-
1
-
-
77956151436
-
Writing a text: A complex task
-
Alamargot, D., & Chanquoy, L, Eds., In G. Rijlaarsdam Ed., Dordrecht, Netherlands: Kluwer Academic
-
Alamargot, D., & Chanquoy, L. (2001). (Eds.). Writing a text: A complex task. In G. Rijlaarsdam (Ed.), Through the models of writing (pp. 1-32). Dordrecht, Netherlands: Kluwer Academic.
-
(2001)
Through the Models of Writing
, pp. 1-32
-
-
-
2
-
-
0009860939
-
Through the models of writing
-
Alamargot, D., & Chanquoy, L, In G. Rijlaarsdam Series Ed., Dordrecht, Netherlands: Kluwer Academic
-
Alamargot, D., & Chanquoy, L. (2001). (Eds.). Through the models of writing. In G. Rijlaarsdam (Series Ed.), Studies in writing. Dordrecht, Netherlands: Kluwer Academic.
-
(2001)
Studies in Writing
-
-
-
3
-
-
2442429491
-
The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis
-
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.
-
(2004)
Review of Educational Research
, vol.74
, pp. 29-58
-
-
Bangert-Drowns, R.L.1
Hurley, M.M.2
Wilkinson, B.3
-
5
-
-
7744229721
-
Scientific arguments as learning artifacts: Designing for learning from the Web with KIE
-
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the Web with KIE. International Journal of Science Education, 22, 797-817.
-
(2000)
International Journal of Science Education
, vol.22
, pp. 797-817
-
-
Bell, P.1
Linn, M.C.2
-
7
-
-
21344470248
-
A process model of writing across the life span
-
Berninger, V. W., Fuller, F., Whitaker, D. (1996). A process model of writing across the life span. Educational Psychology Review, 8, 193-218.
-
(1996)
Educational Psychology Review
, vol.8
, pp. 193-218
-
-
Berninger, V.W.1
Fuller, F.2
Whitaker, D.3
-
8
-
-
76849090141
-
Best practices in writing assessment
-
S. Graham, C. A. MacArthur, & J. Fitzgerald Eds., New York: Guilford Press
-
Calfee, R. C., & Greitz Miller, R. (2007). Best practices in writing assessment. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 265-286). New York: Guilford Press.
-
(2007)
Best Practices in Writing Instruction
, pp. 265-286
-
-
Calfee, R.C.1
Miller, G.R.2
-
9
-
-
85070016069
-
Learning the literacies of primary and secondary schooling
-
F. Christie & R. Misson Eds., London, New York: Routledge
-
Christie, F. (1998). Learning the literacies of primary and secondary schooling. In F. Christie & R. Misson (Eds.), Literacy and schooling (pp. 47-73). London, New York: Routledge.
-
(1998)
Literacy and Schooling
, pp. 47-73
-
-
Christie, F.1
-
10
-
-
77956165248
-
The new rhetoric of genre: Creating political briefs
-
A. M. Johns Ed., Mahwah, NJ: Erlbaum
-
Coe, R. M. (2002). The new rhetoric of genre: Creating political briefs. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 3-13). Mahwah, NJ: Erlbaum.
-
(2002)
Genre in the Classroom: Multiple Perspectives
, pp. 3-13
-
-
Coe, R.M.1
-
11
-
-
0013316078
-
The uses and complexity of argument structures in expert and student persuasive writing
-
Crammond, J. G. (1998). The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15, 230-268.
-
(1998)
Written Communication
, vol.15
, pp. 230-268
-
-
Crammond, J.G.1
-
12
-
-
19344366916
-
Focus: Five rules for writing a great webquest
-
58
-
Dodge, B. (2001). Focus: Five rules for writing a great webquest. Learning and Leading with Technology, 28(8), 6-9, 58.
-
(2001)
Learning and Leading with Technology
, vol.28
, Issue.8
, pp. 6-9
-
-
Dodge, B.1
-
13
-
-
0034178558
-
Establishing the norms of scientific argumentation in classrooms
-
Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
-
(2000)
Science Education
, vol.84
, pp. 287-312
-
-
Driver, R.1
Newton, P.2
Osborne, J.3
-
14
-
-
85012430477
-
Supporting and promoting argumentation discourse in science education
-
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.
