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Book Review of "Executive Functions and Writing" Journal of Writing Research Pub Date : 2022-02-01 Ronald T. Kellogg
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Refocusing education in writing style? Relationships between stylistic lapses and the quality of Dutch secondary school students’ argumentative writing Journal of Writing Research Pub Date : 2022-02-01 J. Van Rijt,B. Van den Broek,H. Van den Bergh
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Writer/reader visibility in young learner writing: A study of the TRAWL corpus of lower secondary school texts Journal of Writing Research Pub Date : 2022-02-01 Ingrid K. Hasund,Hilde Hilde Hasselgard
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Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices Journal of Writing Research Pub Date : 2022-02-01 M. Flores-Ferrés,D. Van Weijen,G. Rijlaarsdam
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Building genre knowledge through peer review: L2 doctoral students' feedback provision in the natural sciences Journal of Writing Research Pub Date : 2021-10-01 Karyn Sandstrom
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Book review_Writing and language learning: Advancing research agendas Journal of Writing Research Pub Date : 2021-10-01 E. Dux Speltz,E. Chukharev-Hudilainen
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Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development Journal of Writing Research Pub Date : 2021-10-01 C.L. Alston,C. Monte-Sano,M.J. Schleppegrell,Kimberly Harn
Modeling, by demonstrating and explaining the cognitive processes involved in writing, has been shown to support writing development. Less often have specific disciplinary aspects of teaching with models been investigated. We draw on research in English Language Arts and apply it in social studies inquiry contexts to propose a framework for teaching models of thinking and writing that offers teachers
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Book review_Writing and language learning: Advancing research agendas Journal of Writing Research Pub Date : 2021-10-01 E. Dux Speltz,E. Chukharev-Hudilainen
research agendas [Book Review of: Writing and language learning: Advancing research agendas by R. M. Manchón, Ed.]. Journal of Writing Research, 13(2), 323-327. https://doi.org/10.17239/jowr-2020.13.02.05 Contact: Emily Dux Speltz, Iowa State University, Curtiss 324-P, 513 Farm House Lane, Ames IA, 50011 | United States endux@iastate.edu Copyright: Earli | This article is published under Creative Commons
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Developing students’ writing in History: Effects of a teacher-designed domain-specific writing instruction Journal of Writing Research Pub Date : 2021-10-01 J. van Drie,J. van Driel,D. van Weijen
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The effect of automated fluency-focused feedback on text production Journal of Writing Research Pub Date : 2021-10-01 E. Dux Speltz,E. Chukharev-Hudilainen
This article presents a new intervention for improving first-language writing fluency and reports an empirical study investigating the effects of this intervention on process and product measures of writing. The intervention explicitly encourages fluent text production by providing automated real-time feedback to the writer. Participants were twenty native-English-speaking undergraduate students at
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Measuring and Assessing Typing Skills in Writing Research Journal of Writing Research Pub Date : 2021-05-01 L. Van Waes,M. Leijten,J. Roeser,T. Olive,J. Grabowski
In keyboard writing, typing skills are considered an important prerequisite of proficient text production. We describe the design, implementation, and application of a standardized copy-typing task in order to measure and assess individual typing fluency. A test-retest analysis indicates the instrument’s reliability. While the task has been developed across eleven different languages and the related
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A NLP-based stylometric approach for tracking the evolution of L1 written language competence Journal of Writing Research Pub Date : 2021-05-01 Alessio Miaschi,Dominique Brunato,Felice Dell'Orletta
In this study we present a Natural Language Processing (NLP)-based stylometric approach for tracking the evolution of written language competence in Italian L1 learners. The approach relies on a wide set of linguistically motivated features capturing stylistic aspects of a text, which were extracted from students’ essays contained in CItA (Corpus Italiano di Apprendenti L1), the first longitudinal
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Comprehensive corrective feedback in second language writing: The response of individual error categories Journal of Writing Research Pub Date : 2021-05-01 Bonilla L.M.,E. Van Steendam,D. Speelman,D. Buyse
While the literature on the effect of comprehensive corrective feedback (CF) on overall accuracy is abundant, the body of work employing such a scope to explore error treatability is not, especially when it comes to blended (cf. Ferris, 2010) design studies. Consequently, this investigation extends the analyses from the data set of Bonilla et al. (2018) to report on individual linguistic features.
