LINGUIST List 32.3655

Fri Nov 19 2021

Calls: General Linguistics / Assessing Writing (Jrnl)

Editor for this issue: Sarah Robinson <>

Date: 18-Nov-2021
From: Rachel Conway <>
Subject: General Linguistics / Assessing Writing (Jrnl)
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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 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 or with any questions.

Page Updated: 19-Nov-2021