The language for school writing: Monolingual and EFL writing across contexts
Bibliographic References tagged with The language for school writing: Monolingual and EFL writing across contexts
Not finding what you're looking for? Try using Advanced Search.
Not finding what you're looking for? Try using Advanced Search.
Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The role of cross-disciplinary academic language skills in disciplinary, source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers. Reading and Writing, 33. https://doi.org/10.1007/s11145-019-09942-x (Original work published 2019)
Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The role of cross-disciplinary academic language skills in disciplinary, source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers. Reading and Writing, 33. https://doi.org/10.1007/s11145-019-09942-x (Original work published 2019)
Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing. Reading and Writing, 28. https://doi.org/10.1007/s11145-015-9550-7 (Original work published 2015)
Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing. Reading and Writing, 28. https://doi.org/10.1007/s11145-015-9550-7 (Original work published 2015)
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students. Written Communication, 30(1), 36-62. https://doi.org/10.1177/0741088312469013
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students. Written Communication, 30(1), 36-62. https://doi.org/10.1177/0741088312469013
Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3-17. https://doi.org/10.1016/j.jslw.2016.06.001 (Original work published 2016)
Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3-17. https://doi.org/10.1016/j.jslw.2016.06.001 (Original work published 2016)
Galloway, E., & Uccelli, P. (2018). Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries. Reading and Writing, 32. https://doi.org/10.1007/s11145-018-9880-3 (Original work published 2018)
Galloway, E., & Uccelli, P. (2018). Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries. Reading and Writing, 32. https://doi.org/10.1007/s11145-018-9880-3 (Original work published 2018)
Qin, W., & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics, 139, 22-39. https://doi.org/10.1016/j.pragma.2018.10.004 (Original work published 2019)
Qin, W., & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics, 139, 22-39. https://doi.org/10.1016/j.pragma.2018.10.004 (Original work published 2019)
Uccelli, P., Deng, Z., Galloway, E., & Qin, W. (2019). The Role of Language Skills in Mid-Adolescents’ Science Summaries. Journal of Literacy Research, 51, 1086296X1986020. https://doi.org/10.1177/1086296X19860206 (Original work published 2019)
Uccelli, P., Deng, Z., Galloway, E., & Qin, W. (2019). The Role of Language Skills in Mid-Adolescents’ Science Summaries. Journal of Literacy Research, 51, 1086296X1986020. https://doi.org/10.1177/1086296X19860206 (Original work published 2019)
Qin, W., & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing, 45, 100465. https://doi.org/10.1016/j.asw.2020.100465 (Original work published 2020)
Qin, W., & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing, 45, 100465. https://doi.org/10.1016/j.asw.2020.100465 (Original work published 2020)