-
(2002)
Studies in Science Education
, vol.38
, pp. 39-72
-
-
Duschl, R.A.1
Osborne, J.2
-
15
-
-
0035438003
-
Systematic phonics instruction helps students learn to read. Evidence from the National Reading Panel's meta-analysis
-
Ehri, L. C., Nunes, S., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read. Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.
-
(2001)
Review of Educational Research
, vol.71
, pp. 393-447
-
-
Ehri, L.C.1
Nunes, S.2
Stahl, S.3
Willows, D.4
-
16
-
-
84930564346
-
Making strategies and self-talk visible: Writing instruction in regular and special education classrooms
-
Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28, 337-372.
-
(1991)
American Educational Research Journal
, vol.28
, pp. 337-372
-
-
Englert, C.S.1
Raphael, T.E.2
Anderson, L.M.3
Anthony, H.M.4
Stevens, D.D.5
-
17
-
-
77953809876
-
The development of argumentative discourse skills
-
Felton, M., & Kuhn, D. (2001). The development of argumentative discourse skills. Discourse Processes, 32, 135-153.
-
(2001)
Discourse Processes
, vol.32
, pp. 135-153
-
-
Felton, M.1
Kuhn, D.2
-
18
-
-
0002584175
-
The cognition of discovery: Defining a rhetorical problem
-
Flower, L., & Hayes, J. R. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31, 21-32.
-
(1980)
College Composition and Communication
, vol.31
, pp. 21-32
-
-
Flower, L.1
Hayes, J.R.2
-
19
-
-
0003721602
-
-
New York: Oxford University Press
-
Flower, L., Stein, V., Ackerman, J., Kantz, M. J., McCormick, K., & Peck, W. C. (1990). Readingto-write: Exploring a cognitive and social process. New York: Oxford University Press.
-
(1990)
Readingto-write: Exploring a Cognitive and Social Process
-
-
Flower, L.1
Stein, V.2
Ackerman, J.3
Kantz, M.J.4
McCormick, K.5
Peck, W.C.6
-
20
-
-
85050846908
-
Show and tell? The role of explicit teaching in the learning of new genres
-
Freedman, A. (1993). Show and tell? The role of explicit teaching in the learning of new genres. Research in the Teaching of English, 27, 222-251.
-
(1993)
Research in the Teaching of English
, vol.27
, pp. 222-251
-
-
Freedman, A.1
-
21
-
-
0003391060
-
Introduction: New views of genre and their implications for education
-
Portsmouth, NH: Heinemann
-
Freedman, A., & Medway, P. (1994). Introduction: New views of genre and their implications for education. Learning and teaching genre (pp. 1-22). Portsmouth, NH: Heinemann.
-
(1994)
Learning and Teaching Genre
, pp. 1-22
-
-
Freedman, A.1
Medway, P.2
-
22
-
-
0041864894
-
Writing as a knowledge-constituting process
-
M. Torrance & D. Galbraith Eds., Amsterdam: Amsterdam University Press
-
Galbraith, D. (1999). Writing as a knowledge-constituting process. In M. Torrance & D. Galbraith (Eds.), Knowing what to write: Conceptual processes in text production (pp. 139-159). Amsterdam: Amsterdam University Press.
-
(1999)
Knowing What to Write: Conceptual Processes in Text Production
, pp. 139-159
-
-
Galbraith, D.1
-
23
-
-
0008639119
-
Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics
-
Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36, 39-53.
-
(1999)
Journal of Research in Science Teaching
, vol.36
, pp. 39-53
-
-
Gobert, J.D.1
Clement, J.J.2
-
24
-
-
84937312559
-
Argumentative text writing: Developmental trends
-
Golder, C, & Coirier, P. (1994). Argumentative text writing: Developmental trends. Discourse Processes, 18, 187-210.
-
(1994)
Discourse Processes
, vol.18
, pp. 187-210
-
-
Golder, C.1
Coirier, P.2
-
25
-
-
33645279095
-
Strategy instruction and the teaching of writing: A meta-analysis
-
C. A. MacArthur, S. Graham, & J. Fitzgerald Eds., New York: Guilford Press
-
Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York: Guilford Press.