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Writing processes as situated regulation processes: A context-based approach to doctoral writing Journal of Writing Research Pub Date : 2021-05-01 A. Sala-Bubaré,M. Castelló,G. Rijlaarsdam
Doctoral students face many challenges when writing research articles. However, little is known about how they regulate their writing process in a natural context, due partially to the lack of methods to explore writing regulation from a situated perspective. The present study aims at demonstrating a method to explore doctoral students’ writing regulation processes within their context of occurrence
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Book Review: "Writing Motivation Research, Measurement and Pedagogy" by M. Latif (2020) Journal of Writing Research Pub Date : 2021-05-01 A. Camacho
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The impact of WhatsApp on Dutch youths’ school writing and spelling Journal of Writing Research Pub Date : 2021-05-01 Lieke Verheijen,Wilbert Spooren
This paper examines whether use of computer-mediated communication (CMC) and non-standard informal written language therein harms youths’ literacy skills. An experiment was conducted with 500 Dutch youths of different educational levels and age groups to assess if social media use affects their school writings. It was measured if chatting via WhatsApp directly impacts youths’ performance on a narrative
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The role of achievement goal orientations in the relationships between high school students' anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing Journal of Writing Research Pub Date : 2021-02-01 N. Paul,T.J. Lin,S.Y. Ha,J. Chen,G. Newell
This study examined the relationships between writing anxiety, writing self-efficacy, and perceived use of revision strategies in high school students with different achievement goals as they learned argumentative writing in English Language Arts classrooms. Three achievement goal orientation profiles emerged from a sample of 307 American high school students on the basis of their mastery, performance-approach
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How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities Journal of Writing Research Pub Date : 2021-02-01 R. Thompson,S. Finkenstaedt-Quinn,G. Shultz,A. Gere,J.A Reynolds
Efforts to accelerate the pace of adoption of writing-to-learn (WTL) practices in undergraduate STEM courses have been limited by a lack of theoretical and conceptual frameworks to systematically guide research and empirical evidence about the extent to which intrapersonal attributes and contextual factors, particularly faculty beliefs and disciplinary cultures, influence faculty use of writing assignments
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The affect and effect of asynchronous written feedback comments on the peer feedback process: An ethnographic case-study approach within one L2 English doctorate writing group Journal of Writing Research Pub Date : 2021-02-01 R. M. A. Yallop,P. Taremaa,D. A. J. Leijen
This ethnographic case-study examines the impact of asynchronous written feedback comments on the peer feedback process within one doctorate writing group. The doctorate students were interviewed retrospectively about their perceptions of effective feedback comments. Affective components (e.g. hedging devices) and effective components (e.g. revision comments) within the reviewers’ feedback comments
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Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing Journal of Writing Research Pub Date : 2021-02-01 I. Scharlau,A. Karsten,K. J. Rohlfing
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The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes Journal of Writing Research Pub Date : 2021-02-01 Katherine Landau Wright,Tracey S. Hodges,Esther Enright,Jadelyn Abbott
Most time spent writing in schools is typically in the form of writing practice, often in short-form writing assignments, and focused on the mechanics and cognitive approaches to writing, rather than motivation. Research has only recently begun to document a direct relationship between writing achievement and writing motivation, but so far concludes that the two constructs do inform each other. Therefore
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The Role of Discourse Knowledge in Writing among First-graders Journal of Writing Research Pub Date : 2020-10-01 H. Wen,D. L. Coker
