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