with David Huntley & Christine Hanks). Harper Collins Publishers.
  • 1990—Literacy and Bilingualism (with Grace Snipper). Longman.
  • 1989—Preparing to Teach Writing. 1st Edition. Wadsworth.

PUBLICATIONS—REFEREED ARTICLES

  •  “First-Year Composition and Transfer: A Quantitative Study” (with Minami Hattori).  AERJ.  Under review.
  • “Translating Baudrillard’s Symbolic Exchange and Simulation into Educational Practice” (with Robert Allinson). Journal of Pedagogic Development. In press.
  • 2016—“Composition and the Search for Self-Awareness.” Journal of Pedagogic Development, 6, 30−41.
  • 2011—“Gender, Writing Self-Efficacy, and Help Seeking” (with Seiji Takaku). International Journal of Business, Humanities, and Technology, 1, 46−54.
  • 2011—“Help Seeking, Self-Efficacy, and Writing Performance among College Students” (with Seiji Takaku). Journal of Writing Research, 3, 1−18.
  • 2010—“Ars or Technê? Horace’s Ars Poetica as a Display Piece.” Proceedings of the First International Conference on Literature, Languages, and Linguistics, Athens Institute for Education and Research.
  • 2006—“Effects of Self-Regulatory Behavior on ESL Student Writing” (with Seiji Takaku & Karen Bauman). Tohoku Psychologia Folia, 65, 24−36.
  • 2005—“Why Kids Need to Be Bored: A Case Study of Self-Reflection and Academic Performance,” Research in Middle Level Education Online, 5, 1−17.
  • 1993—“Rule-governed Approaches to Language and Composition.” Written Communication, 10, 542−568.
  • 1990—“Cognitive Style and Written Discourse” (with W. Ross Winterowd). Focuses, 3, 3−23.
  • 1987—“Covert Linguistic Behavior During Writing Tasks: An Analysis of Psychophysiological Differences Between Above-average and Below-average Writers.” Written Communication, 4, 310−328.
  • 1985—“An Appraisal of Motivation in the Composition Classroom” (with Scott D. Alden). Highway One, 8, 249−58.
  • 1985—“Coherence and Cognitive Style.” Written Communication, 2, 473−491.
  • 1983—“Motivation in the Composition Class” (with Scott D. Alden). Research in the Teaching of English, 17, 101−112.
  • 1983—“Covert Language Behavior During Writing.” Research in the Teaching of English, 17, 301−312.

PUBLICATIONS—BOOK CHAPTERS AND OTHER ARTICLES

  • 2011—“Teaching Grammar in the Context of Writing.” In I. L. Clark (Ed.), Concepts in Composition: Theory and Practice in the Teaching of Writing, 2nd edition, (pp. 267−317). Rutledge.
  • 2003—“Grammar and Usage.” In I. L. Clark (Ed.), Concepts in Composition: Theory and Practice in the Teaching of Writing, 1st edition (pp. 313−337). Lawrence Erlbaum Associates.
  • 2002—“Rhetoric and the Triumph of Liberal Democracy.” In J. D. Williams (Ed.), Visions and Revisions: Continuity and Change in Rhetoric and Composition (pp. 131−161). Southern Illinois University Press.
  • 2000—“Identity and Reliability in Portfolio Assessment.” In B. Sunstein and J. Lovell (Eds.), The Portfolio Standard (pp. 135−148). Heinemann.
  • 1993—“Defining a Developmental Curriculum for a Pluralistic Society: The Administrative Challenges.” ERIC Documentation Reproduction Service.
  • 1992—“Writing Program Administration in the Face of Political Correctness.” ERIC Documentation Reproduction Service.
  • 1985—“An Appraisal of Motivation in Composition” (with Scott D. Alden). In M. Maguire and A. Pare (Eds.), Patterns of Development (pp. 249−258). Canadian Council of Teachers of English.
  • 1981—“The Literacy Crisis: Time for a Reevaluation.” The College Board Review, 119, 20−28.

 PUBLICATIONS—INVITED REVIEWS

  • 2005—“Counterstatement: Autobiography in Composition Scholarship.” Review of Situating Composition: Composition Studies and the Politics of Location, by Lisa Ede; The End of Composition Studies, by David Smit; Self-Development and College Writing, by Nick Tingle. College English, 68, 209−225.
  • 1993— “A Response to Patrick L. Courts.” College English, 55, 919−926.
  • 1992—"Review of Rereading the Sophists: Classical Rhetoric Refigured, by Susan Jarratt." College Composition and Communication, 43, 534−537.
  • 1992—“Politicizing Literacy.” Review of Conversations on the Written Word: Essays on Language and Literacy, by Jay L. Robinson; Literacy and Empowerment: The Meaning Makers, by Patrick L. Courts; and The Right to Literacy, edited by Andrea Lunsford, Helene Moglen, and James Slevin. College English, 54, 833−842. 

Courses Taught at SUA

  • WRIT 101
  • WRIT 301
  • WRIT 305
  • Core I
  • Learning Cluster
  • Introduction to Linguistics
  • Psycholinguistics
  • English Syntax 

Selected Honors & Awards

  • 2015—Finalist, editorship of College English.
  • 2014—Finalist, with Honorable Mention, Glimmer Train International Short Story Competition, “An Alaskan Education.”
  • 2009 to present—Listed in Marquis Who’s Who in America.
  • 2008 to present—Listed in Marquis Who’s Who in the World.
  • 1998—Outstanding Service Award, Governors State University
  • 1990—Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford University.
  • 1984—Finalist and runner-up, Promising Young Researcher Award for Outstanding Dissertation, National Council of Teachers of English.
  • 1983—Recipient, Outstanding Young Men of America Award

GRANTS

  • 2001—Lead Writer, LAUSD Title VII Continuation Grant:  Cohort Analysis of ESL Academic Achievement in Grades 1–6 ($500,000).
  • 2000—Lead Writer, LAUSD Title VII Continuation Grant:  Academic Achievement of ESL Students in Grades 1–6 ($250,000).
  • 1999—Lead Writer, LAUSD Title VII Continuation Grant:  Assessment of Nonnative English Speaking Students in Grades 1–6 ($245,000).
  • 1997—Recipient, Illinois Board of Higher Education grant to develop and implement writing-across-the-curriculum program at Governor’s State University ($75,000.)
  • 1991–92—Recipient, IBM Development Award to develop and implement technical writing minor at University of North Carolina ($30,000).
  • 1990—Recipient, Research Development Grant, The Arts and Sciences Foundation, University of North Carolina ($6,000).
  • 1989—Recipient, “Gender and Race: Exploring Critical Issues Through Composition,” funded by the Lupton Foundation for Innovative Teaching, University of North Carolina ($3,500).
  • 1988—Recipient, “Working Memory Dysfunction in Children,” funded by the Frank Porter Graham Child Development Center, University of North Carolina ($3,500).
  • 1987—Recipient, “Working Memory Dysfunction and Reading/Writing Performance,” funded by the University Research Council, University of North Carolina ($3,000).
  • 1980—Recipient, “Motivation in the Composition Classroom,” funded by the Freshman Writing Program, University of Southern California ($3,000).