Journal Guide

A proud traditionEndeavour publishes brief articles that review the history and philosophy of science. Originally established in 1942 as a forum for reviewing the latest developments in science, its long and proud history has seen Endeavour develop into one of the leading journals in the history of science field. Unlimited in its coverage, but with extensive material focusing on the life sciences, technology and medicine, Endeavour provides a critical forum for the inter-disciplinary exploration and evaluation of specific subjects or people that have affected the development of the scientific discipline throughout history.Multi-faceted historyEndeavour presents the history of science in a clear and accessible manner, ensuring the journal is a valuable tool for historians, practicing scientists and general readers. To enable it to have the broadest coverage possible, Endeavour features four types of articles:Reviews are concise, fully referenced and beautifully illustrated with high quality reproductions of the most important source material.Opinions are critical commentaries on the most pertinent issues in the history of science that discuss how heritage would be best preserved, reappraise the historiography of a variety of topic areas and suggest new perspectives with which we can consider established concepts in the field.Book Reviews provide a picture of the rapidly growing history of science discipline. Written by a collection of scholars, ranging from established specialists to the hottest new scholars in the field, our reviews provide a vibrant overview of the latest publications in the history of science market.

Click here to read the first issue for free. Engineering Studies is an interdisciplinary, international journal devoted to the scholarly study of engineers and engineering. Its mission is threefold: 1. to advance research in historical, social, cultural, political, philosophical, rhetorical, and organizational studies of engineers and engineering; 2. to help build and serve diverse communities of researchers interested in engineering studies; 3. to link scholarly work in engineering studies with broader discussions and debates about engineering education, research, practice, policy, and representation. The editors of Engineering Studies are interested in papers that consider the following questions: * How does this paper enhance understanding of engineers or engineering? * What are the relationships among the technical and nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place? Engineering Studies is published three times yearly by Routledge, an imprint of the Taylor & Francis Group, beginning in 2009. Vision Statement The field of engineering studies is a diverse, interdisciplinary arena of scholarly research built around the question: What are the relationships among the technical and the nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place? Addressing and responding to this question can sometimes involve researchers as critical participants in the practices they study, including, for example, engineering formation, engineering work, engineering design, equity in engineering (gender, racial, ethnic, class, geopolitical), and engineering service to society. Engineering Studies juxtaposes contributions from distinct disciplinary and analytical perspectives to encourage authors and readers to look beyond familiar theoretical, topical, temporal, and geographical boundaries for insight and guidance. The diversity in the editorial staff and board is designed to map the diversity in the field and support its persistence. While prospective authors are invited to reflect on and anticipate how their work might prove helpful to others elsewhere, both within the academy and beyond, they can also feel comfortable imagining familiar audiences and producing familiar modes of analysis and interpretation. The heterogeneity of perspectives in engineering studies is its lifeblood, and the goal is high quality scholarship in every case. If you would like your library to subscribe to Engineering Studies, please pass this form to the relevant person with your recommendation to subscribe. Recommend Engineering Studies for coverage in ISI Web of Knowledge here. Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

The English Academy Review: Southern African Journal of English Studies (EAR) is the journal of the English Academy of Southern Africa. In line with the Academy's vision of promoting effective English as a vital resource and of respecting Africa's diverse linguistic ecology, it welcomes submissions on language as well as educational, philosophical and literary topics from Southern Africa and across the globe. In addition to refereed academic articles, it publishes creative writing and book reviews of significant new publications as well as lectures and proceedings. EAR is an accredited journal that is published biannually by Unisa Press (South Africa) and Taylor and Francis. Its editorial policy is governed by the Council of the English Academy of Southern Africa who also appoint the Editor-in-Chief for a three-year term of office. Guest editors are appointed from time to time on an ad hoc basis.Peer Review Policy:All academic submissions are subject to anonymous peer review by at least two referees. This journal is accredited with the South African Department of Education.Disclaimer Taylor & Francis and Unisa Press make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis, Unisa Press and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, Unisa Press or Taylor & Francis.

Since 1934, ELH has published superior studies that interpret the conditions affecting major works in English and American literature. The importance of historical continuity in the discipline of letters remains a central concern for ELH but the journal does not seek to sponsor particular methods or aims. ELH has consistently maintained its high standards, publishing articles with an intelligent mix of historical, critical, and theoretical concerns.

English Literary Renaissance is a journal devoted to current criticism and scholarship of Tudor and early Stuart English literature, 1485-1665, including Shakespeare, Spenser, Donne, and Milton. It is unique in featuring the publication of rare texts and newly discovered manuscripts of the period and current annotated bibliographies of work in the field. It is illustrated with contemporary woodcuts and engravings of Renaissance England and Europe.

