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Journal articles on the topic 'Write'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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1

Kittle, Penny. "Writing Giants, Columbine, and the Queen of Route 16 (Vol. 9, No. 1, Sept. 2001)." Voices from the Middle 25, no. 1 (2017): 39–42. http://dx.doi.org/10.58680/vm201729273.

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“I was a writing teacher who didn’t write,” confesses Kittle, as she reflects on her evolution from writing teacher to a teacher who writes. Tragedy inspired her to write, and writing mentors gave her the courage to share her writing with her class. The end of the story is just a beginning: by becoming a writer, by experiencing the process with her students, her teaching was renewed.

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2

Kittle, Penny. "Writing Giants, Columbine, and the Queen of Route 16." Voices from the Middle 9, no. 1 (2001): 8–11. http://dx.doi.org/10.58680/vm20012365.

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I was a writing teacher who didn’t write, confesses Kittle, as she reflects on her evolvement from writing teacher to a teacher who writes. Tragedy inspired her to write, and writing mentors gave her the courage to share her writing with her class. The end of the story is just a beginning: by becoming a writer, by experiencing the process with her students, her teaching was renewed.

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3

Hu, Jingjing, Sihang Yuan, and Xuesong (Andy) Gao. "Students’ Writer Identities and Writing Practice in Tertiary English-Medium Instruction in China." Sustainability 14, no. 22 (2022): 14890. http://dx.doi.org/10.3390/su142214890.

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This study adopts a case study approach to examine how students write in English-medium instruction contexts. It also explores why they write in this way from the perspective of writer identity. Four Chinese university students’ EMI course essays, as well as their interview and stimulated recall responses were collected. The analysis results presented three patterns of writer identity: (1) a member, as an EMI writer, of the academic community as the dominant self; (2) a student writer meeting the course requirements as the dominant self; (3) struggling between the two selves. Having different types of writer identities, the students wrote their EMI course essays in different ways. Their writings presented different features in terms of discoursal choice, language form and format. Suggestions for EMI teaching, EMI teacher training and curricula at the university level are provided.

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4

Jenkins, Marcia W. "Effect of a Computerized Individual Education Program (IEP) Writer on Time Savings and Quality." Journal of Special Education Technology 8, no. 3 (1986): 55–66. http://dx.doi.org/10.1177/016264348700800306.

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This study compared the amount of time 42 special education teachers in the state of Hawaii took to write handwritten and computer-generated Individual Education Programs (IEPS) after 12 hours of training on “IEP Writer,” a word processing method. The subjects were randomly divided into two groups. Group 1 wrote IEPs using their newly learned computer skills and Group 2 wrote IEPs by writing them out by hand. It was hypothesized that the computer method would take significantly less time and the quality of the computer-generated IEP would be significantly higher. Both hypotheses were compared by t-tests. Results showed: 1) The computer group took significantly less time to write their IEPs. 2) The quality of the computer generated IEP was significantly higher than the handwritten IEP.

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5

Kerkman, Dennis D., Kay L. Kellison, Marites F. Piñon, Donna Schmidt, and Sharon Lewis. "The Quiz Game: Writing and Explaining Questions Improve Quiz Scores." Teaching of Psychology 21, no. 2 (1994): 104–6. http://dx.doi.org/10.1207/s15328023top2102_11.

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The quiz game is designed to increase learning by requiring students to write a multiple-choice question on each reading assignment and explain why each response is correct or not. To test the game's effects, one developmental psychology class wrote questions with explanations of each response, whereas another class did not write questions. Both classes took pop quizzes composed of the 10 best questions the experimental class wrote. If more than half of the experimental class missed a question, the question writen received bonus points. The experimental class had significantly higher quiz scores than the control class, even when grade point averages were statistically controlled. The questions' formal correctness predicted quiz scores, but their conceptual quality did not. Perhaps explaining each response elaborated the experimental students' conceptual network, resulting in improved quiz performance.

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6

Trotta, Wayne L. "Book Review: When a Writer Can't Write." Transactional Analysis Journal 16, no. 4 (1986): 250–51. http://dx.doi.org/10.1177/036215378601600408.

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7

Cubelli, Roberto, and Sergio Della Sala. "Write less, write well." Cortex 73 (December 2015): A1—A2. http://dx.doi.org/10.1016/j.cortex.2015.05.008.

