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Writing Research, Pedagogy, and Policy

This new series publishes cutting-edge empirical scholarship about writing, broadly conceived, with a particular focus on work that seeks to impact pedagogy, practice, and policy at various levels and locations (K–12, postsecondary, national, and international). The series takes a particular interest in empirical research on writing centers, writing across the curriculum, multilingual writers, assessment, and writing center–library collaborations—all subjects related to the work of the Howe Center for Writing Excellence, which provides financial support for publications in this series.

The Howe Center was established at Miami University (Ohio) in 2007 with a $10.4 million gift from Roger and Joyce Howe. With a mission to ensure that Miami graduates excel as writers in their professional and civic lives, the center operates a writing program that provides peer consultations in eight locations and online for graduate and undergraduate students, including multilingual international students. It also provides writing-across-the-curriculum programs and activities for faculty, and helps oversee the university’s writing-in-the-disciplines requirement. Research is central to the work of both its professional staff and student consultants.

Series editor, Elizabeth Wardle


[Accepting submissions starting June 2017.]

Elizabeth Wardle, Series Editor
Director, Howe Center for Writing Excellence
King Library 133
Miami University
Oxford, OH 45056 

Linda Adler-Kassner, University of California, Santa Barbara
Chris Anson, North Carolina State University
Dana Driscoll, Indiana University of Pennsylvania
Dylan Dryer, University of Maine
Heidi Estrem, Boise State University
Jay Jordan, University of Utah
Jackie Grutsch McKinney, Ball State University
Susan Miller-Cochran, University of Arizona
Rebecca Nowacek, Marquette University
Mary Jo Reiff, University of Kansas
Tony Scott, Syracuse University
Jody Shipka, University of Maryland, Baltimore County
Christine Tardy, University of Arizona
Kathleen Blake Yancey, Florida State University

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