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  1. Home /
  2. Archives /
  3. Vol. 12 No. 3 (2021)

Vol. 12 No. 3 (2021)

Published: 2021-02-10

Articles

  • Building, emptying out, or dreaming?
 Action structures and space in undergraduates’ metaphors of academic writing

    Ingrid Scharlau, Andrea Karsten, Katharina Rohlfing
    493-529
    • PDF
    • Abstract
  • 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

    Roger Yallop, Piia Taremaa, Djuddah Leijen
    531-600
    • PDF
    • Abstract
  • The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes

    Katherine Landau Wright, Tracey S. Hodges, Esther Enright, Jadelyn Abbott
    601-623
    • PDF
    • Abstract
  • How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities

    Robert J. Thompson Jr. , Solaire A. Finkenstaedt-Quinn, Ginger V. Shultz, Anne Ruggles Gere, Lorrie Schmid, Jason E. Dowd, Menna Mburi, Leslie A. Schiff, Pamela Flash, Julie A. Reynolds
    625-656
    • PDF
    • Abstract
  • 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

    Narmada Paul, Tzu-Jung Lin, Seung Yon Ha, Jing Chen, George E. Newell
    657-684
    • PDF
    • Abstract

We thank Earli, Earli SIG Writing, the Belgian University Foundation (FUS) and the University of Antwerp (Belgium) for their financial support.

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