vol. 10 issue 1

• Assessment of L2 Student Writing: Does Teacher Disciplinary Background Matter?

  Eckstein, G.; Casper, R.; Chan, J. & Blackwell, L.

  1-23

  DOI: 10.17239/jowr-2018.10.01.01

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• The co-regulation of writing activities in the classroom

  Linda Allal

  25-60

  DOI: 10.17239/jowr-2018.10.01.02

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• Persuasion by numbers: How does numeral marking of arguments in bad news letters influence persuasion?

  Janssen, D. & Jansen, F.

  61-84

  DOI: 10.17239/jowr-2018.10.01.03

  PDF
• Community College Writers' Metaknowledge of Effective Writing

  Katherine A. Abba; Shuai (Steven) Zhang & R. Malatesha Joshi

  85-105

  DOI: 10.17239/jowr-2018.10.01.04

  PDF
• Book Review: Understanding, evaluating, and conducting second language writing research

  Ureel, Jimmy

  107-113

  DOI: 10.17239/jowr-2018.10.01.05

  PDF

vol. 10 issue 2

• Introduction Special Issue: Considerations and Recommendations for Reporting Writing Interventions in Research Publications

  Bouwer, R. & De Smedt, F.

  115-137

  DOI: 10.17239/jowr-2018.10.02.01

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• An Examination of the Design Principles Underlying a Self-Regulated Strategy Development Study

  Steve Graham & Karen Harris

  139-187

  DOI: 10.17239/jowr-2018.10.02.02

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• Describing multifaceted writing interventions: From design principles for the focus and mode of instruction to student and teacher activities

  Monica Koster & Renske Bouwer

  189-224

  DOI: 10.17239/jowr-2018.10.02.03

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• An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing

  De Smedt, F. & Van Keer, H.

  225-277

  DOI: 10.17239/jowr-2018.10.02.04

  PDF
• How to report writing interventions? A case study on the analytic description of two effective revision interventions

  López, P.; Rijlaarsdam, G.; Torrance, M. & Fidalgo, R.

  279-329

  DOI: 10.17239/jowr-2018.10.02.05

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• Teaching perspective taking and coherence generation to improve cross-genre writing skills in secondary grades: A detailed explanation of an intervention

  Grabowski, J. & Mathiebe, M.

  331-356

  DOI: 10.17239/jowr-2018.10.02.06

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• Scaling up Graduate Writing Workshops: From needs assessment to teaching practices

  Link, S.

  357-399

  DOI: 10.17239/jowr-2018.10.02.07

  PDF