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The Journal of Response to Writing is an international, peer-reviewed journal for writing theorists, researchers, and practitioners of Second and Foreign Language Instruction, Applied Linguistics, and Composition to make quality contributions to the study of response to writing.  While we value traditional forms of response, including marginal notes, face-to-face interactions, electronic feedback, self-reflection, and peer review, we also value and encourage the research of alternative response methods, purposes, and practices. The journal is open-access This journal responds to a growing need and interest for additional scholarly venues to publish articles about writing theory and response practices that allow for a cross-disciplinary discussion of response to writing. The focus on response is intentional since nearly all forms of writing benefit from response, and responding to writing is perhaps the most time-consuming responsibility of a writing teacher. Therefore, understanding the theory and best pedagogical practices for response can benefit the writer while maximizing a responder's effectiveness and efficiency. This journal is meant to fill these needs by crossing disciplinary divides and providing an additional publication venue for writing theory and response practice.

Discusses research findings that writing center users procrastinate less on their writing, and that writing centers can be particularly helpful for student who have a high procrastination tendency.

This resource was created by undergraduates, graduate students, and faculty at the University of Michigan's Sweetland Center for Writing. Using video of undergraduates reflecting on their writing and revision process, this resource helps writers to explore more effective revision. Some resources for faculty are also provided.

a discussion of evaluation strategies for websites