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Current issue

Vol. 10, No. 3 | February 2019

Learning to write synthesis texts: A review of intervention studies
Liselore van Ockenburg, Daphne van Weijen & Gert Rijlaarsdam
Journal of Writing Research, 10(3), 401-428
Abstract | PDF |

Choice and constraint: Using SFL genre theory to teach primary-grade students to write arguments about literature
Jason Moore
Journal of Writing Research 10(3), 429-464
Abstract | PDF |

Unfolding choices in digital writing:
A functional perspective on the language of academic revisions

Neil Bowen
Journal of Writing Research, 10(3), 465-498
Abstract | PDF |

Predicting perceptions of the lexical richness of short French, German, and Portuguese texts using text-based indices
Jan Vanhove, Audrey Bonvin, Amelia Lambelet & Raphael Berthele
Journal of Writing Research, 10(3), 499-525
Abstract | PDF |

‘Does It Work?’
Adapting self-regulated strategy instruction and visual mnemonics to teach argumentative writing

Anabela Abreu Malpique & Ana Margarida Veiga Simão
Journal of Writing Research, 10(3), 527-567
Abstract | PDF |

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].
by Sirine Bouriga
Journal of Writing Research, 10(3), 569-572

Book Review
C. Bazerman et al. (2018). The lifespan development of writing
by Maria Arrimada
Journal of Writing Research, 10(3), 573-581

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