The Journal of Teaching Writing publishes articles of interest to teachers at all grade levels, from preschool through university, that address the practices and theories which bear on our knowledge of how people learn and communicate through writing. Whether the focus of such articles is on language development, the composing process, discourse theory, or writing theory, the content should clearly reflect the spirit of inquiry which characterizes the revelation we sometimes experience when reflect on our teaching; the stimulating conversation we have had with colleagues; the insight we have gained through an effective presentation at a professional conference; or the proposition we have entertained from a professional journal or book. In short, it should enable the reader to make a connection between what happens or could happen in class and what he or she has heard, read, or wondered about in the profession. We especially welcome articles written by classroom teachers, whether they are first-time writers or well-established authors.
Hard copies of our current issue, 28.1, are now available! Contact us at email@example.com to get your copy today!