32.3655, Calls: General Linguistics / Assessing Writing (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-32-3655. Fri Nov 19 2021. ISSN: 1069 - 4875.

Subject: 32.3655, Calls:  General Linguistics / Assessing Writing (Jrnl)

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Date: Fri, 19 Nov 2021 17:09:49
From: Rachel Conway [r.conway at elsevier.com]
Subject: General Linguistics / Assessing Writing (Jrnl)

 
Full Title: Assessing Writing 


Linguistic Field(s): General Linguistics 

Call Deadline: 28-Feb-2022 

Call for Papers: 

Assessing Writing is soliciting submissions for a special issue entitled
Writing Assessment and Feedback Literacy. Visit
https://www.journals.elsevier.com/assessing-writing/call-for-papers/special-is
sue-on-writing-assessment-and-feedback-literacy for the full call for papers.

Despite a plethora of research on writing assessment and feedback that
generates no shortage of advice to writing researchers and teachers, assessing
and responding to writing still presents a major challenge to many writing
teachers. Equally, students fail to fully utilize assessment information and
engage with feedback to advance their learning and writing. Indeed, teachers'
and students' lack of writing assessment literacy and feedback literacy is
well documented in the literature (Crusan, Plakans, & Gebril, 2016; Lam, 2019;
Lee, 2021). However, we have limited knowledge about these budding concepts.
By presenting a special issue on writing assessment and feedback literacy, we
highlight the crucial role of teachers and student writers in the process of
writing assessment and feedback, and call for attention to their agency in
teaching and learning writing across various contexts (Carless & Boud, 2018;
Yu & Liu, 2021).

Submissions to this special issue should have a strong theoretical basis for
writing assessment and feedback literacy, with a preference for proposals that
highlight how interdisciplinary work can move the field forward. Special
consideration will be given to contributions that provide evidence of how
writing assessment and feedback literacy can be developed across diverse
populations and/or over time, and how writing assessment and feedback literacy
can impact student writing development. The papers can cover a variety of
methodologies, including quantitative and qualitative approaches,
mixed-methods, and action research. The special issue will also consider
theoretical and review papers. We welcome submissions from both established
and junior scholars (including doctoral students) from around the world,
working with any type of L1, L2 and/or multilingual writers, both in
educational and professional writing settings.

Please contact the Guest Editors at shulinyu at um.edu.mo or icylee at cuhk.edu.hk
with any questions.




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