Vol. 12 No. 3 (2021)

Articles

• Building, emptying out, or dreaming?
 Action structures and space in undergraduates’ metaphors of academic writing

  Ingrid Scharlau, Andrea Karsten, Katharina Rohlfing

  493-529

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  • Abstract

• The affect and effect of asynchronous written feedback comments on the peer feedback process: An ethnographic case-study approach within one L2 English doctorate writing group

  Roger Yallop, Piia Taremaa, Djuddah Leijen

  531-600

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• The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes

  Katherine Landau Wright, Tracey S. Hodges, Esther Enright, Jadelyn Abbott

  601-623

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• How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities

  Robert J. Thompson Jr. , Solaire A. Finkenstaedt-Quinn, Ginger V. Shultz, Anne Ruggles Gere, Lorrie Schmid, Jason E. Dowd, Menna Mburi, Leslie A. Schiff, Pamela Flash, Julie A. Reynolds

  625-656

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• The role of achievement goal orientations in the relationships between high school students’ anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing

  Narmada Paul, Tzu-Jung Lin, Seung Yon Ha, Jing Chen, George E. Newell

  657-684

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  • Abstract