| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Analyzing and Theorizing Writing Teachers’ Approaches to Using New Media Technologies
|
Mina, Lilian W.
|
|
2019
|
52 |
C |
p. 1-16
|
artikel
|
| 2 |
Editorial Board
|
|
|
2019
|
52 |
C |
p. ii
|
artikel
|
| 3 |
Experiments in Posthumanism: On Tactical Rhetorical Encounters between Drones and Human Body Heat
|
Stagliano, Anthony
|
|
2019
|
52 |
C |
p. 242-252
|
artikel
|
| 4 |
Feminist Rhetorical Practices in Digital Spaces
|
Davis, Carleigh J.
|
|
2019
|
52 |
C |
p. 132-141
|
artikel
|
| 5 |
From Opportunities to Outcomes: The Wikipedia-Based Writing Assignment
|
Vetter, Matthew A.
|
|
2019
|
52 |
C |
p. 53-64
|
artikel
|
| 6 |
Letter from the Editor
|
|
|
2019
|
52 |
C |
p. iii-vi
|
artikel
|
| 7 |
[No title]
|
Walling, Emily
|
|
2019
|
52 |
C |
p. 65-66
|
artikel
|
| 8 |
[No title]
|
Edmonds, Cathleen
|
|
2019
|
52 |
C |
p. 17-18
|
artikel
|
| 9 |
Observing literacy learning across WeChat and first-year writing: A scalar analysis of one transnational student’s multilingualism
|
Wang, Xiqiao
|
|
2019
|
52 |
C |
p. 253-271
|
artikel
|
| 10 |
Online Doctoral Students Writing for Scholarly Publication
|
Kirkpatrick, Katherine J.
|
|
2019
|
52 |
C |
p. 19-36
|
artikel
|
| 11 |
Pedagogies of Digital Composing through a Translingual Approach
|
Sánchez Martín, Cristina
|
|
2019
|
52 |
C |
p. 142-157
|
artikel
|
| 12 |
Please Sign Here (And Share It To Your Facebook and Twitter Feeds): Online Petitions and Inventing for Circulation
|
Carlson, Erin Brock
|
|
2019
|
52 |
C |
p. 175-194
|
artikel
|
| 13 |
Reflection(s) In/On Digital Writing’s Hybrid Pedagogy, 2010–2017
|
Hamilton, Sam
|
|
2019
|
52 |
C |
p. 158-174
|
artikel
|
| 14 |
Resisting “Let’s Eat Grandma”: The Rhetorical Potential of Grammar Memes
|
White-Farnham, Jamie
|
|
2019
|
52 |
C |
p. 210-221
|
artikel
|
| 15 |
Smartphones, Distraction Narratives, and Flexible Pedagogies: Students’ Mobile Technology Practices in Networked Writing Classrooms
|
Green, McKinley
|
|
2019
|
52 |
C |
p. 91-106
|
artikel
|
| 16 |
Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing
|
Cunningham, Kelly J.
|
|
2019
|
52 |
C |
p. 222-241
|
artikel
|
| 17 |
Surveilling Strangers: The Disciplinary Biopower of Digital Genre Assemblages
|
Cagle, Lauren E.
|
|
2019
|
52 |
C |
p. 67-78
|
artikel
|
| 18 |
Teachers as co-authors of student writing: How teachers’ initiating texts influence response and revision in an online space
|
Magnifico, Alecia Marie
|
|
2019
|
52 |
C |
p. 107-131
|
artikel
|
| 19 |
The Community of Inquiry Survey: An Assessment Instrument for Online Writing Courses
|
Stewart, Mary K.
|
|
2019
|
52 |
C |
p. 37-52
|
artikel
|
| 20 |
The Grind of Multimodal Work in Professional Writing Pedagogies
|
Teston, Christa
|
|
2019
|
52 |
C |
p. 195-209
|
artikel
|
| 21 |
The Rebel Alliance: Analyzing Student Resistance in Digital Reflective Writing
|
Caravella, Elizabeth
|
|
2019
|
52 |
C |
p. 79-90
|
artikel
|
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