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.

 



Co-Editors-in-Chief:

 

Grant Eckstein

Betsy Gilliland

(Brigham Young University)

(University of Hawai'i)

   
Editorial Board:Dana Ferris(University of California, Davis)
 John Bitchner(Auckland University of Technology)
 Norman Evans(Brigham Young University)
 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)
   
   




Vol 3, No 1 (2017)

Table of Contents

Editorial Section

Editors' Introduction PDF
Grant Eckstein, Betsy Gilliland

Featured Articles

Creating the climate and space for peer review within the writing classroom PDF
Helen Dixon, Eleanor Hawe
Teachers’ (formative) feedback practices in EFL writing classes in Norway PDF
Drita Saliu-Abdulahi, Glenn Ole Hellekjær, Frøydis Hertzberg
The effect of mid-focused and unfocused written corrections on the acquisition of grammatical structures PDF
Ahsan Pashazadeh
Audiovisual commentary as a way to reduce transactional distance and increase teaching presence in online writing instruction: Student perceptions and preferences PDF
Anna Grigoryan

Teaching Articles

Moving beyond corrective feedback: (Re)engaging with student writing in L2 through audio response PDF
Jennifer Ahern-Dodson, Deborah Reisinger