| Do goals affect the structure of students’ argumentative writing strategies? RP Ferretti, WE Lewis, S Andrews-Weckerly Journal of Educational Psychology 101 (3), 577, 2009 | 254 | 2009 |
| Beyond Writing Next: A Discussion of Writing Research and Instructional Uncertainty D Coker, W LEWIS Harvard Educational Review 78 (1), 231-251, 2008 | 151 | 2008 |
| Best practices in teaching argumentative writing RP Ferretti, WE Lewis Best practices in writing instruction, 113-140, 2013 | 114 | 2013 |
| Improving the argumentative writing of students with learning disabilities: Descriptive and normative considerations RP Ferretti, S Andrews-Weckerly, WE Lewis Reading & Writing Quarterly 23 (3), 267-285, 2007 | 95 | 2007 |
| Argumentative writing RP Ferretti, WE Lewis Best practices in writing instruction 135, 2018 | 87 | 2018 |
| Building background knowledge through reading: Rethinking text sets SM Lupo, JZ Strong, W Lewis, S Walpole, MC McKenna Journal of Adolescent & Adult Literacy 61 (4), 433-444, 2018 | 71 | 2018 |
| Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students’ analytic literary essays WE Lewis, RP Ferretti Contemporary Educational Psychology 36 (4), 334-354, 2011 | 56 | 2011 |
| Bridges to better writing L Nazario, D Borchers, W Lewis Cengage Learning, 2012 | 47 | 2012 |
| Defending interpretations of literary texts: The effects of topoi instruction on the literary arguments of high school students WE Lewis, RP Ferretti Reading & writing quarterly 25 (4), 250-270, 2009 | 37 | 2009 |
| Cracking the common core: Choosing and using texts in grades 6-12 WE Lewis, S Walpole, MC McKenna Guilford Publications, 2014 | 31 | 2014 |
| Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing RP Ferretti, WE Lewis Reading and Writing 32, 1411-1430, 2019 | 29 | 2019 |
| Building bridges: A cross-disciplinary peer-coaching self-study C Hohensee, WE Lewis Studying Teacher Education 15 (2), 98-117, 2019 | 15 | 2019 |
| Length of textual response as a construct‐irrelevant response strategy: The case of shell language II Bejar, W VanWinkle, N Madnani, W Lewis, M Steier ETS Research Report Series 2013 (1), i-39, 2013 | 14 | 2013 |
| Literacy instruction with disciplinary texts WE Lewis, JZ Strong Guilford Publications, 2020 | 7 | 2020 |
| Below the Surface Level of Social Justice: Using Quad Text Sets to Plan Equity-Oriented Instruction. W Lewis, JE Flynn ALAN Review 45 (1), 2017 | 7 | 2017 |
| Designing your own text sets: A four-text framework to build content knowledge in content area classrooms WE Lewis, S Walpole International Literacy Today, 30-31, 2016 | 7* | 2016 |
| Cracking the common core WE Lewis, S Walpole Guilford Publications, 2013 | 7 | 2013 |
| Multimodal composition in teacher education: From consumers to producers JE Flynn, W Lewis Essentials of Teaching and Integrating Visual and Media Literacy …, 2015 | 4 | 2015 |
| The effects of genre-specific planning and topoi instruction on the analytical literary arguments of high school students WE Lewis University of Delaware, 2008 | 4 | 2008 |
| Introduction: the enduring appeal of cliffsnotes in two parts RL Hampel, WE Lewis Curriculum and Teaching Dialogue 21 (1/2), 99-161, 2019 | 1 | 2019 |
Sharon WalpoleUniversity of DelawareBestätigte E-Mail-Adresse bei udel.edu
