|Co-Editor:||Jonathan Bush, Western Michigan University|
|Co-Editor:||Erinn Bentley, Columbus State University|
|Co-Editor:||Tammie Pierce, Harris County (GA) High School|
In addition to our normal publication cycle, we're excited to accept submissions for our special issue for Fall/Winter 2021: " We wish we were in Denver." This issue will include contributions from authors previously planning on presenting work at NCTE’s 2020 Annual Convention, but are now unable to present and share their work.
We do have a few caveats and requirements:
- Topics need to be English education-focused. T/W ‘s scope typically specifically tied to writing teacher education, but for this issue only, we’re OK with a broader perspective. ELA Teacher education – ELATE, NWP, ELA teacher leadership, secondary-university partnerships, etc. are all good with us – but generally not straight-up teaching pieces for K-12 or college audiences. If you’re wondering if you fit, send us a note and we can talk it through with you.
- Submissions need to be articles. We aren’t going to accept raw PPTs or other presentation-centric materials. The submission should look and read as an article or narrative. You’ll need to translate your oral/visual presentation into a written genre.
- They need to be from NCTE Presentations that didn’t make the cut. We’ll trust you on this. It’s OK if your work has shifted a bit from what you were going to present, but we ask that you stay within the spirit and scope of your cancelled presentation.
- They need to be relatively short. About 2000 words or so. We’d like to include as many voices as possible, We also encourage collaborative pieces from an entire panel, including articles that would include multiple voices and roundtables.
We figure that any idea approved for NCTE has already gone through a pretty rigorous review .We won’t treat them as peer-reviewed articles, although we will make some editing suggestions. In any case, we’ll take submissions until January 15, 2021
Current Issue: Volume 9, Issue 2 (2020)
The Dimensions of Teachers Who Write and The Essence of A Writing Life
Shari L. Daniels and Pamela Beck
Building Writing Identities: Integrating Explicit Strategies with Authentic Writing Experiences to Engage At-Promise Writers
Robert A. Griffin, Morris R. Council III, Tamra W. Ogletree, Jennifer K. Allen, and Bethany L. Scullin
What Writing Processes do Teacher Candidates Use? Findings from a Think-Aloud Protocol
Tracy Linderholm, Amanda Wall, Xiaomei Song, and Whitney Carter
(De)Valuing Multimodality: Exploring One Teacher-Writer’s Uneven Development in a Multimodal Composition Course
Mike P. Cook and Brandon Sams
Blogging in Elementary Classrooms: Mentoring Teacher Candidates’ to Use Formative Writing Assessment and Connect Theory to Practice
Diane R. Collier and Tiffany L. Gallagher