<div dir="ltr"><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><div dir="ltr"><div dir="ltr">We are pleased to announce the <a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/7/" target="_blank">Spring 2023 issue</a> (9.1) of the <i>Journal of Response to Writing</i>! This issue includes one featured article and four teaching tips. You can skim the titles and authors (and find the links) below. <div></div></div><div dir="ltr"><br></div><div>Importantly, this is <i>JRW</i>'s last full "book"-style publication. Moving forward, we will be sharing manuscripts in a continuous (rolling) publication style. We hope this shift will allow authors to see their work in print in a more timely manner, and readers to find new treasures every time they access our <a href="https://scholarsarchive.byu.edu/journalrw/" target="_blank">site</a>.</div><div><br></div><div>We are always accepting featured and teaching articles, teaching tips, and book reviews. Check out the <a href="https://scholarsarchive.byu.edu/journalrw/policies.html" target="_blank">Submission Guidelines and Policies</a> page for genre details; complete the survey to <a href="https://docs.google.com/forms/d/e/1FAIpQLSewn9fjM_Cph237-TnEsLrpsNelWsgPKRk9H7MJ926uooYG1Q/viewform" target="_blank">register as a <i>JRW </i>reviewer</a>; and follow us on <a href="https://www.facebook.com/JournalofResponsetoWriting/" target="_blank">Facebook</a>, <a href="https://www.instagram.com/journal_rw/" target="_blank">Instagram</a>, and <a href="https://twitter.com/Journal_RW" target="_blank">Twitter</a>--we'll be sharing highlights of all this issue's publications over the next few weeks. </div><div><br></div><div>Betsy Gilliland & Kat O'Meara, co-editors</div><div><br></div><div><b><font size="4">JRW 9(1) - Spring 2023</font></b></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/7/" target="_blank"><font color="#3d85c6"><b>Full Issue 9(1)</b></font></a></span></div><div><br></div><div><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/1" target="_blank" style="font-size:13px;margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-family:"Source Sans Pro",sans-serif"><font color="#3d85c6">Spring 2023 Editorial Introduction</font></a><br style="font-size:13px;color:rgb(0,0,0);font-family:"Source Sans Pro",sans-serif"><span style="font-size:13px;margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden;color:rgb(0,0,0);font-family:"Source Sans Pro",sans-serif">Betsy Gilliland and Kat O'Meara</span><br></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden;color:rgb(0,0,0);font-family:"Source Sans Pro",sans-serif"><br></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;color:rgb(0,0,0);font-family:"Source Sans Pro",sans-serif"><b>Featured Article:</b></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/2" target="_blank" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:normal"><font color="#3d85c6">Written corrective feedback and learner engagement: A case study of a French as a second language program</font></a><br style="font-style:normal"><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden">Maria-Lourdes Lira-Gonzales and Antonella Valeo</span><br></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><br></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><b>Teaching Tips:</b></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><font color="#3d85c6"><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/3" target="_blank" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"><font color="#3d85c6">Teaching Students to Close Read Feedback</font></a><br></font><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden">Kristen Starkowski</span><b style="color:rgb(0,0,0)"><br></b></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden"><br></span></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden"><font color="#3d85c6"><u><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/4" target="_blank" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:normal"><font color="#3d85c6">Resisting the Deficit Model: Embedding Writing Center Tutors during Peer Review in Writing-Intensive Courses</font></a><br style="font-style:normal"></u></font><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden">Stephanie B. Conner and Jennifer P. Gray</span><br></span></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><br></span></span></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><font color="#3d85c6"><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/5" target="_blank" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:normal"><font color="#3d85c6">Teaching Students How to Give and Receive Peer Review Feedback</font></a><br style="font-style:normal"></font><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden">Megan Heise</span></span></span></span></span></div><div><span style="margin:0px;padding:0px;border:0px;outline:0px;font-size:13px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden;font-family:"Source Sans Pro",sans-serif"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:italic;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><span style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden"><a href="https://scholarsarchive.byu.edu/journalrw/vol9/iss1/6" target="_blank" style="margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;font-style:normal"><br><font color="#3d85c6">Stylizing Peer Feedback through Playful Shells</font></a><u><font color="#3d85c6"><br style="font-style:normal"></font></u><span style="color:rgb(0,0,0);margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;overflow:hidden">Wei-Hao Huang</span></span></span></span></span></span></div><div></div></div></div></div></div>