volume 9 issue 1

• Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard

  Beers, S.F.; Mickail, T.; Abbott, R. & Berninger, V.W.

  volume 9 issue 1,

  1-25

  DOI: 10.17239/jowr-2017.09.01.01

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• Scaffolding tertiary students’ writing in a genre-based writing intervention.

  Kuiper, C.; Smit, J.; De Wachter, L. & Elen, J.

  volume 9 issue 1,

  27-59

  DOI: 10.17239/jowr-2017.09.01.02

  PDF
• The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance

  Karlen, Y.

  volume 9 issue 1,

  61-86

  DOI: 10.17239/jowr-2017.09.01.03

  PDF
• Book review: Written and Spoken Language Development across the Lifespan

  Claire Gosse & Marie Van Reybroeck

  volume 9 issue 1,

  87-96

  DOI: 10.17239/jowr-2017.09.01.04

  PDF

volume 9 issue 2

• Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy

  Limpo, T. & Alves, R. A.

  volume 9 issue 2,

  97-125

  DOI: 10.17239/jowr-2017.09.02.01

  PDF
• Towards a theory of poetry writing development as a socially contextualised process

  Wilson, A.C. & Dymoke, S.

  volume 9 issue 2,

  127-150

  DOI: 10.17239/jowr-2017.09.02.02

  PDF
• Validation of the Writing Process Questionnaire in two Hispanic populations: Spain and Mexico

  Cerrato-Lara, M.; Castelló, M.; García-Velázquez, R. & Lonka, K.

  volume 9 issue 2,

  151-171

  DOI: 10.17239/jowr-2017.09.02.03

  PDF
• Improving Writing in Primary Schools through a Comprehensive Writing Program

  Rietdijk, S.; Janssen, T.; Van Weijen, D.; Van den Bergh, H. & Rijlaarsdam, G.

  volume 9 issue 2,

  173-225

  DOI: 10.17239/jowr-2017.09.02.04

  PDF
• Book review: Ahrens, S. (2017). How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking for Students, Academics and Nonfiction Book Writers. Columbia (SC): CreateSpace | ISBN: 9781542866507

  Melanie Schiller

  volume 9 issue 2,

  227-231

  DOI: 10.17239/jowr-2017.09.02.05

  PDF

volume 9 issue 3

• Learning How to Write an Academic Text: A Comparison of Observational Learning with Learning by Doing

  Van der Loo, J.M.; Krahmer, E.J. & Van Amelsvoort, M.A.A.

  volume 9 issue 3 (February 2018),

  233-258

  DOI: 10.17239/jowr-2018.09.03.01

  PDF
• Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions.

  Braaksma, M.A.H.; Rijlaarsdam, G.C.W. & Van den Bergh, H.H.

  volume 9 issue 3 (February 2018),

  259-300

  DOI: 10.17239/jowr-2018.09.03.02

  PDF
• Rarely say never: Essentialist rhetorical choices in college students' perceptions of persuasive writing

  Salig, L. K. & Epting, L. K.

  volume 9 issue 3 (February 2018),

  301-333

  DOI: 10.17239/jowr-2018.09.03.03

  PDF
• Effects of the Specificity and the Format of External Representations on Students’ Revisions of Fictitious Others’ Texts

  Lachner, A. & Schurer, T.

  volume 9 issue 3 (February 2018),

  333-351

  DOI: 10.17239/jowr-2018.09.03.04

  PDF
• Book review: Design principles for teaching effective writing Fidalgo, R., Harris, K., & Braaksma, M. (Eds.) (2017). Design Principles for Teaching Effective Writing. Leiden, Boston: Brill | ISBN: 9789004270473

  Limpo, Teresa & Cordeiro, Carolino

  volume 9 issue 3 (February 2018),

  353-357

  DOI: 10.17239/jowr-2018.09.03.05

  PDF