Journal of Response to Writing
The Journal of Response to Writing is a peer-reviewed, open-access journal that publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing. Articles contribute to first, second and foreign language writing, teaching, and response practices in order to
- Provide a venue for theorizing and reporting ground-breaking research on response to writing
- Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching vis à vis L1 and L2 writing
- Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students’ writing
See the Aims and Scope for a complete coverage of the journal.
Current Issue: Volume 6, Issue 2 (2020)
Editorial Section
Editorial Introduction
Katherine Daily O'Meara and Betsy Gilliland
Featured Articles
How Mindsets Shape Response and Learning Transfer: A Case of Two Graduate Writers
Roger Lee Powell and Dana Lynn Driscoll
L2 Writers’ Experience With Peer Review in Mainstream First-Year Writing: Socioacademic Dimensions
Megan M. Siczek
Teaching Articles
A Collaborative Approach to Supporting L2 Students With Multimodal Work in the Composition Classroom and the Writing Center
Lucie Moussu and Christina Grant
The Potential of Flipped Learning to Prepare ESL Students for Peer Review
Catherine E. Showalter and Ilka Kostka
Book Review
Review of Classroom Writing Assessment and Feedback in L2 School Contexts (1st edition), by Icy Lee, 2017
LeNora Candee
Full Issue
