Journal of Response to Writing

The Journal of Response to Writing publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing.

JRW has three purposes:
  1. Provide a venue for theorizing and reporting ground-breaking research on response to writing
  2. Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching viz a viz L1 and L2 writing
  3. Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students’ writing


Please read the current issue by scrolling down. Also, we hope that you will consider submitting a research or teaching manuscript and thereby participate with the journal as an author or reviewer.


Editor-in-Chief:Dana Ferris(University of California, Davis)
Editorial Board:John Bitchener(Auckland University of Technology)
 Norman Evans(Brigham Young University)
 Betsy Gilliland(University of Hawai'i at Manoa)
 Lynn Goldstein(Monterey Institute of International Studies)
 James Hartshorn(Brigham Young University)
 Fiona Hyland(The University of Hong Kong)
 Kendon Kurzer(University of California, Davis)
 Icy Lee(The Chinese University of Hong Kong)
 Karen Lunsford(University of California, Santa Barbara)
Managing Editor:Grant Eckstein(Brigham Young University)

Vol 2, No 1 (2016)

Table of Contents

Editorial Section

Editor’s Introduction PDF
Dana R Ferris

Featured Articles

Papers are never finished, just abandoned: The role of written teacher comments in the revision process PDF
M. Sidury Christiansen, Joel Bloch

Teaching Articles

Grammar Agreements: Crafting a More Finely-Tuned Approach to Corrective Feedback PDF
Ryan P. Shepherd, Katherine Daily O'Meara, Sarah Elizabeth Snyder
Promoting Metacognitive Thought through Response to Low-Stakes Writing PDF
Jenae Druckman Cohn, Mary Stewart
Split Personalities: Understanding the Responder Identity in College Composition PDF
Anthony Edward Edgington