EARLI SIG Writing Publications
Journal of Writing Research

Publications
vol. 4 (2012-2013)
  • Issue 1

    • From reading to writing: Evaluating the Writer's Craft as a means of assessing school student writing.
      Sangster, P.; Trousdale, G. & Anderson, C.
      vol.4 issue 1,
      1-30
      DOI: 10.17239/jowr-2012.04.01.1
      PDF
    • From official educational policy to the composition classroom: Reproduction through metaphor and metonymy
      Barletta Manjarrés, Norma; Cortez Román, Nolvia Ana & Medzerian, Star
      vol.4 issue 1,
      31-51
      DOI: 10.17239/jowr-2012.04.01.2
      PDF
    • Participant profiles during collaborative writing
      Marttunen, M. & Laurinen, L.
      vol.4 issue 1,
      53-79
      DOI: 10.17239/jowr-2012.04.01.3
      PDF
    • Entering into dialogue with the taboo: Reflective writing in a social work human sexuality course
      McEntarfer, H.K.; Skiba, D. & Robert, S.A.
      vol.4 issue 1,
      81-105
      DOI: 10.17239/jowr-2012.04.01.4
      PDF
    • Book Review - Melissa Bowles (2010). The Think-Aloud Controversy in Second-Language Research. New York & London: Routledge | ISBN 978-0-41599-484-2
      Arnt Lykke Jakobsen
      vol.4 issue 1,
      107-110
      DOI: 10.17239/jowr-2012.04.01.5
      PDF
  • Issue 2

    • Redesigning Educational Peer Review Interactions Using Computer Tools: An Introduction
      Ilya M. Goldin; Kevin D. Ashley & Christian D. Schunn
      vol.4 issue 2,
      111-119
      DOI: 10.17239/jowr-2012.04.02.1
      PDF
    • The dynamics of writing and peer review at primary school
      Crinon, J.
      vol.4 issue 2,
      121-154
      DOI: 10.17239/jowr-2012.04.02.2
      PDF
    • Natural Language Processing techniques for researching and improving peer feedback
      Xiong, W; Litman, D. & Schunn, C.
      vol.4 issue 2,
      155-176
      DOI: 10.17239/jowr-2012.04.02.3
      PDF
    • Linguistic and review features of peer feedback and their effect on implementation of changes in academic writing: A corpus based investigation
      Leijen, D.A.J. & Leontjeva, A.
      vol.4 issue 2,
      177-202
      DOI: 10.17239/jowr-2012.04.02.4
      PDF
    • Eliciting formative assessment in peer review
      Goldin, Ilya M. & Ashley, Kevin D.
      vol.4 issue 2,
      203-237
      DOI: 10.17239/jowr-2012.04.02.5
      PDF
  • Issue 3

    • Read and think before you write: Prewriting time and level of print exposure as factors in writing and revision
      Epting, L. K.; Gallena, E. M.; Hicks, S. A.; Palmer, E. N. & Weisberg, T.
      vol.4 issue 3,
      239-259
      DOI: 10.17239/jowr-2013.04.03.1
      PDF
    • The Effect of a Word Processor as an Accommodation for Students with Learning Disabilities
      Berger, C.L. & Lewandowski, L.
      vol.4 issue 3,
      261-280
      DOI: 10.17239/jowr-2013.04.03.2
      PDF
    • Exploring Predictors of Performance on a Curriculum-Based Measure of Written Expression
      Aitken, M. & Martinussen, R.
      vol.4 issue 3,
      281-299
      DOI: 10.17239/jowr-2013.04.03.3
      PDF
    • Quantity versus quality. Effects of argumentation in bad news letters
      Janssen, D. & Jansen, F.
      vol.4 issue 3,
      301-331
      DOI: 10.17239/jowr-2013.04.03.4
      PDF
    • Book Review - Virginia Berninger (2012). Past, present and future contributions of cognitive writing research to cognitive psychology. Psychology Press
      Quinlan, Thomas & Amos, Van Gelderen
      vol.4 issue 3,
      333-347
      DOI: 10.17239/jowr-2013.04.03.5
      PDF
    • Book Review - Bazerman, C., Krut, R., Lunsford, K., McLeod, S., Null, S., Rogers, P., and Stansell, A. (Eds.). (2010). Traditions of Writing Research. Journal of Writing Research 4(3), 349-355 Reviewed by: Danielle Zawodny Wetzel
      Danielle Zawodny Wetzel
      vol.4 issue 3,
      349-355
      DOI: 10.17239/jowr-2013.04.03.6
      PDF