About the Journal

Editor-in-Chief
Jill V. Jeffery, Leiden University, The Netherlands

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

Associate Editors

Miriam Jaffe, Rutgers University, United States

Tara N. Hembrough, Southeastern Oklahoma State University, United States


Writing & Pedagogy provides a forum for discussion and dissemination of knowledge focussed on the teaching and learning of writing. The journal aims to stimulate conversations that advance writing theory and pedagogy by revealing similarities and differences in practices and concerns across contexts. W&P features articles reporting original research, conceptual essays, reflections on teaching practice, and book reviews. Although the primary focus is research on the teaching of writing in formal educational settings, the journal also welcomes articles on writing in workplace and other non-academic contexts, and on issues of a theoretical, methodological, or practical nature.

Article Types

W&P seeks full-length and shorter articles on: the teaching of writing, especially within and across school subjects; writing in varying language environments; and writing curricula design and implementation. Submissions must align with APA (7th edition) guidelines and consistently adhere to either British or North American conventions.

Research Matters are full-length articles (7500-9000 words) focussing on the reporting of original research framed by clear theoretical understandings of writing and writer development. Evidence of adherence to research guidelines such as approval by institutional review boards or research ethics committees should be provided when relevant. We are particularly interested in submissions that span boundaries by investigating writing and pedagogy across disciplinary spaces, language settings, geographic regions, and educational levels.

Conceptual Matters are full-length articles (7500-9000 words) discussing major issues in writing and pedagogy. These include synthesis reviews of literature; discussions of theoretical developments; and reflections on methodological approaches. We especially invite international, historical, and comparative discussions of the state of writing pedagogy globally.

Reflections on Practice are mid-length (4000-6500 words), theoretically-grounded articles  describing and critically reflecting on writing instruction in the context of specific educational challenges. We are particularly interested in reflections on teaching ideas that are innovative, that have been refined over time, or that compare different pedagogical approaches.

New Books are reviews of books in any area included in the journal; normally 1500-2500 words but longer comparative or theoretical review articles will be considered. Potential reviewers should first contact the Editor to propose a book for review. Reviewers should aim for an informative and balanced review that includes: an overview of the content of the book, reflections on its strengths and weaknesses, and an assessment of its audience and value.

Special Issue Proposals

W&P invites proposals for special issues focusing on a theme aligned with the Journal's mission. Special issues can be proposed as open calls for submissions or as collections of proposed contributions. To propose a special issue, guest editors should submit an abstract describing the issue's focus and why it is of interest to Writing and Pedagogy's readership; a proposed timeline for the submission and review process; and, when proposing collections, abstracts for each contribution. Special issue proposals can be emailed to [email protected]  

Frequency of publication  3 issues per volume year.

ISSN: 1756-5839 (print) 
ISSN: 1756-5847 (online)