SLW News is soliciting articles on second
language writing theory, research, and pedagogy in all ESL/EFL settings.
SLW News welcomes articles that focus on L2
writers and characteristics and text features, classroom materials and
practices, placement and assessment issues, writing program
administration, teacher development, and other related areas. SLW News encourages submissions related to any
educational setting, especially traditionally underrepresented contexts
(preK–12, 2-year colleges, community programs, international K–12
schools, etc.). In light of the newsletter’s electronic format, authors
are encouraged to include hyperlinks.
30 June for the October issue and 10 January for the March issue.
General Submission Guidelines
be no longer than 1,750 words (including the 50-word abstract, tables, bios, and references);
contain no more than five citations;
include a 50-word (maximum 500 characters) abstract and two- to three-sentence author biography;
be accompanied by an author photo (.jpg);
follow the style guidelines in the Publication Manual
of the American Psychological Association, 6th Edition (APA
be in an MS Word (.doc/.docx) document.
All tables, graphs, and other images should be submitted as separate .jpg files.
Please direct your submissions and questions to
Ilka Kostka and Elena Shvidko, SLW News Managing Editors
See below for more information concerning book reviews and
submissions related to specific topics and contexts.
Action Research Projects
SLW News welcomes summaries of
classroom-based action research projects. Submissions should include a
discussion of the following items:
statement of the problem
analysis of results
Please include any relevant classroom materials that emerged from the research.
SLW News welcomes reviews of teacher
resource books and student texts dealing with second language writing,
teaching, research, and administration. Anyone interested in writing a
review for SLW News may choose a recently published
book in the field and contact the editor for approval and review copies.
Reviews will be considered for publication based on the quality of the
reviewer’s evaluation and description of the book as well as the book’s
relevance and importance to the field.
be in APA format,
be 600–900 words in length, and
include a 50-word (maximum 500 characters) abstract and a two- to three-sentence author biography.
SLW News welcomes CALL-related articles,
announcements, reports, and reviews in the following
Software/Hardware (e.g., organizing systems or integrating
software/hardware in learning environments to enhance writing
instruction, assessment, or program evaluation)
Materials Design (e.g., using software such as Flash or
MonoConc to design language-learning activities or materials that
address specific language-learning goals, including discovery
activities, practice exercises, storybooks, quizzes, or
Curriculum Design (e.g., using course management software such
as Blackboard or eCollege to design e-courses, e-programs, or hybrids
for second language writing)
Applied Writing Research (e.g., writing computer programs to
identify lexicogrammatical features, discourse patterns, or
errors/learner variation in writing, i.e., corpus
SLW News welcomes submissions focusing on
EFL contexts. Topics include, but are not limited to, the
statements of instructional problems
summaries of research
literature reviews with pedagogical implications
handouts and activity sheets
proposed joint research projects
In order to ensure diversity of interest and coverage of as
many areas of instruction in the field of EFL writing as possible, SLW News encourages submissions on the following
university writing classrooms
pre-K–12 writing instruction
learner communities in the writing classroom
computers and the Internet in the writing classroom
writing for tests (e.g., TOEFL, IELTS)
technical writing as a genre in the EFL context
EFL writing instructors’ professional development
Writing Center Submissions
Given that many ESL/EFL students need (and want) more
individualized or in-depth assistance with their writing than
instructors can understandably provide, these students look to the
writing center for support. This phenomenon has been reflected in the
increasing number of writing-center-related sessions at professional
conferences, as well as discussions on various e-lists.
To share information on this topic with a wider audience, SLW News encourages submissions
Articles can focus on