About This Journal
Teaching/Writing is a peer reviewed journal focusing on issues of writing teacher education – the development, education, and mentoring of prospective, new, and experienced teachers of writing at all levels. The journal will draw from composition studies – writing program administrators, writing across-the-curriculum specialists, and other teaching mentors; English education – including voices from secondary and elementary teacher educators at both the graduate and undergraduate levels; and from teacher educators from K-12 settings -- including leaders and mentors in the National Writing Project and those in high school, middle school, and elementary school English leadership positions.
The journal is hosted online at Western Michigan University by Berkeley Electronic Press/Scholarworks, and includes a traditional journal page-design, full pagination, editing, and citation usage. It is downloadable as a full issue and by individual article. Articles will also be listed in Google Scholar searches. No subscription fees are charged, but email subscriptions are available (automatic mailing of links).
Teaching/Writing provides a regular scholarly outlet for writing, research, and discussion within writing teacher education and expand the work of scholars and teachers in all aspects of writing teacher education, expanding the excellent progress of such organizations as the ELATE Commission on Writing Teacher Education and the CCC SIG English Education/Composition Connections. This journal is designed to create a rigorous, respected scholarly space for writing teacher education scholarship. It is not a forum or a discussion board, but a full peer-reviewed journal that can extend the informal and service work done in many settings and provide a legitimate outlet for writing teacher education scholarship that currently has no peer-reviewed home.