| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks
|
Gebril, Atta
|
|
2014
|
21 |
C |
p. 56-73
18 p.
|
artikel
|
| 2 |
Development and validation of a scale to measure perceived authenticity in writing
|
Behizadeh, Nadia
|
|
2014
|
21 |
C |
p. 18-36
19 p.
|
artikel
|
| 3 |
Does the writing of undergraduate ESL students develop after one year of study in an English-medium university?
|
Knoch, Ute
|
|
2014
|
21 |
C |
p. 1-17
17 p.
|
artikel
|
| 4 |
Ed.Board/Aims and scope
|
|
|
2014
|
21 |
C |
p. IFC-
1 p.
|
artikel
|
| 5 |
Instructional rubrics: Effects of presentation options on writing quality
|
Sundeen, Todd H.
|
|
2014
|
21 |
C |
p. 74-88
15 p.
|
artikel
|
| 6 |
In this issue
|
Hamp-Lyons, Liz
|
|
2014
|
21 |
C |
p. A1-A2
nvt p.
|
artikel
|
| 7 |
The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development
|
Allan, Elizabeth G.
|
|
2014
|
21 |
C |
p. 37-55
19 p.
|
artikel
|
| 8 |
The WPA Outcomes Statement, validation, and the pursuit of localism
|
Kelly-Riley, Diane
|
|
2014
|
21 |
C |
p. 89-103
15 p.
|
artikel
|
| 9 |
When “the state of the art” is counting words
|
Perelman, Les
|
|
2014
|
21 |
C |
p. 104-111
8 p.
|
artikel
|
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