Theoretical models of early writing support the importance of discourse knowledge to writing (Bereiter & Scardamalia, 1987; Berninger & Winn, 2006). However, there is limited research on the relationship between discourse knowledge and writing among beginning writers. This study explored whether fall, spring, and change in discourse knowledge predicted first-graders’ end-of-year writing. Three hundred
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Syntactic development across genres in children's writing: the case of adverbial clauses Journal of Writing Research Pub Date : 2020-10-01 P. Durrant,M. Brenchley,R. Clarkson
Corpus linguistic methods can provide detailed and statistically robust information about how children's written language develops as they progress through their education. Such data can inform both models of written language development and curricular policies and practices. To this end, the current paper focuses on subordination as a key site of syntactic complexity. Using a corpus of 240 texts written
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Language matters: Examining the language-related needs and wants of writers in a first-year university writing course Journal of Writing Research Pub Date : 2020-10-01 D. Ferris,G. Eckstein
All writing involves complex linguistic knowledge and thoughtful decision-making. But where do students acquire the linguistic tools needed to write effectively? Many students come from diverse backgrounds and may need additional support and/or instruction in language and grammar. In order to better understand this situation, we conducted a qualitative multiple-case study to examine the experiences
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Teachers' writing practices and contextual features in grades 7-12 of Chilean public schools Journal of Writing Research Pub Date : 2020-10-01 Magdalena Flores-Ferrés,Daphne van Weijen,Gert Rijlaarsdam
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Book review: Understanding Young People's Writing Development Journal of Writing Research Pub Date : 2020-10-01 J. Parr
Understanding young people’s writing development: Identity, disciplinarity, and education by E. Krogh and K.S. Jakobsen, Eds.]. Journal of Writing Research, 12 (2), 485-491. https://doi.org/10.17239/jowr-2020.12.02.06 Contact: Judy Parr, University of Auckland, Epsom campus, 74 Epsom ave, Epsom, Auckland 1023 | New Zealand jm.parr@auckland.ac.nz Copyright: Earli | This article is published under Creative
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Mapping the case analysis genre continuum in an information systems program Journal of Writing Research Pub Date : 2020-10-01 Silvia Pessoa,Maria Pia Gomez-Laich,T. Michell
The case analysis, a prominent genre within business and information systems (IS) programs, is challenging for students because there are competing demands to perform both academic/learner and professional/mock-consultant roles. Drawing on design-based research data from four different IS courses at our institution, in this paper we aim to map a pedagogical to professional case analysis genre continuum
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Spellcheck has a positive impact on spelling accuracy and might improve lexical diversity in essays written by students with dyslexia. Journal of Writing Research Pub Date : 2020-06-01 L. O'Rourke,V. Connelly,A. L. Barnett,O. Afonso
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'Digital authoring support for argumentative writing: what does it change? Journal of Writing Research Pub Date : 2020-06-01 K. Benetos,M. Betrancourt
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Reporting Writing Process Feedback in the Classroom. Using Keystroke Logging Data to Reflect on Writing Processes Journal of Writing Research Pub Date : 2020-06-01 N. Vandermeulen, M. Leijten, L. Van Waes
Keystroke loggers facilitate researchers to collect fine-grained process data and offer support in analyzing these data. Keystroke logging has become popular in writing research, and study by study we are now paving the path to a better understanding of writing process data. However, few researchers have concentrated on how to bring keystroke logging to the classroom. Not because they are not convinced
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Improving university argumentative writing through an online training Journal of Writing Research Pub Date : 2020-06-01 M. Luna, R. Villalón, M. Mateos, E. Martín
The research reported in this article was funded by Ministerio de Economia y Competitividad, Reference EDU2013-46606-C2-1-R.