-
(2006)
Handbook of Writing Research
, pp. 187-207
-
-
Graham, S.1
-
26
-
-
2942585384
-
Material appropriate processing and elaboration: The impact of balanced and complementary types of processing on learning from text
-
Hamilton, R. J. (2004). Material appropriate processing and elaboration: The impact of balanced and complementary types of processing on learning from text. British Journal of Educational Psychology, 74, 221-237.
-
(2004)
British Journal of Educational Psychology
, vol.74
, pp. 221-237
-
-
Hamilton, R.J.1
-
27
-
-
0000024402
-
A new framework for understanding cognition and affect in writing
-
CM. Levy & R. Ransdell Eds., Mahwah, NJ: Erlbaum
-
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In CM. Levy & R. Ransdell (Eds.), The science of writing (pp. 1-27). Mahwah, NJ: Erlbaum.
-
(1996)
The Science of Writing
, pp. 1-27
-
-
Hayes, J.R.1
-
28
-
-
58149370536
-
Multivariate analysis versus multiple univariate analyses
-
Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus multiple univariate analyses. Psychological Bulletin, 105, 302-308.
-
(1989)
Psychological Bulletin
, vol.105
, pp. 302-308
-
-
Huberty, C.J.1
Morris, J.D.2
-
29
-
-
0033425638
-
Reopening inquiry into cognitive processes in writing-to-learn
-
Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn Educational Psychology Review, 11, 11, 203-270.
-
(1999)
Educational Psychology Review
, vol.11
, Issue.11
, pp. 203-270
-
-
Klein, P.D.1
-
30
-
-
77956154255
-
Developmental trends in a writing to learn task
-
M. Torrance, D. Galbraith, & L. Van Waes Eds., Amsterdam: Elsevier
-
Klein, P. D., Boman, J. S., & Prince, M. P. (2007). Developmental trends in a writing to learn task. In M. Torrance, D. Galbraith, & L. Van Waes (Eds.), Writing and cognition: Research and application (pp. 201-217). Amsterdam: Elsevier.
-
(2007)
Writing and Cognition: Research and Application
, pp. 201-217
-
-
Klein, P.D.1
Boman, J.S.2
Prince, M.P.3
-
31
-
-
36448986731
-
The role of writing in learning from analogies
-
Klein, P. D., Piacente-Cimini, S., & Williams, L. A. (2007). The role of writing in learning from analogies. Learning and Instruction, 17, 595-611.
-
(2007)
Learning and Instruction
, vol.17
, pp. 595-611
-
-
Klein, P.D.1
Piacente-Cimini, S.2
Williams, L.A.3
-
32
-
-
84937318189
-
An analysis of persuasive discourse: Learning how to take a stand
-
Knudson, R. E. (1994). An analysis of persuasive discourse: Learning how to take a stand. Discourse Processes, 18, 211-230.
-
(1994)
Discourse Processes
, vol.18
, pp. 211-230
-
-
Knudson, R.E.1
-
33
-
-
0142136667
-
The development of argument skills
-
Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74, 1245-1260.
-
(2003)
Child Development
, vol.74
, pp. 1245-1260
-
-
Kuhn, D.1
Udell, W.2
-
34
-
-
34248383263
-
Development of writing knowledge in grades 2-8: A comparison of typically developing writers and their struggling peers
-
Lin, S.-J. C, Monroe, B. W., & Troia, G. A. (2007). Development of writing knowledge in grades 2-8: A comparison of typically developing writers and their struggling peers. Reading and Writing Quarterly, 23, 207-230.
-
(2007)
Reading and Writing Quarterly
, vol.23
, pp. 207-230
-
-
Lin, S.-J.C.1
Monroe, B.W.2
Troia, G.A.3
-
35
-
-
0009306750
-
-
Boston, MA: Houghton Mifflin
-
Lowry, L. (1993). The giver. Boston, MA: Houghton Mifflin.
-
(1993)
The Giver
-
-
Lowry, L.1
-
36
-
-
0037540825
-
Something to shoot for: A systemic functional approach to teaching genre in secondary school science
-
A. M. Johns Ed., Mahwah, NJ: Erlbaum
-
Macken-Horarik, M. (2002). Something to shoot for: A systemic functional approach to teaching genre in secondary school science. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 17-42). Mahwah, NJ: Erlbaum.
-
(2002)
Genre in the Classroom: Multiple Perspectives
, pp. 17-42
-
-
Macken-Horarik, M.1
-
37
-
-
0008661399
-
Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17
-
Marques, L., & Thompson, D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17. Research in Science and Technological Education, 15, 195-222.
