Deadline: July 15, 2020
How do we best prepare students to write historically? What role can and should history courses play in developing students’ skills to write for various publics, media, and careers? What do we learn about student writing through transdisciplinary teaching collaborations? How do we support the growing number of English-language learners while balancing the writing demands essential to our discipline? The contributing coeditors of the Journal of American History’s Textbooks and Teaching section seek articles and essays that speak to these and related questions. We particularly welcome submissions that explore evidence of student learning and engage the Scholarship of Teaching and Learning.
Essays should not exceed 4,000 words. Deadline for an initial draft is July 15, 2020. Please send questions and contributions to Laura Westhoff at [email protected] and Robert Johnston at [email protected]. We strongly encourage prospective authors to consult with the section editors on possible topics before submitting proposals.