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Implementing Automated Writing Evaluation in Different Instructional Contexts: A Mixed-Methods Study Journal of Writing Research Pub Date : 2020-06-01 C. Palermo, J. Wilson
There is increasing evidence that automated writing evaluation (AWE) systems support the teaching and learning of writing in meaningful ways. However, a dearth of research has explored ways that AWE may be integrated within different instructional contexts and examined the associated effects on students’ writing performance. This paper describes the AWE system MI Write and presents results of a mixed-methods
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Understanding Graduate Writers’ Interaction with and Impact of the Research Writing Tutor during Revision Journal of Writing Research Pub Date : 2020-06-01 E. Cotos, S. Huffman, S. Link
Teaching the craft of written science communication is an arduous task that requires familiarity with disciplinary writing conventions. With the burgeoning of technological advancements, practitioners preparing novice research writers can begin to augment teaching and learning with activities in digital writing environments attuned to the conventions of scientific writing in the disciplines. The Research
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AcaWriter: A Learning Analytics Tool for Formative Feedback on Academic Writing Journal of Writing Research Pub Date : 2020-06-01 S. Knight, A. Shibani, S. Abel, A. Gibson, P. Ryan
Written communication is an important skill across academia, the workplace, and civic participation. Effective writing incorporates instantiations of particular text structures - rhetorical moves - that communicate intent to the reader. These rhetorical moves are important across a range of academic styles of writing, including essays and research abstracts, as well as in forms of writing in which
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Effects of the Portuguese GraphoGame on Reading, Spelling, and Phonological Awareness in Second Graders Struggling to Read Journal of Writing Research Pub Date : 2020-06-01 L. Carvalhais, T. Limpo, U. Richardson, S.L. Castro
The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading
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Introduction to the Special Issue on Technology-Based Writing Instruction: A Collection of Effective Tools Journal of Writing Research Pub Date : 2020-06-01 T. Limpo, A. Nunes, A. Coelho
This article introduces a Special Issue that gathers a collection of effective tools to promote the teaching and learning of writing in school-aged and university students, across varied contexts. The authors present the theoretical rationale and technical specificities of writing tools aimed at enhancing writing processes (e.g., spelling, revising) and/or at providing writers with automated feedback
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Expressive writing in school children: Effects on well-being and working memory Journal of Writing Research Pub Date : 2020-02-01 Michael Fartoukh,Lucile Chanquoy
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Engaging in deliberate practice: The metacognitive awareness of expert ELT textbook writers Journal of Writing Research Pub Date : 2020-02-01 D. Atkinson
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Applying group dynamic assessment procedures to support EFL writing development: Students’ and teachers’ perceptions in focus Journal of Writing Research Pub Date : 2020-02-01 Heshmatollah Afshari,Zahra Amirian,Mansoor Tavakoli
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Engaging in deliberate practice: The metacognitive awareness of expert ELT textbook writers Journal of Writing Research Pub Date : 2020-02-01 D. Atkinson
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Linguistic features in writing quality and development: An overview Journal of Writing Research Pub Date : 2020-02-01 Scott Crossley
This paper provides an overview of how analyses of linguistic features in writing samples provide a greater understanding of predictions of both text quality and writer development and links between language features within texts. Specifically, this paper provides an overview of how language features found in text can predict human judgements of writing proficiency and changes in writing levels in
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Expressive writing in school children: Effects on well-being and working memory Journal of Writing Research Pub Date : 2020-02-01 Michael Fartoukh, Lucile Chanquoy
This study examines the benefits of an expressive writing intervention in 5th graders on well-being – anxiety and depression symptoms – and on working memory capacity. A classical paradigm of expressive writing was used in school children during their classroom time: half of the participants had to write about stressful and negative events of their own lives, whereas the other half had to write about
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English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments Journal of Writing Research Pub Date : 2019-10-01 Limin (Tony) Qin,Lawrence Jun Zhang
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Metacognitive Instruction for Peer Review Interaction in L2 Writing Journal of Writing Research Pub Date : 2019-10-01 G. Bui,A. Kong
