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 1, No 2 (2015)

Table of Contents

Editorial Section

Editor's Introduction PDF
Dana R Ferris

Featured Articles

The Effects of Dynamic Written Corrective Feedback: A 30-Week Study PDF
K. James Hartshorn, Norman W. Evans

Teaching Articles

Revising by Numbers: Promoting Student Revision Through Accumulated Points PDF
Mark McBeth
Beyond “Giver-Receiver” Relationships: Facilitating an Interactive Revision Process PDF
Elena Shvidko

Book Reviews

Review of Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom PDF
Kendon Kurzer