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Volume 62, December 2021

Social presence in online writing instruction: Distinguishing between presence, comfort, attitudes, and learning
Mary K. Stewart

Circulatory interfaces: Perpetuating power through practices, content, and positionality
Corinne Jones

Google Docs or Microsoft Word? Master's students' engagement with instructor written feedback on academic writing in a cross-cultural setting
Murad Abdu Saeed Mohammed, Musheer Abdulwahid AL-Jaberi

“Anyone? Anyone?”: Promoting inter-learner dialogue in synchronous video courses
Kimberly Fahle Peck

Phenomenology of writing with unfamiliar tools in a semi-public environment: A case study
Philip B. Gallagher, Philippe Meister, David R. Russell

A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective
Sandra Tsui Eu Lam

Analyzing writing fluency on smartphones by Saudi EFL students
Bradford J. Lee, Ahmed A. Al Khateeb

Digital surveillance in online writing instruction: Panopticism and simulation in learning management systems
Eric James York

Using automated feedback to develop writing proficiency
Yue Huang, Joshua Wilson

Book Review: ePortfolios@edu what we know, what we don't know, and everything in-between, Mary Ann Dellinger and D. Alexis Hart. WAC Clearinghouse (2020)
Sandra J. Keele

Book Review: Rhetorical delivery and digital technologies: Networks, affect, electracy, Sean Morey. Routledge (2016)
Addison Lamb

Composing (with/in) extended reality: How students name their experiences with immersive technologies
Amy J. Lueck, Christine M. Bachen

Sound, captions, action: Voices in video composition projects
Janine Butler, Stacy Bick

Coalitional literacies of digital safety and solidarity: A white paper on nextGEN international listserv
Sweta Baniya, Sara Doan, Ashanka Kumari, Gavin P. Johnson, Virginia M. Schwarz

Book Review: How Writing Faculty Write: Strategies for Process, Product, and Productivity, Christine Tulley, University Press of Colorado (2018)
Teresa Scott

Book Review: Bridging the Multimodal Gap: From Theory to Practice, Santosh Khadka, J.C. Lee (Eds.). Utah State University Press, Logan, UT (2019)
Ann M. Arbaugh




Editorial Board Members

Jonathan Alexander, University of California, Irvina, USA
Kara Poe Alexander, Baylor University, USA
Stuart Blythe, Michigan State University, MI, USA
Hossein Bozorgian, University of Mazandaran, Babolsar, Iran
Michelle Comstock, University of Denver
Kevin DePew, Old Dominion University USA
Dánielle DeVoss, Michigan State University, USA
Mary Hocks, Georgia State University, USA
Amy Kimme Hea, University of Arizona, USA
Mariëlle Leijten, University of Antwerp, Belgium
Jie Li, Xi'an International Studies University, Xian, China
Mimi Li, Texas A&M University, Commerce, USA
Fei Victor Lim, Nanyang Technological University National Institute of Education, Singapore, Singapore
Karen Lunsford, University of California, Santa Barbara, USA
Heidi McKee, Miami University, OH, USA
Lilian Mina, Auburn University at Montgomery, USA
James P. Purdy, Duquesne University, PA, USA
Jeff Rice, University of Kentucky, KY, USA
Kevin Roozen, University of Central Floria, USA
Michael Salvo, Purdue University, USA
John Scenters-Zapico, California State University, Long Beach, USA
Stuart Selber, Pennsylvania State University, USA
Michelle Sidler, Auburn University, USA
Jenny Sheppard, San Diego State University
Mary Sheridan, University of Louisville, USA
Jody Shipka, University of Maryland at Baltimore County, USA
Synne Skjulstad, University of Oslo, Norway
Taku Sugimoto, Chiba Institute of Technology, Japan
Patricia Sullivan, Purdue University, IN, USA
Pamela Takayoshi, Kent State University, OH, USA
Jason Tham, Texas Tech University, USA
Derek Van Ittersum, Kent State University, OH, USA
Luke Van Waes, University of Antwerp, Belgium
Zhang Wei, Peking University, China
Carl Whithaus, University of California, Davis, USA
Kathleen Yancey, Florida State University, USA