About the Journal

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

Book Review Editor
Position being recruited. For queries, please contact Daniel Gronow [email protected]

Writing & Pedagogy provides a forum for discussion and dissemination of knowledge focussed on writing and the teaching of writing. It is innovative in being both international in scope and in spanning across all levels of education and throughout the lifespan. The journal aims to stimulate conversations that advance writing theory and pedagogy in first- and second-language environments by revealing similarities and differences in practices and concerns regarding the teaching of writing across contexts. W&P features articles reporting original research and also publishes issue-centered essays, pedagogical reflections, and book reviews. Although the primary focus is on the teaching of writing within formal education, the journal welcomes articles on writing in workplace and other non-academic contexts, and on issues of a theoretical, methodological, or practical nature regarding writing development and writing research.

Frequency of Publication and Types of Issues

The journal aims to publish three issues per year.

W&P seeks both full-length and shorter articles on the theory and practice of teaching writing, pedagogical issues and practices of writing in the disciplines, teaching writing to speakers whose primary language is other than English, digital writing environments, administration of writing programs, assessment of writing, and book reviews. All articles should follow APA format and either British or North American spelling and punctuation conventions.

Featured Essays are full-length articles (7500-9000 words) offering discussion of major issues in writing and pedagogy. Research Matters are also full-length articles (7500-9000 words) reporting original research, critically reviewing research studies, or otherwise discussing issues of theory and research related to writing and pedagogy. Articles reporting any type of research (linguistic, comparative, ethnographic, survey, historical) are welcome. Evidence of adherence to research guidelines such as review by institutional review board (IRB) may be requested when relevant. Reflections on Practice are mid-length articles (4000-6500 words) addressing practical concerns related to writing and pedagogy or describing and critically reflecting on original teaching practices and setting these in a larger context of educational issues or writing theory. We are particularly interested in reflections on teaching ideas that have been refined over a period of time in response to circumstances, or that compare different approaches in relation to actual effects on the students or other outcomes.

The journal also publishes book reviews. New Books  are a readers’ 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 Review Editor to request 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 both its strengths and weaknesses, and an assessment of its audience and value.

W&P also publishes Themed Issues, and proposals for these are welcomed.

Issues per year  3 issues per volume year.

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