| no |
title |
author |
magazine |
year |
volume |
issue |
page(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
|
article
|
| 2 |
Argumentative writing: theory, assessment, and instruction
|
Ferretti, Ralph P.
|
|
2019
|
32 |
6 |
p. 1345-1357
|
article
|
| 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
|
article
|
| 4 |
Historical argument writing: the role of interpretive work, argument type, and classroom instruction
|
Monte-Sano, Chauncey
|
|
2018
|
32 |
6 |
p. 1383-1410
|
article
|
| 5 |
Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing
|
Ferretti, Ralph P.
|
|
2018
|
32 |
6 |
p. 1411-1430
|
article
|
| 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
|
article
|
| 7 |
Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison
|
Weijen, Daphne van
|
|
2018
|
32 |
6 |
p. 1635-1655
|
article
|
| 8 |
The case for scenario-based assessment of written argumentation
|
Deane, Paul
|
|
2018
|
32 |
6 |
p. 1575-1606
|
article
|
| 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
|
article
|
| 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
|
article
|
| 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
|
article
|
| 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
|
article
|
| 13 |
Writing flexibility in argumentative essays: a multidimensional analysis
|
Allen, Laura K.
|
|
2018
|
32 |
6 |
p. 1607-1634
|
article
|
Journal description