EARLI SIG Writing Publications
Journal of Writing Research

Publications
vol. 2 (2010-2011)
  • issue 1

    • A framework for content area writing: Mediators and moderators
      Klein, P. D. & Kirkpatrick, L. C.
      vol.2 issue 1,
      1-46
      DOI: 10.17239/jowr-2010.02.01.1
      PDF
    • Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
      Silva, María Luisa; Sánchez Abchi, Verónica & Borzone, Ana
      vol.2 issue 1,
      47-64
      DOI: 10.17239/jowr-2010.02.01.2
      PDF
    • A proactive recommendation system for writing in the internet age
      Mari Carmen Puerta Melguizo; Teresa Bajo; Gracia Castillo; Lou Boves & Olga Muñoz Ramos
      vol.2 issue 1,
      65-81
      DOI: 10.17239/jowr-2010.02.01.3
      PDF
    • Book Review: Beard, R., Myhill, D., Riley, J., & Nystrand, M. (Eds.) (2009). The SAGE Handbook of Writing Development
      Wengelin, Åsa
      vol.2 issue 1,
      83-90
      DOI: 10.17239/jowr-2010.02.01.4
      PDF
  • issue 2

    • Special Issue Introduction: Exploring a Corpus-Informed Approach to Writing Research
      Schlitz, S. A.
      vol.2 issue 2,
      91-98
      DOI: 10.17239/jowr-2010.02.02.1
      PDF
    • Applying corpus methods to written academic texts: Explorations of MICUSP
      Roemer, U. & Wulff, S.
      vol.2 issue 2,
      99-127
      DOI: 10.17239/jowr-2010.02.02.2
      PDF
    • A dual purpose data base for research and diagnostic assessment of student writing
      Parr, J.
      vol.2 issue 2,
      129-150
      DOI: 10.17239/jowr-2010.02.02.3
      PDF
    • What automated analyses of corpora can tell us about students’ writing skills
      Deane, P. & Quinlan, Th.
      vol.2 issue 2,
      151-177
      DOI: 10.17239/jowr-2010.02.02.4
      PDF
    • When BAWE meets WELT: the use of a corpus of student writing to develop items for a proficiency test in grammar and English usage
      Sharpling, G.P.
      vol.2 issue 2,
      179-195
      DOI: 10.17239/jowr-2010.02.02.5
      PDF
    • The Potential of Purpose-Built Corpora in the Analysis of Student Academic Writing in English
      Huettner. J.
      vol.2 issue 2,
      197-218
      DOI: 10.17239/jowr-2010.02.02.6
      PDF
    • A Concordance-based Study of the Use of Reporting Verbs as Rhetorical Devices in Academic Papers
      Bloch, J.
      vol.2 issue 2,
      219-244
      DOI: 10.17239/jowr-2010.02.02.7
      PDF
    • Comparing indicators of authorial stance in psychology students’ writing and published research articles
      Henderson, A. & Barr, R.
      vol.2 issue 2,
      245-264
      DOI: 10.17239/jowr-2010.02.02.8
      PDF
  • issue 3

    • Religion in U.S. writing classes: Challenging the conflict narrative
      Marzluf, P. P.
      vol.2 issue 3,
      265-297
      DOI: 10.17239/jowr-2011.02.03.1
      PDF
    • Making a case for college: A genre-based college admission essay intervention for underserved high school students
      Early, J. S. & DeCosta, M.
      vol.2 issue 3,
      299-329
      DOI: 10.17239/jowr-2011.02.03.2
      PDF
    • Coordinating sentence composition with error correction: A multilevel analysis
      Leijten, M.; De Maeyer, S. & Van Waes, L.
      vol.2 issue 3,
      331-363
      DOI: 10.17239/jowr-2011.02.03.3
      PDF
    • Writing in natural sciences: Understanding the effects of different types of reviewers on the writing
      Patchan, M. M.; Schunn, C. D. & Clark, R. J.
      vol.2 issue 3,
      365-393
      DOI: 10.17239/jowr-2011.02.03.4
      PDF
    • Book review: Maria C. Grant and Douglas Fisher (2010). Reading and Writing in Science. Tools to develop disciplinary literacy, Corwin (SAGE)
      Céline Beaudet
      vol.2 issue 3,
      395-398
      DOI: 10.17239/jowr-2011.02.03.5
      PDF