Abstract
Undergraduate research (UR) journals in writing studies should be designed to bridge networks of undergraduate researchers and students in writing and rhetoric classes, fostering interaction and student–student mentoring in order to increase access to and inclusion in UR in writing studies. Drawing on social and actor network theories, this article studies one UR journal, Young Scholars in Writing , from 2003 through 2020, combining a past editor’s analysis of its digital presence in those years with a survey of contributors to assess the journal website’s support of researcher–student relations by spanning classroom and UR networks. It concludes with design principles to guide journal staff and classroom teachers in developing protocols and practices to foster student–student interaction and mentoring.
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