ISSN: 2030-1006

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Journal of Writing Research Q1 Unclaimed

University of Antwerp Belgium

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Journal of Writing Research is a journal indexed in SJR in Education and Language and Linguistics with an H index of 31. It is an CC BY-NC-ND Journal with a Double blind peer review review system The scope of the journal is focused on cognitive processes, academic writing, writing development, writing pedagogy. It has an SJR impact factor of 1,214 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,214.

Type: Journal

Type of Copyright: CC BY-NC-ND

Languages: English

Open Access Policy: Open Access

Type of publications:

Publication frecuency: -

Categories: Education (Q1) Linguistics and Language (Q1) Literature and Literary Theory (Q1)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

1,214

SJR Impact factor

31

H Index

17

Total Docs (Last Year)

45

Total Docs (3 years)

993

Total Refs

200

Total Cites (3 years)

45

Citable Docs (3 years)

2.42

Cites/Doc (2 years)

58.41

Ref/Doc

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Aims and Scope

Cognitive processes Academic writing Writing development Writing pedagogy

Best articles by citations

Writing in History: Effects of writing instruction on historical reasoning and text quality

Current and emerging methods in the rhetorical analysis of texts - Closing: Toward an Integrated Approach

Current and emerging methods in the rhetorical analysis of texts - Introduction: Toward an integrated approach

Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard

Two Decades of Research in L2 Peer Review

Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices

Emergent Stories Written by Children while Coding: How do these Emerge and Are they Valid Compositions?

Trends in Research on Writing as a Learning Activity

Mediators and Moderators in Individual and Collaborative Writing to Learn

Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions.

Session Notes as a Professionalization Tool for Writing Center Staff: Conducting Discourse Analysis to Determine Training Efficacy and Tutor Growth

Dialog as a Bridge to Argumentative Writing

SHOW MORE ARTICLES

Scaling up Graduate Writing Workshops: From needs assessment to teaching practices

Observing writing processes of struggling adult writers with collaborative writing

Move-step Structures of Literature Ph.D. Theses in the Japanese and UK Higher Education

Training writing skills: A cognitive developmental perspective

The internal structure of university student's keyboard skills

Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature

Book review: Writing for Professional Development - Ortoleva, G., Betrancourt, M., & Billett, S. (Eds.). (2016). Writing for professional development (Studies in Writing, Vol. 32). Leiden/Boston: Brill | ISBN-13 978-90-04-26482-3 | DOI: 10.1163/97890

Book review: Written and Spoken Language Development across the Lifespan

Book presentation: Cislaru, G., & Olive, T. (2018). Le processus de textualisation. Analyse des unites linguistiques de performance ecrite [The textualisation process. Analysis of linguistic units of written performance]. Bruxelles: De Boeck.

Book Review: Deborah Brandt 'The Rise of Writing -Redefining Mass Literacy'

Choices within Constraint: Using SFL Genre Theory to Teach primary-grade ELLs to Write Arguments in Language Arts

Writing to Learn Increases Long-term Memory Consolidation: A Mental-chronometry and Computational-modeling Study of "Epistemic Writing"