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

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• 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

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vol. 10 issue 3

• Learning to write synthesis texts in secondary education: a review of intervention studies

  Van Ockenburg, L.; Van Weijen, D. & Rijlaarsdam, G.

  401-428

  DOI: 10.17239/jowr-2019.10.03.01

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• Choices within Constraint: Using SFL Genre Theory to Teach primary-grade ELLs to Write Arguments in Language Arts

  Moore, J. P.

  429-464

  DOI: 10.17239/jowr-2019.10.03.02

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• Unfolding choices in digital writing: The language of academic revisions

  Bowen, N.E.J.A

  465-498

  DOI: 10.17239/jowr-2019.10.03.03

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• Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices

  Vanhove, Jan; Bonvin, Audrey; Lambelet, Amelia & Berthele, Raphael

  499-525

  DOI: 10.17239/jowr-2019.10.03.04

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• ‘Does It Work?’ Adapting Evidence-Based Practices to Teach Argumentative Writing

  Anabela Abreu Malpique & Veiga Simão, Ana Margarida

  527-567

  DOI: 10.17239/jowr-2019.10.03.05

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• Book presentation: Cislaru, G., & Olive, T. (2018). Le processus de textualisation. Analyse des unités linguistiques de performance écrite [The textualisation process. Analysis of linguistic units of written performance]. Bruxelles: De Boeck.

  Sirine Bouriga

  569-572

  DOI: 10.17239/jowr-2019.10.03.06

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• Book review: The lifespan development of writing

  Arrimada, María

  573-581

  DOI: 10.17239/jowr-2019.10.03.07

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