Editorial Team


Jill V. Jeffery's research investigates academic writing development in secondary and postsecondary school settings. She is currently investigating how constructs of writing competence are articulated variously across the globe through comparative education policy analyses.

Associate Editors

Tara Hembrough is an Associate Professor at the University of the Incarnate Word, located in the United States. Hembrough’s research interests include pedagogical theories in composition and rhetoric, writing program administration, theories and practices of digital writing, student veterans, and community learning. 


Editorial Board

Chris M. Anson, North Carolina State University, United States

Olivia Y. Archibald, Saint Martin's University, United States

Lawrence Baines, University of Oklahoma, United States

Anne Burns, Aston University, United Kingdom

Miriam Eisenstein Ebsworth, New York University, United States

Fiona English, UCL, United Kingdom

John Flowerdew, Lancaster University & Birkbeck, University of London, United Kingdom

Sheena Gardner, Coventry University, United Kingdom

Christoph A. Hafner, City University of Hong Kong, Hong Kong

Sung Heh Hyon, California State University San Bernadino, United States 

Philip Hubbard, Stanford University, United States

Rodney H. Jones, University of Reading, United Kingdom

Rosa Manchón, University of Murica, Spain

Michael Pemberton, Georgia Southern University, United States

Paul Prior, University of Illinois at Urbana-Champagne, United States

Zhijun Wang, Shanghai Customs College, China

Zhihui Fang, University of Florida, United States