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Becoming Writers draws on phenomenological and lifespan approaches to writing research, reframing writing as a lived process shaped by social contexts, evolving technologies, and a writer’s own sense of self and agency. It moves beyond familiar binaries and offers a more holistic account of what it means to become a writer today.

Bringing together scholars from across the fields of writing studies and rhetoric/composition to consider the ways “writing” is changing in the twenty-first century, this collection tracks how and why people talk about the various forms of writing they do. Contributors address how younger generations understand the role and place of writing in their lives, particularly amid increasing and dramatic economic, social, and political change, as well as the ever-evolving role of writing in what it means to be human.

Becoming Writers builds on the Wayfinding Project (https://thewayfindingproject.com), a multiyear study of writing development focused on college graduates. Rather than focusing solely on the classroom, Becoming Writers investigates how writing functions in people’s professional, civic, personal, and digital lives. By centering lived experiences across domains, it provides a model of the empirical depth and different methodological approaches being used by scholars interested in writing development across the lifespan.

The editors and authors in this edited collection, available in two volumes, consider the increasing importance of students’ and teachers’ lived experiences within the development and use of writing assessments. Presenting key work published in The Journal of Writing Assessment since its founding in 2003, the collection explores five major themes: technical psychometric issues; politics and public policies shaping large scale writing assessments; automated scoring of writing; fairness; and the lived experiences of humans involved in assessment ecologies. The books also provide reflections from leading writing assessment scholars who examine how these themes continue to shape current and future directions in writing assessment.

The editors and authors in this edited collection, available in two volumes, consider the increasing importance of students’ and teachers’ lived experiences within the development and use of writing assessments. Presenting key work published in The Journal of Writing Assessment since its founding in 2003, the collection explores five major themes: technical psychometric issues; politics and public policies shaping large scale writing assessments; automated scoring of writing; fairness; and the lived experiences of humans involved in assessment ecologies. The books also provide reflections from leading writing assessment scholars who examine how these themes continue to shape current and future directions in writing assessment.