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8

Baanders, Bas. "The Writer Who Wrote More than He Meant to Write On Arthur Miller's Broken Glass." Zutot 2, no. 1 (2002): 209–16. http://dx.doi.org/10.1163/187502102788638932.

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9

Fadhilah, Ma’rifatul. "The Effectiveness of Written ‘Peer Review’ Towards English 3 Students’ Writing Skill." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (2017): 61. http://dx.doi.org/10.21580/vjv6i11585.

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<p>The writer conducted this research because the students of the non-English department, FITK UIN Semarang could not write text well. They still wrote text with random way, and they did not understand the social function, the generic structure and the language feature of the text. Using peer review in writing class, the writer intended to improve students' writing especially recount, descriptive, procedure, and cause and effect texts. The had two problems: 1). How is the implementation of ‘peer review' writing for the FITK students of 2014/2015?; 2). How is the writing improvement of FITK students of 2014/2015 after applying ‘peer review’ writing? There are some texts introduced to the FITK students. The students are expected to be able to write text. Through classroom action research implementing peer review, the students’ writing ability had been improved well.</p>

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10

Robinson, Cynthia. "Who Writes for JME? Why Write for JME?" Journal of Museum Education 47, no. 1 (2022): 1–3. http://dx.doi.org/10.1080/10598650.2022.2025740.

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11

Mohammad A. Quayum. "A Writer of Hope, Humour, and Resistance: An Interview with Saad Z. Hossain." Asiatic: IIUM Journal of English Language and Literature 17, no. 2 (2023): 180–91. http://dx.doi.org/10.31436/asiatic.v17i2.3004.

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In this interview, Bangladeshi Anglophone writer Saad Z. Hossain (1979–) addresses several important issues involving his works, worldview, and writing career. First, he explains when he began writing, what inspired him to write, why he chose to write in English, and whom he writes for. He also discusses his writing and reading habits, his favourite authors, how he negotiates between his seemingly opposite interests as a businessman and a writer, and his view of the present state of English writing in Bangladesh. Moreover, Hossain talks about his narrative techniques, how his fiction has evolved over the years, how he works out a plot from his multi-thread narrative, his predilection for characters over plot, and how he compares his experience of writing prose fiction in different forms: novels, novellas, and short stories. Finally, the author reflects on his themes, use of humour, view of Artificial Intelligence (AI), and what he is currently writing.

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12

Thomas, Gary. "Write on or Write-off?" British Journal of Special Education 21, no. 1 (2007): 12. http://dx.doi.org/10.1111/j.1467-8578.1994.tb00072.x.

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13

Yaffe, Philip. "First write like you speak, then write like you write." Ubiquity 2018, April (2018): 1–13. http://dx.doi.org/10.1145/3209658.

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14

Doekemeijer, Krijn, Zebin Ren, Nick Tehrany, and Animesh Trivedi. "ZWAL: RethinkingWrite-ahead Logs for ZNS SSDs with Zone Appends." ACM SIGOPS Operating Systems Review 58, no. 1 (2024): 53–60. http://dx.doi.org/10.1145/3689051.3689060.

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KV-stores are extensively used databases that require performance stability. Zoned Namespace (ZNS) is an emerging interface for flash storage devices that provides such stability. Due to their sequential write access patterns, LSM trees, ubiquitous data structures in KV stores, present a natural fit for the append-only ZNS interface. However, LSM-trees achieve limited write throughput on ZNS. This limitation is because the largest portion of LSM-tree writes are small writes for the write-ahead log (WAL) component of LSMtrees, and ZNS has limited performance for small write I/O. The ZNS-specific zone append operation presents a solution, enhancing the throughput of small sequential writes. Still, zone appends are challenging to utilize inWALs. The storage device is allowed to reorder the data of zone appends, which is not supported by WAL recovery. Therefore, we need to change the WAL design to support such reordering.

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15

Wong, Victoria S. S. "Write." Academic Medicine 85, no. 11 (2010): 1724. http://dx.doi.org/10.1097/acm.0b013e3181f52ddb.

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16

Derricotte, Toi. "Write." Callaloo 37, no. 3 (2014): 511. http://dx.doi.org/10.1353/cal.2014.0082.

