"The Lessons of Open Admission." Journal of General Education 33 (1981): 207-218.
"IQ and Standard English." College Composition and Communication 34 (1983): 470-484. Also see "Reply by Thomas J. Farrell" to four counterstatements in CCC 35 (1984): 469-478. This article was one focus of discussion on the forum on literacy at the 1984 MLA Convention, which forum was covered by Ellen K. Coughlin in "Literacy: 'Excitement' of New Field Attracts Scholars of Literature," Chronicle of Higher Education, 9 January 1985: 1, 10. The article published in CCC is a shortened version of "IQ, Orality, and Literacy," paper presented at the Ontario Institute for Studies in Education on 8 February 1985. An earlier version of this paper was presented at The Highlands Conference on Literacy '78, at Virginia Polytechnic Institute and State University on 5 May 1978.
"A Defense for Requiring Standard English." Pre/Text: A Journal of Rhetorical Theory 7 (1986): 165-180. Reprinted in Rhetoric: Concepts, Definitions, and Boundaries. Ed. William A. Covino and David Jolliffe (Allyn and Bacon, 1995, pages 667-678). The expanded version of a paper presented at the annual meeting of the Conference on College Composition and Communication in New Orleans on 15 March 1986.
"Kelber's Breakthrough." Semeia 39 (1987): 27-45. The articles in this issue are devoted to considering biblical studies in the light of orality-literacy research. My article is an extended discussion of The Oral and the Written Gospel by Werner H. Kelber.
"Early Christian Creeds and Controversies in the Light of the Orality-Literacy Hypothesis." Oral Tradition 2 (1987): 132-149. Most of the articles in this issue of Oral Tradition were presented at the Ong Symposium at Rockhurst College, July 29, 1985 to August 1, 1985.
"The Wyoming Resolution, Higher Wizardry, and the Importance of Writing Instruction." College Composition and Communication 43 (1992): 158-164. This short piece was among five selections arranged as a symposium of responses about professional concerns in composition. While the Canadian philosopher and theologian Bernard Lonergan is not mentioned explicitly in this essay, the analysis of the intellectual processes involved in writing is deeply indebted to Lonergan's analysis of cognitive processes.
"How to Kill Higher Education." Academe 78.6 (Nov./Dec. 1992), 30-33. This piece was published as part of a cluster of articles accompanying the report of the AAUP Committee G about the use and abuse of temporaries in higher education.
"Symposium on Basic Writing, Conflict and Struggle, and the Legacy of Mina Shaughnessy." College English 55 (Dec. 1993): 889-892, 901-903. The authors involved in this symposium discuss points raised in two articles in the December 1992 College English.
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