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

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• 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

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• 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

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• 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

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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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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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

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• 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

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• 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

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• 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

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• 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