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17

Jaffe, Nick. "Write." Teaching Artist Journal 12, no. 4 (2014): 261–63. http://dx.doi.org/10.1080/15411796.2014.936784.

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18

Campbell, Margaret. "To Write or Not to Write." Journal of British Music Therapy 3, no. 2 (1989): 24–26. http://dx.doi.org/10.1177/135945758900300205.

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19

PENROSE, ANN M. "To Write or Not to Write." Written Communication 9, no. 4 (1992): 465–500. http://dx.doi.org/10.1177/0741088392009004002.

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20

Wu, Zhi Hao. "A Log-Structured File System Based on LevelDB." Applied Mechanics and Materials 602-605 (August 2014): 3481–84. http://dx.doi.org/10.4028/www.scientific.net/amm.602-605.3481.

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Traditional file systems have some shortages in storing small files, such as randomness of data layout, waste of disk space and lack of inode resources. In this thesis, a log-structured file system named LevelFS based on LevelDB is presented. By setting the write buffer, it can make disk randomized writes of small files into disk sequential writes, and reduce the distance of related data, so as to improve the read and write performance of file system. Experiments show that LevelFS can greatly improve read and write performance of small files without affect the large ones.

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21

Susnelly, Susnelly. "PENINGKATAN KETERAMPILAN MENULIS TEKS ANEKDOT DAN PRESTASI BELAJAR BAHASA INDONESIA DENGAN METODE INKUIRI PESERTA DIDIK KELAS X IPA 1 SMAN 3 METRO." Ksatra: Jurnal Kajian Bahasa dan Sastra 2, no. 2 (2021): 197–208. http://dx.doi.org/10.52217/ksatra.v2i2.762.

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Research purpose descriptive writes environment anekdot tex by metohde inquiry students X IPA 1 SMA 3 Metro. Methode observation, documents, and interview. Tecniqe of data tes and non tes. Enhancement skill write tex anekdot praciclus I total presentase 47,38%, and learning achievement praciclus 46 to cyclus I or 66, increased 20%. Cyclus II enhancement skill write tex anekdot or 97,68%, increased as 50,30%, and learning achievement 75, increased 9%. Cyclus III enhancement skill write tex anekdot 65,69%, increased 31,99%, and learning achievement 85, increased 10%. Conclusion inquiry method to enhancement skill write tex anekdot increased of significant from pracyclus, cyclus I, cyclus II and cyclus III, especially write tex anekdot.

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22

Srivastava, Ranjana. "Reflection of a Physician-Writer: On Why I Write." Journal of Clinical Ethics 30, no. 1 (2019): 46–48. http://dx.doi.org/10.1086/jce2019301046.

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23

Septafi, Gesita. "Analisis Kemampuan Menulis Artikel Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar Angkatan 2019." Educational Technology Journal 1, no. 2 (2021): 1–16. http://dx.doi.org/10.26740/etj.v1n2.p1-16.

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As a student who will prepare for a final project, it is necessary to strengthen and write scientific papers, as a novice writer, students are given a test to make individual scientific articles. This writer aims to analyze 1) the ability of students to write systematic scientific articles, 2) the ability of students to write the contents of scientific articles according to the systematics, and 3) the ability to use Indonesian spelling in writing scientific articles. The research approach is descriptive qualitative. The data source is PGSD students at State University of Malang batch 2019. The data is the result of student work, namely writing scientific articles. The data collection technique in this research is a test. The data analysis technique used is the Miles and Huberman model. The steps are, data reduction, data presentation, and drawing conclusions. The results of the first research, the ability to write systematic scientific articles. 30 students or 86% categorized as being able to write systematic scientific articles. The rest, 5 students or 14% are categorized as needing guidance. Second, the ability of students to write the contents of scientific articles. Students are categorized as good because more than 75% can write. 25% of students are categorized as needing guidance. Third, the ability to use Indonesian spelling. There are errors, because students do not read scientific papers, so that knowledge of the use of Indonesian spelling is still relatively lacking.

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24

Suminar, Ratna Prasasti, and Giska Putri. "The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 300. http://dx.doi.org/10.33603/perspective.v2i2.1666.

