Special Issue Call for Papers
Special issue: Approaches to writing instruction around the world
Call for papers
Writing instruction is shaped by contextual affordances and constraints. Teachers in different school systems will typically have undergone different pre-service training reflecting contemporary theoretical currents and available evidence of best practice. Teachers in the same school system may thus also have been subjected to different training in the teaching of writing, depending on when teacher training was completed. Moreover, teachers will likely have different access to in-service training, depending on monetary resources, school district policies, and personal interests.
Concerning resources, teachers may be able to opt to use computers and artificial intelligence in their writing instruction or have pen a paper as the available medium. Teaching may be forced to be hybrid or online, as was the case during the COVID-19 pandemic, but also the case when learners are located in remote areas. Students may compose a relatively homogenous group or a heterogeneous group, with for example some writing in a language different from their first, or some struggling with dysgraphia.
Further, textual norms vary between contexts and may impact how students are instructed to successfully compose texts. High-stakes testing of writing may also impact the content of instruction with teachers choosing or being instructed to teach to the test. The presence of high-stakes testing of writing may also impact writing instruction, with more attention to test results than writing practice being one of the possible consequences.
In short, writing instruction is likely to be influenced by a host of contextual factors. With this call, we invite writing scholars to contribute to the special issue “Approaches to writing instruction around the world.” The purpose of the special issue is to gather insights from writing instruction research from various parts of the world to contribute to the body of knowledge on how writing instruction is carried out. For this special issue, we welcome investigations of writing instruction, for example (but not limited to):
- Empirical studies of characteristics of writing instruction
- Reviews/meta-analyses of writing instruction programs/interventions
- Empirical studies of the effectiveness of writing instruction programs/interventions
- Theoretical accounts of foundations for writing instructional programs or approaches
- Methodological approaches to studying the teaching of writing
- Studies of writing instruction in professional settings or out-of-school contexts.
- Reflections on the practice of teaching writing
Additionally, the editors of the special issue will invite papers on the following themes: Self-Regulated Strategy Development Instruction, the Sydney School/Genre Pedagogy, Metalinguistic Approaches to Writing Instruction, A History of Writing Intervention Research, Approaches to Research in Second Language Writing Instruction, and Cognitive Strategies Approach to Writing Instruction.
Practical Information & Timeline
We will employ a two-step process, in which authors first submit a proposal (max. 500 words) which will be evaluated. Successful applicants will be invited to submit a full paper for peer review.
The proposal should include:
- Title of the article
- Author name(s), affiliation(s), and contact information
- A summary of the article, highlighting novel features
- An explanation of the article’s contribution.
Proposals should be sent to Gustaf B. Skar: [email protected]
The special issue seeks proposals that respond to these prompts in ways that follow the traditions of Writing and Pedagogy. Submissions must align with APA (7th edition) guidelines and consistently adhere to either British or North American conventions.
The following timeline is anticipated:
Proposal submission deadline: 30th June 2024
Invitation to submit for peer review: 1st September 2024
Full manuscript submission deadline: 1st February 2025
Anticipated publication date: 2025
