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.