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This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning. Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or dialogue with it self after reading process. Then talk and share ideas (sharing) with friend before writing. One group consist of 4-6 students, in this group of students requested making notes, explaining, listening and sharing ideas with friends and express them through writing. The problem of the research is “To find out the effectiveness TTW (ThinkTalk-Write) strategy in teaching writing descriptive text?” The population in the research is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of the second grade students as the sample from this research which were divided into two groups; experimental group (7AB) and control group (7CD). The instruments of collecting data are tests; pre-test and post-test. To analyze of data, the writer used a quasiexperimental design. The writer gave writing test to gather the data. There were pre-test and post-test. The formula that was used analyze the data was t-test. It was used to determine whether there was significance difference between students’ score in experimental group and control group.

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25

Amiladini, Rahmi, Lisa Tavriyanti, and Yandri Yandri. "An analysis of the third year english students` ability of fkip bung hatta university to write A cause and effect essay." International Journal of Educational Dynamics 2, no. 1 (2020): 124–33. http://dx.doi.org/10.24036/ijeds.v2i1.240.

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This research has attempted to describe the ability of the third year English students` ability of FKIP Bung Hatta University to write a cause and effect essay. The design of this research was descriptive. The numbers of population of this research were 122 students. The writer used cluster random sampling technique to determine the sample since the students were separated into four classes (A, B, C, and D). The writer chose one class as a sample of this research. Class B was decided to be the sample of this research. The numbers of this class were 20 students. The writer used writing essay test to collect data. Generally, the result of data analyzing the data showed that the ability of FKIP Bung Hatta University of the third year English students to write a cause and effect essay was moderate. It could be seen that 20% students had high ability, 70% had moderate ability, and 10% had low ability. Finally, based on the result above, the writer suggests the teachers to give more knowledge, explanation, practice in order to help students to improve their ability to write cause and effect essay. And students should do a lot of practices in order to improve their ability to write cause and effect essay.

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26

Donovan, Stephen K. "Cheryl St. John. Write Smart, Write Happy." Journal of Scholarly Publishing 50, no. 4 (2019): 283–86. http://dx.doi.org/10.3138/jsp.50.4.05.

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27

Yaffe, Philip. "Don't write short texts, write concise ones." Ubiquity 2019, November (2019): 1–7. http://dx.doi.org/10.1145/3372794.

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28

Vogel, Lukas, Alexander van Renen, Satoshi Imamura, Jana Giceva, Thomas Neumann, and Alfons Kemper. "Plush." Proceedings of the VLDB Endowment 15, no. 11 (2022): 2895–907. http://dx.doi.org/10.14778/3551793.3551839.

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Persistent memory (PMem) promised DRAM-like performance, byte addressability, and the persistency guarantees of conventional block storage. With the release of Intel Optane DCPMM, those expectations were dampened. While its write latency competes with DRAM, its read latency, write endurance, and especially bandwidth fall behind by up to an order of magnitude. Established PMem index structures mostly focus on lookups and cannot leverage PMem's low write latency. For inserts, DRAM-optimized index structures are still an order of magnitude faster than their PMem counterparts despite the similar write latency. We identify the combination of PMem's low write bandwidth and the existing solutions' high media write amplification as the culprit. We present Plush, a write-optimized, hybrid hash table for PMem with support for variable-length keys and values. It minimizes media write and read amplification while exploiting PMem's unique advantages, namely its low write latency and full bandwidth even for small reads and writes. On a 24-core server with 768 GB of Intel Optane DPCMM, Plush outperforms state-of-the-art PMem-optimized hash tables by up to 2.44X for inserts while only using a tiny amount of DRAM. It achieves this speedup by reducing write amplification by 80%. For lookups, its throughput is similar to that of established PMem-optimized tree-like index structures.

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29

Luce-Kapler, Rebecca. "Fragments to Fractals: The Subjunctive Spaces of E-Literature." E-Learning and Digital Media 4, no. 3 (2007): 256–65. http://dx.doi.org/10.2304/elea.2007.4.3.256.

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This article chronicles the experience of two writers working in digital technologies to write fiction. One writer, the author of the article, describes how her experience writing with the software Storyspace influenced her writing of print fiction, changing her processes and challenging her notions of genre. The other writer, a 16-year-old secondary student, also wrote with Storyspace. While she did not find the form as challenging as the first writer, she followed similar processes of creation. The author compares the possibilities of digital and print text writing and suggests that there are different potentials. She also suggests that moving from a metaphor of fragments to fractals when thinking of hypertext writing may be a productive way to consider digital literary work.

