| Mask-making as representational process: The situated composition of an identity project in a senior English class. M Zoss, P Smagorinsky, C O'Donnell-Allen International Journal of Education & the Arts 8 (10), 1-41, 2007 | 56 | 2007 |
| Visual arts and literacy M Zoss Handbook of adolescent literacy research, 183-196, 2009 | 54 | 2009 |
| Aesthetic flow experience in the teaching of preservice language arts teachers SM Augustine, M Zoss English Education 39 (1), 72-95, 2006 | 34 | 2006 |
| Residential interior design as complex composition: A case study of a high school senior’s composing process P Smagorinsky, M Zoss, PM Reed Written Communication 23 (3), 295-330, 2006 | 23 | 2006 |
| Seeing, writing, and drawing the intangible: Teaching with multiple literacies M Zoss, R Siegesmund, SJ Patisaul National Council of Teachers of English, 2010 | 19 | 2010 |
| Knotty articulations: Professors and preservice teachers on teaching literacy in urban schools M Zoss, T Holbrook, E McGrail, P Albers English Education 47 (1), 38-79, 2014 | 17 | 2014 |
| Mask-making as identity project in a high school English class: A case study P Smagorinsky, M Zoss, C O’Donnell-Allen English in Education 39 (2), 60-75, 2005 | 17 | 2005 |
| Finding ‘my kind of teaching’: How a drama project became a teacher’s expressive teaching moment M Zoss, AM White English in Education 45 (2), 161-175, 2011 | 12 | 2011 |
| Equitable intent: Reflections on Universal Design in education as an ethic of care T Holbrook, C Moore, M Zoss Reflective Practice 11 (5), 681-692, 2010 | 10 | 2010 |
| Keeping Ideas and Language at Play: Teaching Drawing Writing, and Aesthetics in a Secondary Literacy Class M Zoss Peter Lang, 2010 | 10 | 2010 |
| Recasting writing pedagogy as an inclusive practice: Putting Universal Design to work with 21st century composition M Zoss, T Holbrook, CD Moore Curriculum and Teaching Dialogue 16 (1), 47-64, 2014 | 9 | 2014 |
| A symphony of possibilities: A handbook for arts integration in secondary English language arts KJ Macro, M Zoss National Council of Teachers of English, 2019 | 8 | 2019 |
| Enhancing literary reading through visual and language arts practices M Zoss, S Jones Interpretive play: Using critical perspectives to teach young adult …, 2008 | 7 | 2008 |
| Integrating visual and language arts: A case study of a teacher composing a curriculum M Zoss University of Georgia, 2007 | 7 | 2007 |
| Teaching high school English with drawings and large-scale visual projects M Zoss A symphony of possibilities: A handbook for arts integration in secondary …, 2019 | 5 | 2019 |
| "It's a sad, sad story": Teaching emotional connections and tone in literature AM White, M Zoss The Educational Forum 79, 213-229, 2015 | 2 | 2015 |
| So why can’t we write AND draw? Thinking visually and verbally in the academy and beyond T Holbrook, M Zoss The National Gallery of Writing, 2009 | 2 | 2009 |
| Integrating computing into preservice teacher preparation programs across the core: Language, mathematics, and science LE Margulieux, P Enderle, P Junor Clarke, N King, C Sullivan, M Zoss, ... Journal of Computer Science Integration 5 (1), 2022 | 1 | 2022 |
| Books In Review: On the Importance of Shared Reading during a Pandemic M Zoss, HB Mcelroy, I Wieland English Journal 111 (4), 92-94, 2022 | 1 | 2022 |
| Understanding Classroom Spaces as Palimpsests: An Opportunity to Value Complexity and Layers M Zoss, S Klein, J Splitlog Journal of Language and Literacy Education, 10, 2020 | 1 | 2020 |
Peter SmagorinskyThe University of GeorgiaVerified email at uga.edu
