Written Communication

Papers
(The TQCC of Written Communication is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
ArticleCitations
Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework46
Technical Standards and a Theory of Writing as Infrastructure18
Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course15
Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing14
Virtual Reality and Embodiment in Multimodal Meaning Making13
Exploring Revisions in Academic Text: Closing the Gap Between Process and Product Approaches in Digital Writing12
A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms11
Dead Reckoning: A Framework for Analyzing Positionality Statements in Ethnographic Research Reporting7
Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education7
Time, the Written Record, and Professional Practice: The Case of Contemporary Social Work7
A Product- and Process-Oriented Tagset for Revisions in Writing7
How to Build a Supercomputer: U.S. Research Infrastructure and the Documents That Mitigate the Uncertainties of Big Science7
Gig Expectations: Literacy Practices, Events, and Texts in the Gig Economy6
The Opioid Epidemic and the Pursuit of Moral Medicine: A Computational-Rhetorical Analysis6
Are Two Voices Better Than One? Comparing Aspects of Text Quality and Authorial Voice in Paired and Independent L2 Writing6
Restorying With the Ancestors: Historically Rooted Speculative Composing Practices and Alternative Rhetorics of Queer Futurity6
Writing With Data: A Study of Coding on a Data-Journalism Team6
Writing Toward a Decolonial Option: A Bilingual Student’s Multimodal Composing as a Site of Translingual Activism and Justice6
Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering6
Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School6
Changes in Research Abstracts: Past Tense, Third Person, Passive, and Negatives5
Historical Argumentation: Watching Historians and Teaching Youth5
Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing5
Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts4
Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations4
Embodied Genres, Typified Performances, and the Engineering Design Process4
The Construction of Value in Science Research Articles: A Quantitative Study of Topoi Used in Introductions4
“God’s Absence During Trauma Took Its Toll”: Dialogic Tracing of Literate Activity and Lifespan Trajectories of Semiotic (Un)becoming4
Wreading on Online Literature Platforms4
Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments4
Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofreading of Student Writing4
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