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30

DIBAKAR. "OF GLAMOUR AND WISDOM." EPH - International Journal of Applied Science 1, no. 1 (2015): 14–16. http://dx.doi.org/10.53555/eijas.v1i1.6.

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Creative writing is based more on manifestation rather than on expression. It does not inform rather it reveals, so it bears no reference. The present article is the outcome of creative writing meant for lay readers. As such free style is the methodology adopted so that the pleasure of reading can be enjoyed by the common people. As you know well that Francis Bacon (1561-1626), the immortal writer, wrote many essays, and notably “Of Love”, “Of Friendship”, “Of Ambition”, “Of Studies”, etc. The myriad-minded genius rightly pointed out that all the words of the dictionary can be the themes of essays one can write. But little has been done, in this regard since his death, in order to finish his unfinished monumental works. In fact Bacon's way of presentation and his unique style kindled imagination and inspired me to write essays, in the light of creative writing, thus to get relief through catharsis.

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31

Livesey, Margot. "The Letter Writer." Colorado Review 51, no. 3 (2024): 11–27. http://dx.doi.org/10.1353/col.2024.a944014.

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Abstract: “The Letter Writer” is about a young man living in Glasgow, Scotland, in 1911, whose sweetheart has recently emigrated with her family to Brisbane, Australia. Jim is so bereft that he cannot bear even to write to Barbara, but his landlady’s son intervenes. Eventually he is able to write his own letter.

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32

Rooksby, Emma. "Moral Theory in the Fiction of Isabelle de Charrière: The Case of Three Women." Hypatia 20, no. 1 (2005): 1–20. http://dx.doi.org/10.1111/j.1527-2001.2005.tb00371.x.

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Not all those who write philosophy are recognized as philosophers. In this paper I argue that Dutch writer Isabelle de Charrière, usually known as a novelist, is actually engaged in doing moral philosophy. In the second half of the eighteenth century, Charrière wrote novels about characters who endorsed moral theories and commitments. Her novels track the dilemmas that these characters face in trying to live according their moral theories and commitments. I consider the case for treating fiction as philosophically valuable, and argue that Charrière's novels fall into the category of philosophically valuable fiction.

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33

Brooks, John O., Leah Friedman, and Jerome A. Yesavage. "Use of an External Mnemonic to Augment the Efficacy of an Internal Mnemonic in Older Adults." International Psychogeriatrics 15, no. 1 (2003): 59–67. http://dx.doi.org/10.1017/s1041610203008755.

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Objectives: To evaluate the impact of external memory devices on the efficacy of a package of internal mnemonic techniques. Participants wrote two types of lists during the study phase: (a) a list of study words and/or (b) a loci list. At recall, participants were not allowed to refer to either of the lists they had written during the study. Design: 2 × 2 factorial with writing study words (“write” or “not write”) and writing down a previously established loci list (“write” or “not write”) manipulated as between-participants variables. Participants: 68 community-dwelling adults 55 years of age and older who wished to improve their memory. Measurements: Free word recall. Results: There were statistically significant effects of writing the loci list, but not of writing the list of study words. Scores were higher when participants wrote the loci lists compared to when they did not. Conclusions: Use of external mnemonics may enhance the efficacy of internal mnemonics, even when the external mnemonic is not used at the time of recall.

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34

Aryani, Aryani. "Peningkatan Kemampuan Menulis Karangan Dekripsi Dengan Menggunakan Media Gambar." Jurnal Konseling dan Pendidikan 4, no. 3 (2016): 29. http://dx.doi.org/10.29210/19100.

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Writing is a processof delivering ideas and messages, feelings and information to the readers through creative process and this activity needs knowledge and skill, so the readers can easily and clearly undertand the ideas or messages of the writer. One of writng texts is descriptive text which describes about something. There are some factors which make the writer can not deliver and write his or her ideas about describing something. This condition is caused by the media which is used by the teacher in the classroom is not interesting and cannot motivate the students to write descriptive text. This research is about increasing students’ability in writing descriptive text by using pictures By using pictures, the students can be motivated to write and to deliver their ideas to descrite something well.

