The Journal of Response to Writing is excited to announce the publication of our Fall 2025 issue. In this issue, we present one feature (research) article, one teaching article, and three teaching tips. Writer populations range from preschoolers to university students in multiple countries and academic contexts.
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Generative AI in Chinese ESL Students’ Writing Processes: Stages, Methods, and Language Use Runzhou Shan University of Edinburgh
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Building a Growth Mindset Via Continuous Revision: A Case Study of a Basic Writing Classroom Adrian J. Rivera Indiana University Bloomington
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Supporting Young Children’s Composing Practices through Pre- and Post-Writing Conversations Jackie Ridley Kent State University, Rebecca Rohloff Augusta University, Xiao Zhang Georgia State University, Margaret Quinn Texas A&M University
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Cultivating a Student-Centered Approach to Peer Review through Pre-flection and Reflection Jennifer P. Gray College of Coastal Georgia, Stephanie B. Conner College of Coastal Georgia
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“What Grade Do You Feel You Earned?” Integrating Student-Led Grading with a Labor-Based Grading Framework Megan Von Bergen Murray State University
As always, JRW is completely open access–free to read, free to publish–thanks to the generous support of Brigham Young University. Register on our website to receive email notification of new publications, or volunteer as a peer reviewer.