Flower, L. (1996). Literate action. In L.Z. Bloom, D. A. Daiker, & E. M. White (Eds.), Composition in the Twenty-first century: Crisis and change (pp. 249-260). Carbondale: Southern Illinois University Press.
Flower, L. (1996). Negotiating the meaning of difference. Written Communication , 13 (1), 44-92.
Flower, L. (in press). Collaborative planning and community literacy: A window on the logic of learners. To appear in R. Glaser & L. Schauble (Eds.), Innovations in learning: New environments for education . New Hillsdale: Erlbaum.
Flower, L., & Long, E. (Eds.). (1995). How to be heard: A handbook for community literacy . Pittsburgh, PA: Community Literacy Center.
Flower, L., Long, E., & Fleming, D. (in prep.) Hidden negotiations: When students construct meaningful arguments . (Tech. Report). Berkeley: National Center for the Study of Writing and Literacy at Berkeley and Carnegie Mellon.
Flower, L., Long, E., Fleming., & Wojahn, P. (1993). Learning to 'rival' in school and out: A window into the logic of learners . (Tech. Report.). Pittsburgh, PA: Flower, L., Long, E., & Higgins, L. (in prep.). The rival hypothesis stance: How students negotiate a literate practice .
Flower, L., Wallace, D., Norris, L., & Burnett, R. E. (Eds.). (1994). Making thinking visible: Writing, collaborative planning, and classroom inquiry . Urbana, IL: NCTE.
Higgins, L. (1992, May). Argument as construction: A framework and method . Unpublished doctoral dissertation. Carnegie Mellon University, Pittsburgh, PA.
Higgins, L., Flower, L., & J. Deems, J. (in press). Collaboration for community action: Landlords and tenants. To appear in R. E. Burnett & A. H. Duin (Eds.), Collaboration in professional and technical communication: Research perspectives .
Higgins, L., Mathison, M., & Flower, L. (1992). The rival hypothesis stance: Thinking and writing about open questions . (Tech. Report). Pittsburgh, PA: Mellon Literacy in Science Center, Carnegie Mellon University.
Higgins, L., & Peck, W. C., (in prep.). How decisions about youth are made in Pittsburgh and Allegheny County . Position paper on Youth Policy. Community Literacy Center, Pittsburgh, PA.
Johnson, C. (1992, May). Tina: A portrait of literate awareness . Unpublished honors project report. Carnegie Mellon University, Pittsburgh, PA.
Long, E. (1994, May). The rhetoric of literate social action: Mentors negotiating intercultural images of literacy . Unpublished doctoral dissertation, Carnegie Mellon University, Pittsburgh, PA.
Long, E. (1995). A rhetorical approach for assessing mentors' literacy learning. In J. W. Eby (Ed.), Service-learning: Linking academics and the community (pp. 35-44). Harrisburg, PA: Pennsylvania Campus Compact.
Long, E. (1996). Mutual learning: Urban teens and college mentors instigate intercultural relationships for writing. Notes in the Margins , Winter, 13-15.
Long, E., Flower, L., Fleming, D., & Wojahn, P. (1995). Negotiating competing voices to construct claims and evidence: Urban American teenagers rivaling anti-drug literature. In S. Mitchell & P. Costello (Eds.), Competing and consensual voices (pp. 172-183). London: Multilingual Matters.
Peck, W. (1991, May). Community advocacy: Composing for action . Unpublished doctoral dissertation, Carnegie Mellon University, Pittsburgh, PA.
Peck, W. C., Flower, L., & Higgins, L. (1995). Community literacy. College Composition and Communication 46 (2), 199-222.