Paul M. Rogers

Paul M. Rogers

Paul M. Rogers

Associate Professor

Writing and Rhetoric: My primary research interests revolve around the development of writing abilities across the lifespan, longitudinal studies of writing, writing instruction and feedback, the relationship of writing to knowledge production and social progress, and international writing research.

Dr. Paul M. Rogers is an associate professor of English at George Mason University. He teaches courses in writing, research, and communication at the graduate and undergraduate levels.  Paul is working on a variety of projects related to writing studies including writing assessment in grades 3-5, international models of schooling, the leadership and challenges facing schools of education, and research on the history and theories of English education. 

Paul is a co-founder, immediate past chair, and steering committee member of the International Society for the Advancement of Writing Research ( and is currently a member of NCTE's Commission on the History of English Education.  Paul was a recipient of the AAC&U's Patricia Cross Award for leadership in higher education, and was a co-recipient of the National Council of Teachers of English Janet Emig Award for research in English education. He is the former Director of the Northern Virginia Writing Project and of the George Mason University Center for Social Entrepreneurship. 

Professor Rogers earned his PhD in education from UC Santa Barbara in 2008--his dissertation "The Development of Writers and Writing Abilities" was based on his work on the Stanford Study of Writing. His recent publications include the co-edited volumes: Knowing Writing: Writing Research Across Borders (in press); Writing Research from Multiple Perspectives (2017); International Advances in Writing Research: Cultures, Places, and Measures (2012); Writing Across the Curriculum: A Critical Sourcebook (2011); and, Traditions of Writing Research (2010). He is currently working on several volumes of research, as well as chapters and journal articles, including the edited volume:International Models of Changemaker Education: Programs, Methods, and Design. Lanham, MD. to be published Rowman and Littlefield. 

in 2015 Paul gave TEDx talk entitled "How to Live your Best Life" <> and was a featured expert on the Washington, D.C. PBS station WETA's award-winning series "Reading Rockets", which helps young children to read and write. <>

Follow Dr. Rogers on twittter @drprogers



Selected Publications

Co-Edited Volumes

Bazerman, C., Russell, D., & Rogers, P.M., et al (2020). Knowing Writing: Writing Research Across Borders. Fort Collins, Colorado: The WAC Clearinghouse.

Plane, S., Bazerman, C. & Rogers, P.M. (2017). Writing Research from Multiple Perspectives, Paris, France: Centre de Recherche sur les Médiations and Fort Collins, Colorado: The WAC Clearinghouse.

Bazerman, C., Dean  C., Early J., Lunsford, K., Null S., Rogers P. & Stansell A. (Eds.), (2012). Advances in International Writing Research: Cultures, Places, and Measures. West Lafayette, IN: Parlor Press. 

Zawacki, T. & Rogers, P.M (Eds.). (2011). Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin's.

Bazerman, C., Krut, R., Lunsford K., McLeod S., Null, S., Rogers P. & Stansell A. (Eds.), (2010). Traditions of writing research. Oxford, UK: Routledge.

Journal Articles and Book Chapters

Rogers, P.M., Marine, J., Parsons, S. & Ives, S. (Accepted) The Student Scorecard: Accounting for the Social and Cognitive Elements of Formative Writing Assessment. Assessment in Education.

Rogers, P.M. (2017). Crossing the borders of professional practice through initiative, interaction, and participation. In A. Davis & S. Webb (Eds.), Metamorphosis: The effects of professional development on graduate students. Southland, TX: Fountainhead Press.

Rogers, P.M., Zawacki, T. & Baker. S. (2016) Uncovering Challenges and Pedagogical Complications in Dissertation Writing and Supervisory Practices: Findings from a Multi-method Study of Doctoral Students and Advisers. In Simpson, S., Cox, M., Caplan, N., & Phillips, T. (Eds.) Supporting Graduate Student Writers: Research, Pedagogy, Program Design. Ann Arbor, MI: U of Michigan Press.

Lucas, N. and Rogers, P. (2016) The Well Being University. In Harward, D. (Ed.) Well-Being and Higher Education: A Strategy for Change and the Realization of Education’s Greater Purposes.  Washington, D.C. Briding Theory to Practice.

Rogers, P. & Lucas, N. (2016) The Time is Right to Prioritize Well-Being in Higher Education. Bridging Theory to Practice Newsletter. Winter. Bridging Theory to Practice Newsletter.  Washington, D.C.

Rogers, P. (2014). Why Curricular Advances in Social Entrepreneurship Education Matter. Social Entrepreneurship Education Resource Handbook. Washington D.C.: AshokaU.

Rogers, P.M., and Walling, O. (2011). Writing and knowledge making: Insights from an historical perspective. In Starke-Meyerring, D., Paré, A., Artemeva, N., Horne, M., & Yousoubova, L., (Eds.). Writing in knowledge societies. West Lafayette, IN: Parlor Press and WAC Clearinghouse. 259-273.

Rogers, P.M. (2011). Evolving integration and differentiation in cognitive and socio-cultural-historical writing research. In V.W. Berninger (Ed.). Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. East Sussex, UK: Psychology Press. 585-590.

Zawacki, T. and Rogers, P.M. (2011). A history of inquiry: The resilience of writing across the curriculum. In T. Zawacki, & P.M. Rogers (Eds.),Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin’s. 1-10.

Rogers, P.M., Whitney, A., Bright, A. Cabe, R., Dewar, T & Null, S. (2011). Rejoining the learning circle: When inservice providers conduct research. English Education 43(2). 171-192.

Rogers, P.M. (2010). The contributions of North American longitudinal studies of writing in higher education to our understanding of writing development. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P.M. Rogers and A. Stansell (Eds.), Traditions of Writing Research. Oxford, UK: Routledge. 365-377.


Ph.D. Education University of California, Santa Barbara, 2008

Master of Arts, Education University of California, Santa Barbara, 2005

Master of Arts, English Humboldt State University, 2003

Bachelor of Arts, Communication Humboldt State University, 2000

Dissertations Supervised

Paul Michiels, Toward a Paraphrase Pedagogy for Multilingual Writers: Weighing Pedagogical Prescriptions against Instructional and Disciplinary Practice (2019)