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EARLI SIG Writing Publications |
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Journal of Writing Research
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vol. 9 (2017-2018)
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volume 9 issue 1
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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
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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
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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
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volume 9 issue 2
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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
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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
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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
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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
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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
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volume 9 issue 3
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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
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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
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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
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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
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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
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