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EARLI SIG Writing Publications |
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Journal of Writing Research
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vol. 10 (2018-2019)
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vol. 10 issue 1
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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
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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
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Book Review: Understanding, evaluating, and conducting second language writing research
Ureel, Jimmy
107-113
DOI: 10.17239/jowr-2018.10.01.05
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vol. 10 issue 2
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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
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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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