Welcome to TWI

Submitted by David Blakesley on Sat, 09/01/2007 - 20:43.

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.

The New TWI in Beta-Testing Mode

We're in the process of converting the journal to a new content management and community networking format using Drupal. Two new issues are forthcoming (Writing and Science and English Education). We're also revamping the peer review process to allow for distributed, collaborative peer review in a process that (we hope) will shake things up a bit . . .

--Dave Blakesley, TWI Co-Editor.

TWI Beta 4.0 (September 2007)

Submitted by David Blakesley on Tue, 10/23/2007 - 03:10.

TWI Beta 4.0 (September 2007)

Developing Authority in Student Writing through Written Peer Critique in the Disciplines
Barbara Schneider and Jo-Anne Andre

“Who, Me?”: Four Pedagogical Approaches to Exploring Student Identity through Composition, Literature, and Rhetoric
Michael Given, Jean A. Wagner, Leisa Belleau, and Martha Smith

»

Special Issue: Writing and Science

Author(s): 

David Tietge

Publication History: 
The Writing Instructor, September 2007

Introduction

I am pleased to announce the debut issue of the Science and Writing area of The Writing Instructor. In this issue are four excellent essays that will, I think, help advance the ever-expanding rhetoric of science field. Some clarifications may be necessary, however, to demonstrate how this area, “Science and Writing,” is actually conceived as a sub-category of study relevant to writing instructors.

Provenance: 

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.

»

Special Issue: Composition Studies, The Next Generation: Teaching and Mentoring New Composition Teachers

Author(s): 

Janet Alsup and Lisa Schade Eckert

Publication History: 
The Writing Instructor, September 2007

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

Provenance: 

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).

»