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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.

Present Tense: A Journal of Rhetoric in Society is a peer-reviewed, blind-refereed, online Journal dedicated to exploring contemporary social, cultural, political and economic issues through a rhetorical lens. In addition to examining these subjects as found in written, oral and visual texts, we wish to provide a forum for calls to action in academia, education and national policy. Seeking to address current or presently unfolding issues, we publish short articles ranging from 2,000 to 2,500 words, the length of a conference paper. For sample topics please see our submission guidelines. Conference presentations on topics related to the Journal's focus lend themselves particularly well to this publishing format. Authors who address the most current issues may find a lengthy submission and application process disadvantageous. We seek to overcome this issue through our shortened response time and by publishing individual articles as they are accepted. We also encourage conference-length multimedia submissions such as short documentaries, flash videos, slidecasts and podcasts. In order to foster dialogue, our Journal features a Reader Response section in which both contributors and readers are welcome to discuss the publications' content in a public, digital space.

Basic Writing e-Journal (BWe) is a peer-reviewed, online, open-access Journal. BWe publishes scholarship on teaching and learning in various basic writing contexts. Since basic writing programs often enroll economically disadvantaged students from diverse backgrounds, these students, their teachers, and the policies that influence their access to higher education are often the focus of this Journal. Other key topics of concern to BWe readers include curriculum, instructional practice, teacher preparation, program evaluation, and student learning. Additionally, reviews of current scholarly books and textbooks appear regularly in BWe. Currently based at the City College of New York, BWe was founded in 1999 by the Council on Basic Writing (CBW) and continues to be sponsored by CBW.

"The Journal of Writing Research (JoWR) is an international peer reviewed Journal that publishes high quality theoretical, empirical, and review papers covering the broad spectrum of writing research. The mandate of the Journal of Writing Research is: to publish excellent and innovative writing research drawn from a range of academic disciplines (e.g. psychology, linguistics, pedagogy, design studies, communication studies, information and communication technology, learning and teaching) to stimulate interdisciplinary writing research to be fully international to apply high academic standards, including double blind peer review to share knowledge through open access "

Tutors: A Multiliteracy Journal about Tutoring. Open access to issues; articles by and for tutors.

The Journal of Response to Writing publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing. JRW has three purposes: 1. Provide a venue for theorizing and reporting ground-breaking research on response to writing 2. Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching viz a viz L1 and L2 writing 3. Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students' writing

"The Writing Instructor is a peer-reviewed journal publishing in print since 1981 and on the Internet since June, 2001. Its distinguished editorial board consists of over 150 scholars- teachers- writers representing over 75 universities, community colleges, and K-12 schools. For more information about acceptance rates, the anonymous peer-review process, guidelines for review committees, and the editorial board, please read our Editorial FAQs or contact us."

This links to an index to Freshman English News journal, with a bibliography of articles in all those issues. Useful resource!

archives of the Journal of Writing Research; open access articles available as PDFs

The WAC Clearinghouse, in partnership with the International Network of Writing Across the Curriculum Programs, publishes open-access journals, books, and other resources for teachers who use writing in their courses.

Journal of Creative Writing Studies is a publication of Creative Writing Studies Organization (CWSO), which also hosts the annual Creative Writing Studies Conference . See the conference homepage to view its CFP for the 2016 conference. If you would like to become a member of CWSO, please consider backing our crowd funding campaign.

International Writing Centers Associaition website, list of publications.

University of Washington-Bothell Writing and Communication Center's resources on reading, including negotiating scholarly texts, close reading, keeping reading journals, creating conversations across texts, and reading poety

"High School Writing Centers" is a website with links to the websites of many high school writing centers, plus  books, journals, and articles.

The present study aims to investigate the extent to which L2 learners' individual differences (field dependency and writing motivation) predict their retention of a teacher's written corrective feedback (CF) in the short and in the long run. Using Ellis's (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students' successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.

Marin Smith's "Karma-Yoga and Non-Attachment to the Fruits of Work: Tutoring in the University Writing Center" was published in the Fall 2014 issue of the student journal Tutors.

SUNY Plattsburgh's Jonathon Martinez sits down with Tom Halford to chat about writing tutoring. Martinez talks about learning to speak English fluently as a child, and he explains why he wanted to become a writing tutor.

John Martinez's "Tutoing Podcast" was published in the Fall 2014 student journal Tutors.

Kyle Bell's "Multiliteracy Memes" was published in the Fall 2014 issue of the student journal Tutors.

Allie Squires's "How to Get Off Topic and Still Save Your Essay in One Tutoring Session or Less" was published in the Fall 2014 issue of the student journal Tutors.

M. Blake Reichenbach is a writing consultant at Bellarmine University's Writing Center. He delivers a witty monologue about the connections between working at a trendy Mexican restaurant and consulting a fellow student during a tutoring session.

M. Blake Reichenbach - "Making Tacos, Saving Grades" is a short monologue that was published in the Fall 2014 issue of the student journal Tutors.