EARLI SIG Writing Publications
Journal of Writing Research

Publications
vol. 10 (2018-2019)
  • 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
      PDF
    • The co-regulation of writing activities in the classroom
      Linda Allal
      25-60
      DOI: 10.17239/jowr-2018.10.01.02
      PDF
    • 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
      PDF
    • 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
      PDF
    • 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
      PDF
    • 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
      PDF
    • 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
      PDF
    • Scaling up Graduate Writing Workshops: From needs assessment to teaching practices
      Link, S.
      357-399
      DOI: 10.17239/jowr-2018.10.02.07
      PDF
  • 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
      PDF
    • 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
      PDF
    • 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
      PDF
    • 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
      PDF
    • ‘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
      PDF
    • 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
      PDF
    • Book review: The lifespan development of writing
      Arrimada, María
      573-581
      DOI: 10.17239/jowr-2019.10.03.07
      PDF