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Assessment of Authorial Voice Strength in L2 Argumentative Written Task Performances: Contributions of Voice Components to Text Quality Journal of Writing Research Pub Date : 2019-10-01 Reza Zabihi,Mehdi Mehrani-Rad,Ali Khodi
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Same goal, different beliefs: Students’ preferences and teachers’ perceptions of feedback on second language writing Journal of Writing Research Pub Date : 2019-10-01 Qiandi Liu,Shinian Wu
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Emergent Stories Written by Children while Coding: How do these Emerge and Are they Valid Compositions? Journal of Writing Research Pub Date : 2019-10-01 Dr. Colin B. Price, Dr. Ruth M. Price-Mohr
This paper extends our research into a novel Story-Writing-Coding engine, where Primary School children produce animated stories through writing computer code. We first discuss the theoretical basis of our engine design, drawing on Systemic Functional Grammar, embodied cognition and perceived animacy. This design aims to help children draw on the appearances of characters, props and scenery to evoke
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Using human judgments to examine the validity of automated grammar, syntax, and mechanical errors in writing Journal of Writing Research Pub Date : 2019-10-01 Scott Crossley
This study introduces GAMET, which was developed to help writing researchers examine the types and percentages of structural and mechanical errors in texts. GAMET is a desktop application that expands LanguageTool v3.2 through a user-friendly, graphic user interface that affords the automatic assessment of writing samples for structural and mechanical errors. GAMET is freely available, works on a variety
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Writing to Learn Increases Long-term Memory Consolidation: A Mental-chronometry and Computational-modeling Study of “Epistemic Writing” Journal of Writing Research Pub Date : 2019-06-01 Angelica M. Silva,Roberto Limongi
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Soaring to Successful Synthesis Writing Journal of Writing Research Pub Date : 2019-06-01 Linlin Luo,Kenneth Kiewra
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Session Notes as a Professionalization Tool for Writing Center Staff: Conducting Discourse Analysis to Determine Training Efficacy and Tutor Growth Journal of Writing Research Pub Date : 2019-06-01 Genie N. Giaimo,Samantha J. Turner
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Dialog as a Bridge to Argumentative Writing Journal of Writing Research Pub Date : 2019-06-01 Y. Shi,F. Matos,D. Kuhn
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Book review: Observing writing: Insights from keystroke logging and handwriting Journal of Writing Research Pub Date : 2019-06-01 Andreia Nunes, São Luís Castro
handwriting [Book Review of Observing writing: Insights from keystroke logging and handwriting by E. Lindgren, & K. Sullivan (Eds.). Journal of Writing Research, 11(1), 245-250. http://dx.doi.org/10.17239/jowr-2019.11.01.08 Contact: Andreia Nunes:, University of Porto, Faculty of Psychology and Education Sciences, Rua Alfredo Allen, 4200-135 Porto| Portugal andreianunes@fpce.up.pt This article is published
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Textual Mediation in Simulated Nursing Handoffs: Examining How Student Writing Coordinates Action Journal of Writing Research Pub Date : 2019-06-01 L. Campbell
In clinical nursing simulations, a group of students provide care for a robotic patient during a structured scenario. As are is transferred from one group to another, they participate in a patient handoff, with outgoing students passing key information onto incoming students. In healthcare, the nursing handoff is a critical and perilous communication moment that is mediated by a range of participants
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A Critical Review of the Logics of Inquiry in Studies of Early Writing Development Journal of Writing Research Pub Date : 2019-06-01 S.J. Harmey, I.A.G. Wilkinson
Comprehensive descriptions of early writing development are needed to adequately inform instruction and intervention and yet knowledge about how early writing develops is fragmented. This paper provides a critical review of longitudinal studies of early writing development with specific attention to the logics of inquiry used. Twenty-seven studies of children up to age 10, spanning 34 years from 5
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Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature Journal of Writing Research Pub Date : 2019-06-01 Raffaella Negretti, Spela Mezek
Apprenticeship in academic prose is a transformative experience (Hayot, 2014), and this paper investigates the development of self-regulation in three bachelor (BA) literature essay writers using the theoretical lens of participatory appropriation by Rogoff (1990, 2008), which seeks to explain how individuals undergo processes of development thanks to, and in interaction with, the social interaction
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Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices Journal of Writing Research Pub Date : 2019-02-01 Jan Vanhove,Audrey Bonvin,Amelia Lambelet,Raphael Berthele
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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. Journal of Writing Research Pub Date : 2019-02-01 Sirine Bouriga