Vol. 7 No. 1 (2015)

SPECIAL ISSUE: Intervention studies in writing-to-learn: Effects on comprehension, domain-specific learning outcomes and meaning making processes
Guest editors: Martine Braaksma & Gert Rijlaarsdam

Published: 2015-06-15

Special issue

Introduction to the special issue on Writing-to-learn studies

Gert Rijlaarsdam, Martine Braaksma

1-4
- Abstract
- PDF

Articles

Epistemic complexity in adolescent writing

Kristen Campbell Wilcox, Fang Yu, Marc Nachowitz

5-39
- Abstract
- PDF
Journal writing in science: Effects on comprehension, interest, and critical reflection

Kristin Wäschle, Anja Gebhardt, Eva-Maria Oberbusch, Matthias Nückles

41-64
- Abstract
- PDF
Writing-to-learn instruction in L1 and L2 as a platform for historical reasoning

Natalia V. Smirnova

65-93
- Abstract
- PDF
Collaborative writing and discussion in vocational education: Effects on learning and self-efficacy beliefs

Giulia Ortoleva, Mireille Bétrancourt

95-122
- Abstract
- PDF
Writing in History: Effects of writing instruction on historical reasoning and text quality

Jannet van Drie, Martine Braaksma, Carla van Boxtel

123-156
- Abstract
- PDF
Learning philosophical thinking through collaborative writing in secondary education

Mariona Corcelles Seuba, Montserrat Castelló

157-200
- Abstract
- PDF

Commentary

Mediators and moderators in individual and collaborative writing to learn

Perry D. Klein

201-214
- Abstract
- PDF
Conditions for writing to learn

David Galbraith

215-226
- Abstract
- PDF