nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties
|
Harris, Karen R. |
|
2018 |
32 |
6 |
p. 1459-1482 |
artikel |
2 |
Argumentative writing: theory, assessment, and instruction
|
Ferretti, Ralph P. |
|
2019 |
32 |
6 |
p. 1345-1357 |
artikel |
3 |
Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties
|
Ray, Amber B. |
|
2018 |
32 |
6 |
p. 1507-1529 |
artikel |
4 |
Historical argument writing: the role of interpretive work, argument type, and classroom instruction
|
Monte-Sano, Chauncey |
|
2018 |
32 |
6 |
p. 1383-1410 |
artikel |
5 |
Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing
|
Ferretti, Ralph P. |
|
2018 |
32 |
6 |
p. 1411-1430 |
artikel |
6 |
Shifting epistemologies during instructional conversations about “good” argumentative writing in a high school English language arts classroom
|
Newell, George E. |
|
2018 |
32 |
6 |
p. 1359-1382 |
artikel |
7 |
Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison
|
Weijen, Daphne van |
|
2018 |
32 |
6 |
p. 1635-1655 |
artikel |
8 |
The case for scenario-based assessment of written argumentation
|
Deane, Paul |
|
2018 |
32 |
6 |
p. 1575-1606 |
artikel |
9 |
The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material
|
Wijekumar, Kay |
|
2018 |
32 |
6 |
p. 1431-1457 |
artikel |
10 |
Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity
|
McKeown, Debra |
|
2018 |
32 |
6 |
p. 1483-1506 |
artikel |
11 |
Using critical questions to evaluate written and oral arguments in an undergraduate general education seminar: a quasi-experimental study
|
Michael Nussbaum, E. |
|
2018 |
32 |
6 |
p. 1531-1552 |
artikel |
12 |
Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction?
|
MacArthur, Charles A. |
|
2018 |
32 |
6 |
p. 1553-1574 |
artikel |
13 |
Writing flexibility in argumentative essays: a multidimensional analysis
|
Allen, Laura K. |
|
2018 |
32 |
6 |
p. 1607-1634 |
artikel |