Latest Issue: Vol 9, No 2 (2017) RSS2 logo

Writing & Pedagogy

Rodney Hale Jones, University of Reading, UK

Associate Editor and Founding Editor
Martha C. Pennington, SOAS and Birkbeck College, University of London, UK

Research Matters Editor
Miriam Eisenstein Ebsworth, New York University, USA

Reflections on Practice Editor
Zhihui Fang, University of Florida, USA

From the e-Sphere Editor
Christoph A. Hafner, City University of Hong Kong, Hong Kong

New Books Editor
Olivia Y. Archibald, Saint Martin's University, USA

Please send books for review in Writing & Pedagogy to:
Dr. Olivia Archibald
Professor of English
Saint Martin’s University
5000 Abbey Way SE
WA 98503

Writing & Pedagogy seeks to provide a broad-ranging, internationally oriented forum for discussion and dissemination of knowledge focused on the nature of writing and the teaching of writing. It is innovative in being both international in scope and in spanning across all levels of education, from K-12 through doctoral level. The journal aims to provide information and stimulate conversations that can advance the theory and practice of writing pedagogy in first- and second-language environments by revealing similarities and differences in the practices and concerns regarding writing and the teaching of writing across different contexts, approaches, and educational systems. The journal solicits submissions in the categories of essays, research reports, pedagogical reflections, discussions of technology and digital writing environments, and book reviews. Although the primary focus is on the teaching of English writing within formal education, the journal welcomes articles on writing outside of English education, such as the teaching of writing in other languages, the writing needs of specific workplace contexts, and issues of a theoretical or practical nature involving the nature of writing or research on writing.

3 issues per year (Spring, Winter, Summer)
ISSN: 1756-5839 (print)
ISSN: 1756-5847 (online)

Indexing and Abstracting
Linguistics and Language Behavior Abstracts/LLBA/Proquest
ESCI/Thomson Reuters
European Reference Index for the Humanities (ERIH Plus)


Frequency of Publication and Types of Issues

The journal publishes three issues per year: one open topic issue (Spring), one special topic issue (Winter), and one other issue (Summer) – either open topic or special topic.

Types of Articles

W&P seeks submissions on the theory and practice of writing and the teaching of writing, pedagogical issues and practices of writing in the disciplines, the teaching of writing to speakers whose primary language is other than English, writing technologies and online contexts, administration of writing programs, teacher education and professional development for the teaching of writing, assessment of writing, and book reviews.

Featured Essays

Full-length articles (7500-9500 words) offering critical discussion of major issues in writing and pedagogy from a novel point of view.

Research Matters

Full-length articles (7500-9500 words) describing original research, critically reviewing research studies, or otherwise discussing issues of theory and research related to writing and pedagogy. Articles reporting any type of empirical research (linguistic, comparative, ethnographic, survey, historical) are welcome. Evidence of adherence to research guidelines such as review by institutional review board (IRB) may be requested where relevant.

Reflections on Practice

Mid-length articles (3500-6500 words) addressing practical concerns related to writing and pedagogy or describing and critically reflecting on original teaching practices and setting these in a larger context of educational issues or writing theory. We are particularly interested in reflections on teaching ideas that have been refined over a period of time in response to circumstances, or that compare different approaches in relation to actual effects on the students or other outcomes.

From the e-Sphere

Mid-length articles (3500-6500 words) with a focus on research or practice involving technological and online developments and applications (e.g. online writing practices, digital technologies, web-based applications, wikis, blogosphere, multiliteracies).

New Books

Readers’ reviews of books in any area included in the journal; normally 1000-2500 words but longer comparative or theoretical review articles will be considered. Potential reviewers should first contact the Review Editor to discuss available books for review. Reviewers should aim for an informative and balanced review that includes: an overview of the content of the book, reflections on both its strengths and weaknesses, and an assessment of its audience and value.

Themed Issues

W&P also publishes themed (special topic) issues, and proposals for these are welcomed.


Writing & Pedaogogy 8-3 (2016) [2017]

Table of Contents

Special Issue: Writing in Asia
Guest editor: Icy Lee

Guest Editorial
The teaching and learning of L2 writing in Asia
Icy Lee
Featured Essay
Historical knowledge and reinventing English writing teacher identity in Asia
Xiaoye You
Research Matters
Oral corrective feedback on L2 writing from a sociocultural perspective: A case study on two writing conferences in a Chinese university
Ye Han, Fiona Hyland
The Effect of Quality of Written Languaging on Second Language Learning
Wataru Suzuki
L1-L2 Translation versus L2 Writing Tasks: An Empirical Study on Non-language Major Students’ Improvement in Writing Proficiency
Sio Wai Lo
Reflections on Practice
Japanese Graduate School Students’ Writing in English: Facilitating Pathways towards ‘Design’
Glenn Toh
Reviewer feedback on multilingual scholars’ writing for English Publication: Perspectives from the ‘Periphery’
John Lindsay Adamson
Managing referential movement in Asian L2 writing: Implications for pedagogy
Peter Crosthwaite
New Books
Effective Curriculum for Teaching L2 Writing Principles and Techniques by Eli Hinkel
Reviewed by Cille K. Longshaw



Call For Papers: Writing as Resistance in the Age of Demagoguery

To advance more studies that examine how we can engage, interpret, and indeed teach to our students and the public at large these various written acts of resistance contesting hegemonic practices and discourses, a special issue of Writing and Pedagogy is to appear in Fall 2018 (10:3). This issue invites submissions that draw upon ethnographic studies of writing as resistance in a multitude of contexts, be they student writing in secondary and tertiary educational settings, pedagogical and contextualized classroom approaches to teaching writing as resistance, online spaces of blogs and social media, correspondence between those in power and those who are outside, or readers’ comments to news stories and opinion columns.  
Posted: 2017-07-10 More...

Call For Papers: REVISED CALL FOR PAPERS Vol 8(3) Winter 2016, Special Topic Issue

We are soliciting contributions for a special topic issue on “Orality and Literacy in the 21st Century: Prospects for Writing Pedagogy.” The issue will address attributes of orality and literacy that are gaining heightened attention world-wide and that we believe will significantly influence the nature of classroom instruction in writing. Scholarly examination of oral and literate cultures and spoken-written expression and their cognitive representation will influence the pedagogical practices that are advanced in the 21st century in educational policy, teacher education, and classroom learning and teaching.  
Posted: 2015-07-01 More...

Call For Papers: Writing Development Across the Lifespan

A call for papers for a special issue of Writing and Pedagogy on Writing Development Across the Lifespan, Edited by Prof. Charles Bazerman.  
Posted: 2015-05-27 More...

Call For Papers: CALL FOR PAPERS Vol 8(2) Summer 2016, Special Topic Issue

A special issue of Writing and Pedagogy, which is to appear in the Summer of 2016, will be dedicated to the exploration of issues, challenges, and practices associated with L2 writing in Asia.  
Posted: 2014-12-29 More...
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