-
(1997)
Research in Science and Technological Education
, vol.15
, pp. 195-222
-
-
Marques, L.1
Thompson, D.2
-
38
-
-
0000764743
-
Material appropriate processing: A contextualist approach to reading and studying strategies
-
McDaniel, M., & Einstein, G. (1989). Material appropriate processing: A contextualist approach to reading and studying strategies. Educational Psychology Review, 1, 113-146.
-
(1989)
Educational Psychology Review
, vol.1
, pp. 113-146
-
-
McDaniel, M.1
Einstein, G.2
-
39
-
-
33645990367
-
Supporting students' construction of scientific explanations by fading scaffolds in instructional materials
-
McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15, 153-191.
-
(2006)
Journal of the Learning Sciences
, vol.15
, pp. 153-191
-
-
McNeill, K.L.1
Lizotte, D.J.2
Krajcik, J.3
Marx, R.W.4
-
40
-
-
21144463828
-
Writing from sources: A structure mapping model
-
Nash, J. G., Schumacher, G. M., Carlson, B. W. (1993). Writing from sources: A structure mapping model. Journal of Educational Psychology, 85, 159-170.
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 159-170
-
-
Nash, J.G.1
Schumacher, G.M.2
Carlson, B.W.3
-
41
-
-
77956158056
-
-
National Council of Teachers of English. n. d., Retrieved March 19, from
-
National Council of Teachers of English. (n. d.). Research based policy statements on writing. Retrieved March 19, 2007, from: http://www.ncte.org/ edpolicy/writing/research/122398.htm.
-
(2007)
Research Based Policy Statements on Writing
-
-
-
45
-
-
10844248508
-
Enhancing the quality of argumentation in school science
-
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994-1020.
-
(2004)
Journal of Research in Science Teaching
, vol.41
, pp. 994-1020
-
-
Osborne, J.1
Erduran, S.2
Simon, S.3
-
46
-
-
30044433993
-
Textual analysis and contextual awareness building: A comparison of two approaches to teaching genre
-
A. M. Johns Ed., Mahwah, NJ: Erlbaum
-
Pang, T. T. T. (2002). Textual analysis and contextual awareness building: A comparison of two approaches to teaching genre. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 145-161). Mahwah, NJ: Erlbaum.
-
(2002)
Genre in the Classroom: Multiple Perspectives
, pp. 145-161
-
-
Pang, T.T.T.1
-
47
-
-
10344247565
-
-
Washington, DC: US Department of Education, Institute of Education Sciences, National Centre for Education Statistics
-
Persky, H. R., Daane, M. C., & Jin, Y. (2003). The nation's report card: Writing, 2002, NCES 2003-529. Washington, DC: US Department of Education, Institute of Education Sciences, National Centre for Education Statistics.
-
(2003)
The Nation's Report Card: Writing, 2002, NCES 2003-529
-
-
Persky, H.R.1
Daane, M.C.2
Jin, Y.3
-
48
-
-
33846265495
-
Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching
-
Purcell-Gates, V., Duke, N. K., & Martineau, J. A. (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42, 8-45.
-
(2007)
Reading Research Quarterly
, vol.42
, pp. 8-45
-
-
Purcell-Gates, V.1
Duke, N.K.2
Martineau, J.A.3
-
50
-
-
31344477232
-
-
Portsmouth, NH: Heinemann
-
Raison, G., Rivalland, J., Derewianka, B., Johnson, T. D., Sloan, P., Latham, R., Kovalevs, K., Bindon, R., Annandale, K., Larsen, J., Dewsbury, A. (1994). First steps: Writing resource. Portsmouth, NH: Heinemann.
-
(1994)
First Steps: Writing Resource
-
-
Raison, G.1
Rivalland, J.2
Derewianka, B.3
Johnson, T.D.4
Sloan, P.5
Latham, R.6
Kovalevs, K.7
Bindon, R.8
Annandale, K.9
Larsen, J.10
Dewsbury, A.11
-
51
-
-
77956147712
-
Improving sentence construction skills through sentence-combining practice
-
S. Graham, C. A. MacArthur, & J. Fitzgerald Eds., New York: Guilford Press
-
Saddler, B. (2007). Improving sentence construction skills through sentence-combining practice. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (pp. 163-178). New York: Guilford Press.
