Book review: The Routledge International Handbook of Research on Writing

2024-5-14

Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students

2024-4-16

Project-based Learning in EFL educational settings: A meta-analysis study in EFL/ESL writing

2024-3-21

Fostering philosophy teachers' disciplinary writing practice: A multiple-case design study

2024-3-19

Early handwriting performance among Arabic kindergarten children: The effects of phonological awareness, orthographic knowledge, graphomotor skills, and fine-motor skills

2024-3-13

Learning from comPA(I)Ring exemplars: Enhancing genre knowledge of argumentative texts

2024-3-2

Problem-solving activity during the foreign language writing process: A proposal for categorisation and visualisation of source use and a new take on fluency in multilingual writing

2024-2-22

Book review | Writing and Reading Connections: Bridging Research and Practice

2024-2-2

Text structure as an indicator of the writing development of descriptive text quality

2023-11-13

Book review | Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning

2023-10-19

Comparative approaches to the assessment of writing: Reliability and validity of benchmark rating and comparative judgement

2023-8-27

Making sense of L2 written argumentation with keystroke logging

2023-8-27

Fleshing out your text: How elaboration and contextualization moves differentially predict writing quality

2023-8-23

Which modality results in superior recall for students: Handwriting, typing, or drawing?

2023-7-26

Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication

2023-6-6

Perceptions of choice in writing of university students

2023-5-27

Cross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation

2023-5-2

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio

2023-5-2

Work descriptions written by third-graders: An aspect of disciplinary literacy in primary craft education education

2023-5-2

Developing Writing across and in School Subjects: Introduction to Special Issue

2023-5-2

Participatory roles adopted by elementary students when writing collaboratively in environmental and social studies classrooms

2023-5-2

Advancing Civics-specific Disciplinary Writing in the Elementary Grades issue

2023-5-2

An academic writing program as displacement space: New stories and new positions

2023-4-12

“Sorry, I don’t good English”: Japanese L2 students’ written peer feedback in the face-to-face and anonymous review modes

2023-4-9

Efficient measurement of writing knowledge with forced-choice tasks: Preliminary data using the student knowledge of writing tests

2023-3-28

The Complexity of Assignment Design: Functional Dimensions and Semiotic Domains in Assignments Designed by Teachers in the NORM-project

2023-2-1

Book Review of "The Expanding Universe of Writing Studies: Higher Education Writing Research"

2023-2-1

The Relationship between International Higher Education Students’ Writing Conceptions and Approaches to Learning

2023-2-1

How Prior Information from National Assessments can be used when Designing Experimental Studies without a Control Group

2023-2-1

Supporting Non-Native-English Speaking Graduate Students with Academic Writing Skills: A Case Study of the Explicit Instructional Use of Paraphrasing Guidelines writing frequently

2023-2-1

Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues

2023-2-1

Doubling up: The Influence of Native and Foreign Language Cues in Foreign Language Double Consonant Spelling

2022-10-1

The Dimensionality of Writing and Reading Fluency and its Impact on Comprehension and Composition

2022-10-1

Writing a masters thesis: Associations between the grade, self-efficacy, approaches to writing, and experiences of the thesis as a teaching and learning environment

2022-10-1

Teaching Spelling with Twitter: The Effectiveness of a Collaborative Method for Teaching French Spelling

2022-10-1

Book review: Spelling and Writing Words: Theoretical and Methodological Advances

2022-10-1

Book review: The Routledge Handbook of Second Language Acquisition and Writing

2022-10-1

Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese

2022-6-1

Argumentation features and essay quality: Exploring relationships and incidence counts

2022-6-1

Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring

2022-6-1

Baseline assessment in writing research: A case study of popularization discourse in first-year undergraduate students

2022-6-1

Refocusing education in writing style? Relationships between stylistic lapses and the quality of Dutch secondary school students’ argumentative writing

2022-2-1

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

2022-2-1

Book Review of "Executive Functions and Writing"

2022-2-1

Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts

2022-2-1

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

2022-2-1

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

2022-2-1

Building genre knowledge through peer review: L2 doctoral students' feedback provision in the natural sciences

2021-10-1

The effect of automated fluency-focused feedback on text production

2021-10-1

Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development

2021-10-1