Journal of Writing Research最新文献_第8页

Learning to write synthesis texts in secondary education: a review of intervention studies 中学教育中综合文本写作的学习：干预研究综述

IF 4.1

Journal of Writing Research Pub Date : 2019-02-07 DOI: 10.17239/JOWR-2019.10.03.01

L. van Ockenburg, D. van Weijen, Gert Rijlaarsdam

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引用次数: 23

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. 书的介绍:Cislaru, G.， & Olive, T.(2018)。文本化过程。书面表现语言单位分析[文本化过程]。= =地理= =根据美国人口普查，这个县的总面积是，其中土地和(3.064平方公里)水。布鲁塞尔:De Boeck。

IF 4.1

Journal of Writing Research Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.06

Sirine Bouriga

引用次数: 0

Unfolding choices in digital writing: The language of academic revisions 在数字写作中展开选择:学术修订的语言

IF 4.1

Journal of Writing Research Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.03

N. Bowen

引用次数: 4

Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices 使用基于文本的索引预测短法语、德语和葡萄牙语文本的人类词汇丰富度评级

IF 4.1

Journal of Writing Research Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.04

J. Vanhove, Audrey Bonvin, Amelia Lambelet, Raphael Berthele

引用次数: 3

Book review: The lifespan development of writing 书评:写作的终身发展

IF 4.1

Journal of Writing Research Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.07

María Arrimada

引用次数: 0

‘Does It Work?’ Adapting Evidence-Based Practices to Teach Argumentative Writing “有用吗?”适应基于证据的实践来教授议论文写作

IF 4.1

Journal of Writing Research Pub Date : 2019-02-01 DOI: 10.17239/jowr-2019.10.03.05

A. Malpique, A. V. Simão

{"title":"‘Does It Work?’ Adapting Evidence-Based Practices to Teach Argumentative Writing","authors":"A. Malpique, A. V. Simão","doi":"10.17239/jowr-2019.10.03.05","DOIUrl":"https://doi.org/10.17239/jowr-2019.10.03.05","url":null,"abstract":"The current study examined the impact of adapting an evidence-based instructional approach to develop ninth-grade students' argumentative writing and self-regulated strategy use. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative texts were implemented in two Portuguese classrooms. The model relies heavily on the use of mnemonic strategies to support instruction. Thus, incremental effects of using dual-coding mnemonics (i.e., visual and verbal mnemonics) were explored when implementing SRSD instruction. For the first group (n = 23), SRSD instruction included verbal and visual mnemonics; for the second group (n = 25), SRSD instruction included verbal mnemonics alone. Groups were compared with a control group (n= 25) receiving standard writing instruction. \u0000The following findings were significant: a) SRSD instruction increased writing quality, organising, and spontaneous planning; b) dual-coding mnemonics enhanced writing quality, development of ideas, organising, language clarity, and spontaneous planning; c) national exams completed 15 weeks after instruction reinforced the effectiveness of the adapted SRSD strategies. The process of culturally adapting and implementing SRSD instruction to teach argumentative writing will be discussed, including the potential incremental effects of adding visual mnemonics to the SRSD instructional routine.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/jowr-2019.10.03.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Choices within Constraint: Using SFL Genre Theory to Teach primary-grade ELLs to Write Arguments in Language Arts 约束下的选择:运用外语体裁理论教小学生写语言艺术中的论点

IF 4.1

Journal of Writing Research Pub Date : 2019-02-01 DOI: 10.17239/jowr-2019.10.03.02

J. Moore

引用次数: 8

An Examination of the Design Principles Underlying a Self-Regulated Strategy Development Study 对自我调节策略发展研究的设计原则的检验

IF 4.1

Journal of Writing Research Pub Date : 2018-10-01 DOI: 10.17239/JOWR-2018.10.02.02

S. Graham, K. Harris

引用次数: 33

Teaching perspective taking and coherence generation to improve cross-genre writing skills in secondary grades: A detailed explanation of an intervention 提高中学学生跨体裁写作技巧的教学视角和连贯生成:一项干预措施的详细解释

IF 4.1

Journal of Writing Research Pub Date : 2018-10-01 DOI: 10.17239/jowr-2018.10.02.06

J. Grabowski, Moti Mathiebe, Sabine Hachmeister, Michael Becker-Mrotzek

引用次数: 2

An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing 结合显性写作指导和同伴辅助写作的教学写作计划的分析描述

IF 4.1

Journal of Writing Research Pub Date : 2018-10-01 DOI: 10.17239/jowr-2018.10.02.04

F. De Smedt, H. Van Keer

引用次数: 1