-
(2007)
Best Practices in Writing Instruction
, pp. 163-178
-
-
Saddler, B.1
-
52
-
-
39049093395
-
Text structure as a window on the cognition of writing
-
C. A. MacArthur, S. Graham, & J. Fitzgerald Eds., New York: Guilford Press
-
Sanders, T. J. M., & Schilperoord, J. (2006). Text structure as a window on the cognition of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 386-402). New York: Guilford Press.
-
(2006)
Handbook of Writing Research
, pp. 386-402
-
-
Sanders, T.J.M.1
Schilperoord, J.2
-
53
-
-
77952442675
-
Grammar, the sentence, and traditions of linguistic analysis
-
C. Bazerman Ed., New York: Erlbaum
-
Schleppegrell, M J. (2008). Grammar, the sentence, and traditions of linguistic analysis. In C. Bazerman (Ed.), Handbook of research on writing: History, society, school, individual, text (pp. 549-564). New York: Erlbaum.
-
(2008)
Handbook of Research on Writing: History, Society, School, Individual, Text
, pp. 549-564
-
-
Schleppegrell, M.J.1
-
54
-
-
0038672154
-
Construction of collective and individual knowledge in argumentative activity
-
Schwarz, B. B., Neuman, Y., Gil, J., & Ilya, M. (2003). Construction of collective and individual knowledge in argumentative activity. Journal of the Learning Sciences, 12, 219-256.
-
(2003)
Journal of the Learning Sciences
, vol.12
, pp. 219-256
-
-
Schwarz, B.B.1
Neuman, Y.2
Gil, J.3
Ilya, M.4
-
55
-
-
62049085446
-
Cognitive processes in discourse synthesis: The case of intertextual processing strategies
-
M. Torrance, D. Galbraith, & L. Van Waes Eds., Amsterdam: Elsevier
-
Segev-Miller, R. (2007). Cognitive processes in discourse synthesis: The case of intertextual processing strategies. In M. Torrance, D. Galbraith, & L. Van Waes (Eds.), Writing and cognition: Research and application (pp. 231-250). Amsterdam: Elsevier.
-
(2007)
Writing and Cognition: Research and Application
, pp. 231-250
-
-
Segev-Miller, R.1
-
57
-
-
84924180488
-
-
Cambridge, UK: Cambridge University Press
-
Toulmin, S. (2003). The uses of argument. Cambridge, UK: Cambridge University Press.
-
(2003)
The Uses of Argument
-
-
Toulmin, S.1
-
58
-
-
3843148494
-
Writing, learning and the development of expertise in higher education
-
P. Tynjälä, L. Mason, & K. Lonka Eds., Dordrecht, Netherlands: Kluwer Academic
-
Tynjälä, P. (2001). Writing, learning and the development of expertise in higher education. In P. Tynjälä, L. Mason, & K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (pp. 37-56). Dordrecht, Netherlands: Kluwer Academic.
-
(2001)
Writing as a Learning Tool: Integrating Theory and Practice
, pp. 37-56
-
-
Tynjälä, P.1
-
59
-
-
33745587627
-
-
Dordrecht, Netherlands: Kluwer Academic
-
Wallace, C. S., Hand, B., & Prain, V. (2004). Writing and learning in the science classroom. Dordrecht, Netherlands: Kluwer Academic.
-
(2004)
Writing and Learning in the Science Classroom
-
-
Wallace, C.S.1
Hand, B.2
Prain, V.3
-
60
-
-
0033137469
-
Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text
-
Wiley, J. & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301-311.
-
(1999)
Journal of Educational Psychology
, vol.91
, pp. 301-311
-
-
Wiley, J.1
Voss, J.F.2
-
61
-
-
0011421886
-
Knowledge of text coherence and expository writing: A developmental study
-
Wright, R. E., & Rosenberg, S. (1993). Knowledge of text coherence and expository writing: A developmental study. Journal of Educational Psychology, 85, 152-158.
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 152-158
-
-
Wright, R.E.1
Rosenberg, S.2
-
62
-
-
0036148759
-
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
-
Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35-62.
-
(2002)
Journal of Research in Science Teaching
, vol.39
, pp. 35-62
-
-
Zohar, A.1
Nemet, F.2
|