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Works matching IS 20301006 AND DT 2021 AND VI 12 AND IP 3

Results: 5

1

How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities.

Published in:

Journal of Writing Research, 2021, v. 12, n. 3, p. 625, doi. 10.17239/jowr-2021.12.03.04

By:

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

Publication type:

Article

2

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.

Published in:

Journal of Writing Research, 2021, v. 12, n. 3, p. 657, doi. 10.17239/jowr-2021.12.03.05

By:

Paul, Narmada;
Tzu-Jung Lin;
Seung Yon Ha;
Jing Chen;
Newell, George E.

Publication type:

Article

3

The relationship between middle and high school students' motivation to write, value of writing, writer selfbeliefs, and writing outcomes.

Published in:

Journal of Writing Research, 2021, v. 12, n. 3, p. 601, doi. 10.17239/jowr-2021.12.03.03

By:

Wright, Katherine Landau;
Hodges, Tracey S.;
Enright, Esther;
Abbott, Jadelyn

Publication type:

Article

4

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.

Published in:

Journal of Writing Research, 2021, v. 12, n. 3, p. 531, doi. 10.17239/jowr-2021.12.03.02

By:

Yallop, Roger;
Taremaa, Piia;
Leijen, Djuddah

Publication type:

Article

5

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

Published in:

Journal of Writing Research, 2021, v. 12, n. 3, p. 493, doi. 10.17239/jowr-2021.12.03.01

By:

Scharlau, Ingrid;
Karsten, Andrea;
Rohlfing, Katharina

Publication type:

Article