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Current issue

Vol. 7, No. 1 | June 2015

Intervention studies in writing-to-learn: Effects on comprehension, domain-specific learning outcomes and meaning making processes

Guest Editors | Martine Braaksma and Gert Rijlaarsdam

Gert Rijlaarsdam and Martine Braaksma
Journal of Writing Research, 7(1), 1-4

Epistemic complexity in adolescent writing
Wilcox, K. C., Yu, F. and Nachowitz, M.
Journal of Writing Research, 7(1), 5-39
Abstract | PDF |

Journal writing in science: Effects on comprehension, interest, and critical reflection
Kristin Wäschle, Anja Gebhardt, Eva-Maria Oberbusch and Matthias Nückles
Journal of Writing Research, 7(1), 41-64
Abstract | PDF |

Writing-to-learn instruction in L1 and L2 as a platform for historical reasoning
Natalia V. Smirnova
Journal of Writing Research, 7(1), 65-93
Abstract | PDF |

Collaborative writing and discussion in vocational education: Effects on learning and self-efficacy beliefs
Giulia Ortoleva and Mireille Bétrancourt
Journal of Writing Research, 7(1), 95-122
Abstract | PDF |

Writing in History: Effects of writing instruction on historical reasoning and text quality
Jannet van Drie, Martine Braaksma and Carla van Boxtel
Journal of Writing Research, 7(1), 123-156
Abstract | PDF |

Learning philosophical thinking through collaborative writing in secondary education
Mariona Corcelles Seuba and Montserrat Castelló
Journal of Writing Research, 7(1), 157-200
Abstract | PDF |


Mediators and Moderators in Individual and Collaborative Writing to Learn
Perry D. Klein
Journal of Writing Research, 7(1), 201-214
Abstract | PDF |

Conditions for Writing to Learn
David Galbraith
Journal of Writing Research, 7(1), 215-226
Abstract | PDF |

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