EN 3341 - Teaching of Composition

Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional ('direct' and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment.

College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field.

College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Each issue also includes opinion pieces, review essays, and letters from readers. Contributions may work across traditional field boundaries; authors represent the full range of institutional types.

Composition Forum is a journal for scholars and teachers interested in the investigation of composition theory and its relation to the teaching of writing at the post-secondary level. The journal features articles that explore the intersections of composition theory and pedagogy, including essays that examine specific pedagogical theories or that examine how theory could or should inform classroom practices, methodology, and research into multiple literacies. Composition Forum also publishes articles that describe specific and innovative writing program practices and writing courses, reviews of relevant books in composition studies, and interviews with notable scholars and teachers who can address issues germane to our theoretical approach.

Composition Studies is an academic journal dedicated to the range of professional practices associated with rhetoric and composition: teaching college writing; theorizing rhetoric and composing; administering writing related programs; preparing the field's future teacher-scholars.

The Journal of Basic Writing publishes articles related to basic and second-language writing using a variety of approaches: speculative discussions that venture fresh interpretations; essays that draw heavily on student writing as supportive evidence for new observations; research reports written in non-technical language that offer observations previously unknown or unsubstantiated; and collaborative writings that provocatively debate more than one side of a critical controversy.

The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction.

Kairos is a refereed open-access online journal exploring the intersections of rhetoric, technology, and pedagogy. Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media.

Research in the Teaching of English is a multidisciplinary journal composed of original research and scholarly essays on the relationships between language teaching and learning at all levels, preschool through adult. Articles reflect a variety of methodologies and address issues of pedagogical relevance related to the content, context, process, and evaluation of language learning.

Review of Research in Education (RRE), published annually, provides a forum for analytic research reviews on selected education topics of significance to the field. Each volume addresses a topic of broad relevance to education and learning, and publishes articles that critically examine diverse literatures and bodies of knowledge across relevant disciplines and fields. RRE volumes advance the state of the knowledge, promote discussion, and shape directions for future research.

The Journal of Teaching Writing publishes articles of interest to teachers at all grade levels, from preschool through university, whose interest or responsibility is the teaching of writing. Articles address the practices and theories which bear on our knowledge of how people learn and communicate through writing. Whether the focus of such articles is on language development, the composing process, discourse theory, or writing pedagogy, the content should clearly reflect the spirit of inquiry which characterizes the revelation we sometimes experience when we reflect on our teaching; the stimulating conversation we have had with colleagues; the insight we have gained through an effective presentation at a professional conference; or the proposition we have entertained from a professional journal or book--in short, they should enable the reader to make a connection between what happens or could happen in class and what he/she has heard, read, or wondered about in the profession.

Teaching/Writing is a peer reviewed journal focusing on issues of writing teacher education – the development, education, and mentoring of prospective, new, and experienced teachers of writing at all levels. The journal will draw from composition studies – writing program administrators, writing across-the-curriculum specialists, and other teaching mentors; English education – including voices from secondary and elementary teacher educators at both the graduate and undergraduate levels; and from teacher educators from K-12 settings -- including leaders and mentors in the National Writing Project and those in high school, middle school, and elementary school English leadership positions.