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Teaching/Writing is a peer-reviewed journal focused on writing teacher education across K-12 and university contexts. The journal takes an expansive view of writing and composing, welcoming scholarship that addresses traditional and digital writing, multimodal composition, and writing as a social and cultural practice shaped by diverse linguistic and community contexts.

The journal publishes scholarship across a range of areas, including narratives of classroom practice; community-engaged writing projects; classroom discourse around writing and composing; critical and equitable writing pedagogies; and the responsible and ethical use of emerging technologies for writing instruction. Teaching/Writing is also committed to publishing work that addresses threats to writing education, including censorship and efforts to restrict teachers' and students' access to language and literacy. Teaching/Writing is a home for the researchers, teachers, and teacher educators working through the complex questions that define writing education today.

Teaching/Writing is published annually in the summer. Authors are welcome to submit work at any time; accepted manuscripts will appear in the next available issue.