Welcome to TWI
 |
The Writing Instructor is a blind, peer-reviewed journal, publishing in print since 1981 and on the Internet since June, 2001. Its distinguished editorial board consists of over 150 scholars- teachers- writers representing over 75 universities, community colleges, and K-12 schools. For more information about acceptance rates, the peer-review process, guidelines for review committees, and the editorial board, please read our Editorial FAQs or write us. |
Special Issue: Disruptions of/in Professional Writing Pedagogy (May 2010)
Introduction: Disruptions of/in Professional Writing Pedagogy
Jennifer Bay
New Teams
Encouraging Civic Engagement through Extended Writing Projects: Rewriting the Curriculum
Michele Simmons, Miami University of Ohio
Hidden Disruptions: Technology and Technological Literacy as Influences on Professional Writing Student Teams
Lisa McGrady, Palm Beach Atlantic University
Using Simulation to Teach Project Management in the Professional Writing Classroom
Tim Krause, University of Wisconsin-Stout
New Contents
Disruptive Technology: What is it? How can it work for Professional Writing?
Mary Godwin, Purdue University
Music@Microsoft.Windows: Composing Ambience
Thomas Rickert, Purdue University
Citation Format: Jennifer Bay and Patricia Sullivan The Writing Instructor. May 2010. http://www.writinginstructor.com/pwdisruptions (Date Accessed).
Editorial Review Process: These articles accepted for publication following blind, peer review.
Production: Production on this issue was completed as part of The Future of the Book Workshop (Computers and Writing, Purdue, May 2010). Contributors: Casey Boyle, Justin Hodgson, Craig Hulst, Tim Laquintano, Charles Lowe, Richard Parent, Shirley Rose, Jessica Schreyer, Ryan Trauman, Ashley Watson, Chris Werry, Chris Weyandt, Terra Williams, David Blakesley, Jennifer Bay, Patricia Sullivan
The Politics of Peer Response
“[T]echnical things have political qualities. [. . . M]achines, structures, and systems of modern material culture can be accurately judged not only for their contributions of efficiency and productivity, not merely for their positive and negative environmental side effects, but also for the ways in which they can embody specific forms of power and authority.”
—Langdon Winner, “Do Artifacts Have Politics?”
Citation Format: Hall, Mark. "The Politics of Peer Response." The Writing Instructor. 2009. http://www.writinginstructor.com/hall (Date Accessed).
Review Process: Mark Hall's essay was accepted for publication following blind, peer review.
Special Issue: Writing and Science (September 2007)
Writing and Science Special Themed Issue
Introduction
David Tietge, Monmouth University
Computers in the Classroom? A Critique of the Digital Computer as A Metaphor for Mind
Keith Gibson, Auburn University
Composing Dialogues for Critical Thinking
David E. Goodney and Carol S. Long, Willamette University
Composing Nature
Richard Johnson-Sheehan, Purdue University
Kristi Stewart, University of New Mexico
Stasis Theory and Paleontology Discourse
Kathryn M. Northcut, University of Missouri-Rolla
Rhetoric of Science: Oxymoron or Tautology?
Cezar M. Ornatowski, San Diego State University
Citation Format: Tietge, David. "Writing and Science." The Writing Instructor. 2007. http://www.writinginstructor.com/writingscience (Date Accessed).
Review Process: David Tietge's introduction was accepted for publication following review by TWI's editorial board.
- Login to post comments
Special Issue: Composition Studies, The Next Generation: Teaching and Mentoring New Composition Teachers
English Education Special Themed Issue
Introduction
Janet Alsup and Lisa Schade Eckert
Composition Studies/English Education Connections
W. Douglas Baker, Elizabeth Brockman, Jonathan Bush, and Kia Jane Richmond
Notes of a Humbled WPA: Dialogue with High School Colleagues
Tiane Donahue
'Belly Up to the Pond': Teaching Teachers Creative Nonfiction in an Online Class
Roy F. Fox and Amy A. Lannin
Building Triangles: Research and the Realization of Self in Making Sense
Mary Godwin
Training ESOL Instructors and Tutors for Online Conferencing
Beth L. Hewett and Robert Lynn
Muted Voices: High School Teachers, Composition, and the College Imperative
Joseph Jones
Creating Reflective Teacher-Practitioners in the Midst of Standards
Joan Mullin and Dorothy Cashell
Citation Format: Alsup, Janet, and Lisa Schade Eckert. Composition Studies, The Next Generation: Teaching and Mentoring New Composition Teachers. English Education Thematic Issue. The Writing Instructor. 2007. http://www.writinginstructor.com/rest of URL (Date Accessed).
- Login to post comments