Twitter page for the Journal of Response to Writing.
Joined January 2020
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Register to be a reviewer for the Journal of Response to Writing! Share your interests at the survey below. #JRW
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Out now! The Spring 2024 issue of the Journal of Response to Writing (10.1) includes two featured articles, a teaching article, and a teaching tip. Thank you to the reviewers, and congratulations to the authors!
View the full open-access issue at the link in bio. @Journal_RW
Last but not least in issue 9.2 of @Journal_RW is a teaching tip by Hongye Zeng & Faith Thompson: Using interactive portfolios to document, scaffold, and assess individual L2 student progress in group writing tasks. Check out the full article here: scholarsarchive.byu.edu/cgi/…
Teaching tip 4 of 5 in our Fall 2023 issue (9.2) is Kristen Allen's "CLA-Informed Self-Disclosure of Language Learning in the Writing Center." Check it out!
scholarsarchive.byu.edu/cgi/…
The @journal_rw teaching tip 3 of 5 is “Supporting Audience Awareness in Multimodal Text Creation” by Anthony DeGenaro.
Learn all about DeGenaro’s practical classroom strategy:
scholarsarchive.byu.edu/cgi/…
Lindsay Knisely shares a useful teaching tip about zero drafts—"a brief, low-stakes brainstorm in response to an essay prompt"—in our latest issue 9.2 feature. Check it out! @journal_RW scholarsarchive.byu.edu/cgi/…
Our first of FIVE (5!) awesome Teaching Tips in @Journal_RW issue 9.2: "Responding to Writerly Identity as Inclusive Pedagogy" by Katherine Rothschild.
scholarsarchive.byu.edu/jour…
“Student Self-Diagnostics: Engaging Students as Co-Respondents to Their Own Writing” by Robert M. Rowan is the teaching article published in @journal_rw’s Fall 2023 issue (9.2). Check it out at the link below!
scholarsarchive.byu.edu/cgi/…
Check out the second featured article in @Journal_RW 9.2! "Responding to High Stakes Writing: When Six Colleagues Read One Cover Letter" by Snyder, Blaauw-Hara, Elder, Janangelo, Pemberton, Perryman-Clark, and Weiser.
scholarsarchive.byu.edu/cgi/…
The first featured article in @journal_rw’s Fall 23 issue (9.2) is “Learner Engagement with Written Corrective Feedback: The Case of Automated Writing Evaluation” by Hooman Saeli, Payam Rahmati, & Svetlana Koltovskaia. Check out the PDF at the link below!
scholarsarchive.byu.edu/cgi/…
Issue 9.2 (Fall 2023) is OUT NOW!
This issue of JRW includes two featured articles, one teaching article, and five teaching tips. Congrats to our authors, and thanks to our reviewers!
Link in bio or below:
scholarsarchive.byu.edu/jour…
ALT Dark navy blue night sky pin-pricked with hundreds of stars. Text in white reads "Fall '23 issue out now! JRW 9.2, Journal of Response to Writing, Fall 2023 issue, @journal_rw"
The final teaching tip of @journal_rw’s Spring ’23 issue is Wei-Hao Huang’s “Stylizing Peer Review Through Playful Shells.” 1/
scholarsarchive.byu.edu/jour…
This informative piece offers a creative approach to helping learners understand the #genre of #peerreview & perhaps even have some fun while providing their classmates with feedback. Huang explains: “According to Miller & Paola (2019), the hermit crab essay is... 2/
...a genre where the writer (hermit crab) uses an unusual form (shell) to contain their content (body)” (p. 65). This teaching tip provides advice on setting students up to play around with the ways they provide #feedback to their classmates. Check it out! 3/3
“Teaching Students How to Give & Receive Peer Feedback” from Megan Heise is another useful #TeachingTip in this Spring 2023 @Journal_RW issue.
scholarsarchive.byu.edu/jour…
Heise’s activity involves teaching students a framework for ascertaining the kind of feedback they prefer, practicing balancing constructive responses with supportive ones, & reflecting on the experience. You know what to do—click the link in the lead tweet to read all about it!
Teaching tip 2 of 4 in #JRW 9.1 is Stephanie B. Conner & Jennifer P. Gray’s “Resisting the Deficit Model: Embedding Writing Center Tutors during Peer Review in Writing-Intensive Courses.” 1/
scholarsarchive.byu.edu/jour…
This tip offers guidelines for drawing on WC tutors as model feedback providers. Conner & Gray describe peer response groups so tutors can serve as models of positive & constructive responses, guiding students to craft useful, supportive comments on classmates’ writing. 2/
This approach can also give students a positive perspective on the campus writing center and encourage them to draw on other services that the center also offers. Click the link in the first tweet to check it out! #responsetowriting 3/