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College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field.
The Journal of Contemporary Rhetoric (JCR) is a peer-reviewed publication that publishes original scholarship that promotes critical engagement with rhetorical dimensions of current events (those of the past 18 months or so). In promoting the practice of public intellectualism, JCR offers an outlet for scholarship that is both intellectually rigorous and accessible to lay audiences
Relevant Rhetoric is a refereed, online journal created to publish pieces of academic rhetorical criticism that are of value not only to academic scholars and historians interested in persuasion, but also to the educated lay-public. The journal seeks to further our understanding of and conversation about modern persuasive practices with the largest possible audience.
Publishes articles, course designs, and process-oriented pieces about composing practices associated with rhetoric and composition: teaching college writing; theorizing rhetoric and composing; administering writing related programs; preparing the field's future teacher-scholars.
Over a thousand full-text scholarly journals and books covering all subjects in the humanities, sciences and social sciences. History, economics, art, literature, and mathematics are particularly strong. All journal titles are archived back to the first issue, many dating from the early 1800s.
Citations and full text for journal articles on topics including world religions, major denominations, biblical studies, religious history, epistemology, political philosophy, philosophy of language, moral philosophy and the history of philosophy.
Composition Forum’s unique focus as a scholarly venue is in the intersection of writing theory and pedagogy. As editors, we believe that scholarly work addressing this intersection is vital, both in our understanding of writing as a subject and in the application of writing pedagogy across diverse contexts. One aspect of this particular focus is that it often highlights the spaces and locations in which writing takes place, drawing attention to the fact that composition is situated, located, and contextual.
Dialogues aims at fostering dialogue and collaboration between diverse and often separated groups—universities, community colleges, intensive English programs, adult education programs, TESOL graduate and certification programs, K-12 licensure programs, and others.
The Journal of Writing Research (JoWR) is an international peer reviewed journal that publishes papers that describe scientific study studies of the processes by which writing is produced and or by which it can be effectively taught.
Prompt is a biannual, refereed online journal that publishes academic writing assignments. We publish assignments directed at both undergraduate and graduate students from all academic disciplines. Our mission is to disseminate a mode of intellectual work that is too rarely circulated in public venues, and we hope to contribute to the scholarly study of writing assignments in the field of writing studies. We also believe that by publishing excellent and innovative writing assignments, we can create both a resource and a site of engagement for faculty who incorporate writing in their teaching.
This Journal publishes articles on the theory, practice, and teaching of professional communication in critical global contexts. Articles can take a variety of forms, including formal empirical studies, illustrative case studies, book, software, and academic program review, and curriculum development. The Journal is predominantly cross cultural, concentrating on how professionals from a variety of cultural and rhetorical traditions communicate with each other across a range of contexts using various communication media.
English Journal is NCTE’s award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools. It presents information on the teaching of writing and reading, literature, and language, and includes information on how teachers are applying practices, research, and multimodal literacies in their classrooms