For nearly a century now, the periodical English Studies has been one of the defining publications in the field of 'English'. Unique in the range and quality of its coverage, it attracts contributions from leading scholars worldwide on the language, literature and culture of the English-speaking world from the Anglo-Saxon period to the present day. The foremost position of English Studies in many of these areas is widely recognized by its international readership. The six or seven articles in each regular issue of the journal are supplemented by 10 to 15 substantial reviews of major new publications. In addition, the Forum section provides a valuable platform for topical discussion. English Studies also publishes at least two special issues per volume, assuring in-depth coverage of carefully selected topics of interest to the global English Studies community. Readers can rely on the journal to offer them scholarship of the highest quality, and to keep them informed of the latest developments in a varied and fast-evolving field. Scholars will find in English Studies a publication outlet with a reputation for excellence, allowing them to reach an audience of peers across the globe. In its editorial policy, this peer-reviewed journal, supported by a board of internationally respected Advisory Editors, combines a healthy respect for tradition with a keen interest in the latest innovative approaches. Peer Review Policy All review papers in this journal have undergone editorial screening and peer review. Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Since it was established in 1958, English Studies in Africa has published some of the key interventions in literary studies. Given its origins in the Department of English at the University of the Witwatersrand, its emphasis for many years was thoroughly Leavesite. Looking back over the succession of editions, though, one can trace the challenges to this orthodoxy, first in the name of cultural materialism, and subsequently from a diverse range of theoretical perspectives. The journal has emphasized, as its name attests, the study of world literature in English within African contexts, at the same time as it set about promoting the study of African literature worldwide. Its founding editors clearly wished to establish a conduit between Anglo-American and Southern African literary studies, and this ethos persists, though in a revised form.Despite this commitment to its context, however, English Studies in Africa is unique in its willingness to publish articles on any literary, educational or language topic that the editors adjudge will be of interest to its diverse readership. Its current editorial board is committed to publishing research that is theoretically sophisticated, thoroughly argued and which makes a significant contribution to the field. While articles regarding English-language education and the English language in its various African manifestations are welcomed, contributors should be apprised of the fact that literary studies remain the core concern of the journal. Although critical articles are our first concern, book reviews, review essays, creative non-fiction and interviews are also welcome. Publishers wishing to submit books for review should send them to The Editor. All articles are peer-reviewed, and the journal is listed on both the ISI-index and is accredited by the South African Department of National Education. English Studies in Africa appears biannually. Guest editors are appointed for special editions of the journal, which alternate with general editions. In addition to the Editor, two Associate Editors and the Editorial Board are responsible for deciding on the themes of special editions and for arbitrating readers' reports on submissions. The journal has been published by UNISA Press (South Africa) since 2008 and in collaboration with Taylor and Francis since 2009. DisclaimerUnisa Press and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Unisa Press, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, Unisa Press and Taylor & Francis.

English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. To view free to access ETPC issues published prior to Emerald acquiring the journal (Vols 1-13), follow this link: https://edlinked.soe.waikato.ac.nz/journal/view.php

English World-Wide has established itself as the leading and most comprehensive journal dealing with varieties of English. The focus is on scholarly discussions of new findings in the dialectology and sociolinguistics of the English-speaking communities (native and second-language speakers), but general problems of sociolinguistics, creolistics, language planning, multilingualism and modern historical sociolinguistics are included if they have a direct bearing on modern varieties of English. Although teaching problems are normally excluded, English World-Wide provides important background information for all those involved in teaching English throughout the world.

English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English, teaching and testing techniques, the effectiveness of various approaches to language learning and language teaching, and the training or retraining of teachers for the teaching of ESP. In addition, the journal welcomes articles and discussions that identify aspects of ESP needing development, areas into which the practice of ESP may be expanded, possible means of cooperation between ESP programs and learners' professional or vocational interests, and implications that findings from related disciplines can have for the profession of ESP. The journal also carries reviews of scholarly books on topics of interest to the profession.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

English in Education, the academic journal of the National Association for the Teaching of English (NATE) publishes papers and articles which report on research related to all aspects of English teaching both from within the United Kingdom and from other nations, where English language and literature are part of the school and Higher Education curriculum. NATE is an active part of the International Federation for the Teaching of English (IFTE) and its journal seeks to share the knowledge and expertise of English teachers throughout the world. To this end, it provides an international forum for the work of researchers, practitioners, advisers and consultants who are engaged in questioning both practice and policy related to the curriculum and in particular it promotes dynamic and progressive approaches to teaching. The work of the Journal is overseen by the Academic review Board which ensures fair reviewing of all submissions through anonymous refereeing. The Journal invites the submission of papers produced within a research paradigm which report on dynamic and interactive pedagogies and which interrogate contemporary responses to the changing nature of communication in all its forms, including drama, digital and media literacy, as well as all aspects of both language and literature. Guest editors are engaged for Special Issues to focus on a particular theme or contemporary policy question. The journal is published by Wiley-Blackwell for the National Association which represents teachers of English within the four countries of the United Kingdom and supports international teachers of English. It has a wide readership in Britain, Canada, Australia and the USA. As well as books and pamphlets, the Association also publishes the professional journal, English Drama Media (EDM) and the magazine, NATE Classroom.