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. The content reflects the spirit of inquiry which characterizes the revelation we sometimes experience when we reflect on our teaching; it enables 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.

Now Accepting Submissions for the Fall 2019 Guest-Edited Teacher to Teacher Section


Theme: Real Revision
The JTW is happy to announce the continuation of its newest section Teacher to Teacher. This guest-edited section is devoted to K-12 reflections written by and for K-12 teachers. The fall 2019 issue of JTW will welcome back Brandie Bohney as guest editor for the Teacher to Teacher section. Bohney is a former Carmel High School teacher (Carmel, IN) who is now completing her Ph.D. at Bowling Green State University. The theme for the fall 2019 issue is Real Revision: Encouraging Students to Resee, Rethink, Rework.

Writing teachers almost universally agree that helping students understand that revising is more than proofreading and spell-checking is an uphill battle. And with increasing demands on teachers to do “more writing,” time for integrating strong revision practices often gets lost in the push for greater quantities of writing assignments rather than quality of time spent on each one. That said, as writing instructors, we know that revision—the ability to resee, rethink, and rework our writing—is one of the most important skills students can learn. How, then, do you approach revision in your classroom? What practical strategies do you use to help students see revision not as punishment for doing something wrong but as part of a larger process? In what ways do you help students get past merely checking for conventions in peer review to focus on content and meaning? How do you encourage students to “kill [their] darlings” and rewrite elements that are not working? Do you assess for process and revision?

Brief submissions (roughly 750-1200 words) that reflect on practical application and classroom practices that apply to this theme should be sent as a Word document to with the subject heading “K-12 Reflection.” The deadline for submissions for our fall 2019 issue is August 1, 2019. All submissions will be reviewed by the Guest Editor in consultation with the JTW Editor. Contributors will be notified of the Editors’ decisions by September 30, 2019.

Vol 33 No 1 (2018)

View All Issues