Written Communication

Written Communication

An International Quarterly of Research, Theory, and Application
2014 Impact Factor: 1.219
2014 Ranking: 25/76 in Communication
Source: 2014 Journal Citation Reports ® (Thomson Reuters, 2015)

Christina Haas University of Minnesota, Twin Cities, USA

eISSN: 15528472| ISSN: 07410883|Current volume: 32|Current issue: 4 Frequency: Quarterly
The essential journal for research on the study of writing in all its symbolic forms, Written Communication has a broad and interdisciplinary view of what writing is, how writing gets done, and what writing does in the world. Written Communication's aims and scope encompass a wide range of topics, and its pages consistently provide readers with new research findings, new theoretical concepts, and new ways of understanding how writing is practiced in schools, workplaces, and communities.

Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains; cognition and composing; the structure of written text and written communication; relationships among gender, race, class and writing; and connections among writing, reading, speaking, and listening. Also of interest are review essays and reviews of research on topics important to writing researchers. No worthy topic related to writing is beyond the scope of the journal.

Theoretical and applied contributions of articles in Written Communication are made explicit and will be relevant to teachers and researchers from a range of scholarly disciplines.  Published articles will collectively represent a wide range of methodologies, but the methodology of each study must be handled expertly.

Editorial Assistant
Kira Dreher University of Minnesota
Editorial Board
Chris Anson North Carolina State University, USA
Natasha Artemeva Carleton University, Canada
Charles Bazerman University of California, Santa Barbara, USA
Carol Berkenkotter University of Minnesota, Twin Cities, USA
Robert Bracewell McGill University, Canada
Lee-Ann Breuch University of Minnesota, Twin Cities, USA
Marilyn Chambliss University of Maryland, USA
Davida Charney The University of Texas at Austin, USA
Susan De La Paz University of Maryland, College Park, USA
Huiling Ding North Carolina State University, USA
Christiane Donahue Dartmouth College, USA
John Duffy University of Notre Dame, USA
Patricia Dunmire Kent State University, USA
Anne Haas Dyson University of Illinois at Urbana-Champaign, USA
Kerry Enright University of California at Davis, USA
Jeanne Fahnestock University of Maryland, USA
David Fleming University of Massachusetts, Amherst, USA
Linda Flower Carnegie Mellon University, USA
Jeff Grabill Michigan State University, USA
Joachim Grabowski University of Hannover, Germany
Steve Graham Arizona State University
Robert A. Gundlach Northwestern University, USA
David Hanauer Indiana University of Pennsylvania
Bill Hart-Davidson Michigan State University, USA
Debra Hawhee Pennsylvania State University, USA
John R. Hayes Carnegie Mellon University, USA
Frøydis Hertzberg University of Oslo, Norway
Rosalind Horowitz The University of Texas-San Antonio, USA
Brian Huot Kent State University, USA
Ronald T. Kellogg Saint Louis University, USA
Neal Lerner Northeastern University, USA
Theresa Lillis The Open University, UK
Paul K. Matsuda Arizona State University, USA
Sarah McCarthey University of Illinois at Urbana-Champaign, USA
Greg Myers University of Lancaster, UK
John Oddo Carnegie Mellon University, USA
Ann Penrose North Carolina State University, USA
Santiago Posteguillo Universitat Jaume I, Spain
Kristen Precht Kent State University
Paul Prior University of Illinois, Urbana-Champaign, USA
Jason Ranker Portland State University
Mary Jo Reiff University of Kansas, USA
Gert Rijlaarsdam University of Amsterdam, The Netherlands
Mike Rose University of California, Los Angeles, USA
Derek Ross Auburn University
Blake Scott University of Central Florida, USA
Jack Selzer Pennsylvania State University, USA
Stefan Slembrouck University of Gent, Belgium
Peter Smagorinsky University of Georgia
Graham Smart Carleton University, Canada
Clay Spinuzzi The University of Texas at Austin, USA
John Swales University of Michigan, Ann Arbor, USA
Jason Swarts North Carolina State University, USA
Christine Tardy DePaul University, USA
Christa Teston Ohio State University
David Wallace California State University, Long Beach
Lynda Walsh University of Nevada, Reno, USA
Gordon Wells University of California at Santa Cruz, USA
Chad Wickman Auburn University, USA
Maisha T. Winn University of Wisconsin - Madison, USA
Christopher Wolfe Miami University, Department of Psychology
Joanna Wolfe Carnegie Mellon University, USA
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  • Editorial Policy Statement: Written Communication is an international multidisciplinary journal that publishes original research and theory in writing. 

    Authors and readers come from fields including anthropology, education, English, literacy, psychology, rhetoric, sociolinguistics, and writing studies. 

    Among topics of interest are the nature of writing ability; the assessment of writing; literacy learning and writing development; the interaction of writing with other technologies; the nature of writing in digital spaces; the social and political nature of writing and writing instruction; writing in workplaces and communities; literacy practices and multiple literacies; embodied and material practices of literacy; relationships between knowledge and writing; written genre; the nature of writing in disciplinary and professional domains; cognition and writing; the structure, function, and impact of written text; relationships among age, class, gender, race, and sexual orientation and writing; and connections among the verbal, visual, aural, tactile, and material conditions of writing. 

    Articles published in Written Communication will collectively represent a wide range of methodologies, but the methodology of each study must be handled expertly and articulated clearly. Theoretical and applied contributions must be made explicit and relevant to researchers, theorists, and educators from a range of scholarly disciplines.

    Guidelines for Submission: Prospective authors are strongly urged to acquaint themselves with previously published issues of the journal.

    Please include a cover letter including:

    • the title of the submission;
    • author names(s), institutional affiliations(s), email address(es), and 2- to 3-sentence biographical statements for each author;
    • a statement that the work reported has not been previously published, that the piece - in present or revised form - is not being considered for publication in other venues, and that the author(s) will not allow the manuscript to be so considered before notification in writing of an editorial decision by Written Communication;
    • a statement that if research data are collected from human subjects, such data must be collected in accordance with the standards and guidelines of the human subjects review board (or equivalent body) at the author’s or authors’ home institution. Indicate compliance with human subjects guidelines both in your cover letter and in the manuscript itself.

    Manuscripts must:

    • include an abstract of 100-150 words and 5-7 keywords (which do not appear in the title) to facilitate electronic search.
    • follow the guidelines of the Publication Manual of the American Psychological Association (6th edition) and should not exceed 9,000 words (including all appendices, tables, and references). Manuscripts that do not use APA style and conventions or manuscripts that far exceed the 9,000-word maximum may be turned back without review.
    • not include identifying information about the author in the text or file properties.
    • use 8.5" x 11" size paper and be double-spaced, including the abstract, block quotations, tables, figures, notes, and references. Tables and figures should be placed in appropriate locations within the text, not in additional files.

    For all submissions: Send an electronic version of the manuscript and any supporting documents as Word documents (.doc or .docx) in email attachments to writtencomm@umn.edu.
    Reminder: all documents and files should be free of information about authors and their institutions.

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