Teaching the Four Skills—Writing

Journals that focus exclusively on the teaching, assessing and research of the writing skill

Assessing Writing

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. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations). The journal is interested in review essays of key issues in the theory and practice of writing assessment.

Reading and Writing
Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.

Reading and Writing Quarterly (Overcoming Learning Difficulties)
Provides direction for educating preschool through grade twelve students for literacy. It disseminates critical information to improve instruction for regular and special education students who are or at-risk for having difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

New Writing: The International Journal for the Practice and Theory of Creative Writing
New Writing publishes both critical and creative work – offering a forum for debate, as well as an avenue for the publication of the best stories, poems, creative non-fiction and works for the stage or for the screen – in all their contemporary varieties. Articles submitted for publication may focus on:
• Creative Writing in universities and colleges
• pedagogy, practice and research
• the processes of creative writers, their drafts and completed works
• the history of particular writing forms
• analysis of particular creative works

Selected Articles and Special Issues

The following articles and special issues are selections from the international literature. Readers are advised to consult the abstracts of the papers that interest them for more information.

Yu-Fen Yang "Preparing language teachers for blended teaching of summary writing". Computer Assisted Language Learning, Volume 27, Issue 3, 2014, pp. 185-206

Alireza Memari Hanjani,   Li Li. 2014. Exploring L2 writers' collaborative revision interactions and their writing performance System, 44, 101–114.
Ferris D. R. 2014. Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6-23.

Muhammad M. Mahmoud Abdel Latif "What Do We Mean by Writing Fluency and How Can It Be Validly Measured?" 
Applied Linguistics (2013) 34 (1): 99-105.
Yuan-Shan Chen and Shao-Wen Su "A genre-based approach to teaching EFL summary writing". ELT Journal (2012) 66 (2): 184-192.

Julian ChengChiang Chen & Kimberly Lynn Brown

"The effects of authentic audience on English as a second language (ESL) writers: a task-based, computer-mediated approach". Computer Assisted Language Learning, Volume 25, Issue 5, 2012, pages 435-454 
Icy Lee "Feedback revolution: what gets in the way?" ELT Journal, (2011) 65 (1): 1-12

Maram George McMullen. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System 37 418–433
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17–29.

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