Journal of Teaching Writing

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 we 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.


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Forthcoming: JTW’s New Guest-Edited Section on K-12 Classroom Practices "Teacher to Teacher"

In the spring 2018 issue of JTW we will launch a new section devoted to K-12 reflections written by and for K-12 teachers. This new section will be guest edited by Brandie Bohney, a former Carmel High School teacher (Carmel, IN) who is now completing her Ph.D. at Bowling Green State University. The theme for the spring 2018 issue is failure in the writing classroom. As writing instructors, we struggle semester after semester to help students understand that first drafts are never final drafts, that it’s okay to take risks in their writing, that expression of meaning is their primary goal, and that expression usually takes several tries. Yet in a time where student success is measured in terms of testing proficiency rather than academic growth, there seems to be little room to allow students to fail or to make them feel safe in doing so.

 

Guest Editor Brandie Bohney invites K-12 teachers to reflect on their own classroom activities, policies, or practices that create space for failure in their writing classrooms.

  • How do you allow students to fail?
  • How do you encourage them to do so?
  • How do you work failure into curricula often centered entirely on success?
  • How do you share your own failures with your students?
  • How do you make failure safe in your classroom and in their writing?
  • How do you encourage students who feel they are failures because of past experiences?
  • How do you balance students’ concerns about failure with the necessity of failure?

Brief submissions (roughly 750-1200 words) that reflect on this theme should be sent as a Word document to jtw@iupui.edu with the subject heading “K-12 Reflection.” The deadline for submissions for our spring 2018 issue is November 15, 2017. All submissions will be reviewed by the Guest Editor in consultation with the JTW Editor. Contributors will be notified of the Editors’ decisions by the end of January 2018.