Asao B. Inoue, Ph.D.

Director of University Writing
Campus Box
Rhetoric and Composition
Washington State University

I do research that investigates racism in writing assessments (e.g. writing programs, writing placement, etc.), which includes classroom writing assessments. About half of my work is theoretical, while the other half is empirical in nature. I've published articles and chapters on validity, classroom writing assessment, grading contracts, assessment as rhetoric, reflection practices, failure in writing assessments, among other things. In the past, I've paid close attention to the Hmong racial formation and their writing and reflection practices.

My teaching has always been very important to me. It is the place from which all my research springs. I enjoy teaching writing classes of all stripes, including first-year writing and writing in the major courses. My favorite courses to teach are the first year writing courses. The center of all my courses is the grading contract and our community-developed assessment processes and expectations.

Honors and Awards
  • 2012-13 Provost’s Award for Excellence in Teaching
  • 2014 Conference on College Composition and Communication's Outstanding Book Award for an Edited Collection
  • 2014 CWPA Outstanding Scholarship in Writing Program Administration 
  • 2017 Conference on College Composition and Communication's Outstanding Book Award for a monograph
Publication Date Bibliographic Citation

Inoue, A. B. (forthcoming 2019).   "Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgements of Language.” Pedagogy 19.


Inoue, A. B. (forthcoming 2019). Labor-Based Grading Contacts: Building Equity and Inclusion in the Compassionate Writing Classroom. Fort Collins, CO: WAC Clearinghouse and Parlor Press. 


Mya Poe, Asao B. Inoue, and Norbert Elliott (eds.). (2018). Writing Assessment, Social Justice, and The Advancement of Opportunity. University Press of Colorado and WAC Clearinghouse.


Inoue, A. B. (2015). Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future. Fort Collins, CO: WAC Clearinghouse and Parlor Press. 


Inoue, A. B. (2014b). Theorizing Failure In Writing Assessments. Research in the Teaching of English, 48(3), 329-351.


Inoue, A. B. (2014a). A Grade-less Writing Course that Focuses on Labor and Assessing. In Teague, D. & Lunsford, R. (Eds.), First-Year Composition: From Theory to Practice (pp. 71-110). West Lafayette: Parlor Press.


Inoue, A. B., & Poe, M. (2012b). Racial Formations in Two Writing Assessments: Revisiting White and Thomas’ Findings on the English Placement Test After 30 Years. In N. Elliot & L. Perelman (Eds.), Writing Assessment in The 21st Century: Essays in Honor of Edward M. White (pp. 343-361). New York, NY: Hampton Press.


Inoue, A. B., & Poe, M. (Eds.). (2012a). Race and Writing Assessment. New York: Peter Lang.


Inoue, A. B. (2012b). Racial Methodologies for Composition Studies: Reflecting on Theories of Race in Writing Assessment Research. In L. Nickoson & M. P. Sheridan (Eds.), Writing Studies Research in Practice: Methods and Methodologies (pp. 125-139). Carbondale & Edwardsville, IL: Southern Illinois University Press.


Inoue, A. B. (2012a). Grading Contracts: Assessing Their Effectiveness on Differential Racial Formations. In A. B. Inoue & M. Poe (Eds.), Race and Writing Assessment (pp. 79-94). New York: Peter Lang.


Inoue, A. B. (2010). Teaching the rhetoric of assessment. In Joseph Harris, John D. Miles, & Charles Paine (Eds.), Teaching with Students Texts (pp. 46-57). Logan, UT: Utah State University Press.


Inoue, A. B. (2009c). The Technology Of Writing Assessment And Racial Validity. In C. S. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education (pp. 97-120). Hershey, PA: IGI Global.


Inoue, A. B. (2007). Articulating Sophistic Rhetoric as a Validity Heuristic for Writing Assessment. The Journal of Writing Assessment 3(1), 31-54.