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FACTORS RELATING TO EFL WRITERS' DISCOURSE LEVEL REVISION SKILLS'
16 references·0 citing·42 second hop
FACTORS RELATING TO EFL WRITERS' DISCOURSE LEVEL REVISION SKILLS' (2001)FACTORS RELATING TO EFL WRITERS' DISCOURS…Cohesion in English (2014)Cohesion in EnglishTeacher response to student writing: focus on form versus content (2012)Teacher response to student w…L1 composition theories: implications for developing theories of L2 composition (2012)L1 composition theories: impl…Building models of adult second-language writing instruction (2000)Building models of adult seco…The Influence of Teacher Commentary on Student Revision (1997)The Influence of Teacher Comm…Verbal reports of Japanese novices' research writing practices in English (1996)Verbal reports of Japanese no…Explanatory Variables for EFL Students' Expository Writing (1996)Explanatory Variables for EFL…A new framework for understanding cognition and affect in writing. (1996)A new framework for understan…Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content (1995)Analyzing Talk in ESL Peer Re…The implications of cognitive models in L1 and L2 writing (1993)The implications of cognitive…Second Language Writing. Research Insights for the Classroom. (1990)Second Language Writing. Rese…Managing the Complexity of Revising across Languages (1990)Managing the Complexity of Re…Writing Expertise and Second‐Language Proficiency* (1989)Writing Expertise and Second‐…Detection, Diagnosis, and the Strategies of Revision (1986)Detection, Diagnosis, and the…A Cognitive Process Theory of Writing (1981)A Cognitive Process Theory of…The Effects of Between-draft Teacher Evaluation Versus Student Self-evaluation on High School Students’ Revising of Rough Drafts (1979)The Effects of Between-draft …Writer-Based Prose: A Cognitive Basis for Problems in Writing (1979)The Cognition of Discovery: Defining a Rhetorical Problem (1980)SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE (2003)Inventing the University (2005)The nature of feedback: how different types of peer feedback affect writing performance (2008)Content Analysis: An Introduction to its Methodology. (1984)Literacy in Theory and Practice (1987)Vygotskian Approaches to Second Language Research (1994)Using peer review with Chinese ESL student writers (2005)The nature, reception, and use of online peer feedback in higher education (2008)Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? (2009)Responding to Student Writing (1985)Toward an Understanding of the Distinct Nature of L2 Writing: The ESL Research and Its Implications (1993)The Case Against Grammar Correction in L2 Writing Classes (1996)From monologue to dialogue: improving written feedback processes in mass higher education (2010)Principles and Practice in Second Language Acquisition (1983)Frames of Mind: The Theory of Multiple Intelligences (1984)Understanding second language acquisition (1985)Out of the Woods: Emerging Traditions in the Teaching of Writing (1991)Reexamining the affective advantage of peer feedback in the ESL writing class (1995)Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students (1996)Testing Esl Composition: A Practical Approach (1981)Fundamental Considerations in Language Testing (1991)First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge (2003)Toward critical contrastive rhetoric (2004)Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence (2011)An Introduction to Second Language Acquisition Research (2014)Two Feedback Types: Do They Make A Difference? (1992)Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners (1994)A reflection on ‘the language learning potential’ of written CF (2012)Do Secondary L2 Writers Benefit from Peer Comments? (2000)Language Testing and Validation (2005)Synthesizing Research on Language Learning and Teaching (2006)Talking science: language, learning, and values (1991)Constructing inferences during narrative text comprehension. (1994)Understanding and sharing intentions: The origins of cultural cognition (2005)Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. (2006)Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (2018)The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018)The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004)A meta-analysis of writing instruction for adolescent students. (2007)Modeling and Remodeling Writing (2012)
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References

  • 2014Cohesion in English7,368 cited
  • 1981A Cognitive Process Theory of Writing3,657 cited
  • 1996A new framework for understanding cognition and affect in writing.1,459 cited
  • 1990Second Language Writing. Research Insights for the Classroom.656 cited
  • 1989Writing Expertise and Second‐Language Proficiency*641 cited
  • 1997The Influence of Teacher Commentary on Student Revision612 cited
  • 2012Teacher response to student writing: focus on form versus content454 cited
  • 1986Detection, Diagnosis, and the Strategies of Revision384 cited
  • 1996Explanatory Variables for EFL Students' Expository Writing308 cited
  • 1995Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content235 cited
  • 1990Managing the Complexity of Revising across Languages157 cited
  • 2012L1 composition theories: implications for developing theories of L2 composition114 cited
  • 2000Building models of adult second-language writing instruction102 cited
  • 1996Verbal reports of Japanese novices' research writing practices in English94 cited
  • 1979The Effects of Between-draft Teacher Evaluation Versus Student Self-evaluation on High School Students’ Revising of Rough Drafts

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88 cited
  • 1993The implications of cognitive models in L1 and L2 writing65 cited
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