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Werderich, Donna E., Michael Manderino, and Gabriella Godinez. "Leveraging Digital Mentor Texts to Write Like a Digital Writer." Journal of Adolescent & Adult Literacy 60, no. 5 (2016): 537–46. http://dx.doi.org/10.1002/jaal.584.

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36

Frenanto, Allan, Fatqurhohman Fatqurhohman, and Rohmad Wahid Rhomdani. "Identification of HOTS Problem Solving Ability of High School Students Using Two Tier Diagnostic." Journal of Education and Learning Mathematics Research (JELMaR) 4, no. 2 (2023): 120–26. http://dx.doi.org/10.37303/jelmar.v4i2.115.

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The purpose of this study is to describe HOTS problem solving skills for high school students through the use of the 2nd Tier Diagnostic. The research is conducted using the descriptive qualitative method. SMAN Balung MIPA 4 Research subjects at Jember Regency Data Collection Techniques in the form of Written Test Questions and Semi-Structured Interviews Data on Problem Solving Skills using 5 Stages Krulick & Rudnick Stages Read and Think, Explore and plan, select a strategy, Find and Answer, Reflect and Extend. The Two Tier Diagnosis Method is composed of two stages. First, students write down how they get the answers, and second, they write down the reasons why they choose that method. The study showed that students with high mathematical problems solving skills were able to write mathematical symbols well, even write answers consistently, and write the final solution along with the question. Students with moderate abilities were unable to write the mathematical symbols well, and even wrote the stages of completion incorrectly, resulting in the majority of the final answers being wrong.

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37

Gordon, Ariel, and Brenda Schmidt. "Excerpt from Siteseeing." Canada and Beyond: A Journal of Canadian Literary and Cultural Studies 12 (October 20, 2023): 173–74. http://dx.doi.org/10.14201/candb.v12i173-174.

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Between February 2021 and March 2022, Ariel Gordon and Brenda Schmidt wrote a collaborative poetry manuscript, formatted like a call and response. Ariel intended to write about urban Manitoba, the city and its trees, and Brenda was to write about rural Saskatchewan and birds. Over the course of the year, the matter of place took over and the intentions branched and flew apart. They both wrote birds and trees but also moose and mushrooms, pronghorns and wild turkeys, and people making their way through it all. They wrote climate as it was manifested in drought-stressed trees and stunted crops covered in grasshoppers, in wildfires and wildfire smoke hanging over the prairies. They wrote home as they found it.

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38

Stewart, David R., and Ronald W. Crown. "Why Write?" Theological Librarianship 3, no. 1 (2010): iii. http://dx.doi.org/10.31046/tl.v3i1.147.

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39

Davies, Sarah. "Write on." Early Years Educator 22, no. 10 (2021): S4—S5. http://dx.doi.org/10.12968/eyed.2021.22.10.s4.

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40

Smith, Angela. "Write B24!" South African Medical Journal 100, no. 3 (2010): 133. http://dx.doi.org/10.7196/samj.4005.

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41

Leijen, Djuddah, and Anna Wärnsby. "NB!Write." Educare - vetenskapliga skrifter, no. 1 (September 28, 2021): 1–8. http://dx.doi.org/10.24834/educare.2021.1.1.

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This position paper takes the dichotomy between the unified context for teaching writing and writing research in North America and the diversified contexts for writing in Europe as its point of departure to outline several challenges such diversification in Europe may present to students and staff in higher education. The paper further argues for the need of unifying initiatives and describes the rationale for NB!Write, The Nordic and Baltic Network for Writing in Higher Education and outlines the goals of this initiative. The network strives to determine how the Nordic and Baltic institutional, national, and cultural contexts may help find possible answers to common pedagogical questions and develop sustainable solutions for writing support.

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42

Rasinski, Timothy, and Nancy Padak. "Write Soon!" Reading Teacher 62, no. 7 (2009): 618–20. http://dx.doi.org/10.1598/rt.62.7.9.

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43

Derrida, Jacques. "« Write on »." Lignes 47, no. 2 (2015): 99. http://dx.doi.org/10.3917/lignes.047.0099.

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Hanson, Shirley M. H. "Write on." American Journal of Nursing 88, no. 4 (1988): 482. http://dx.doi.org/10.2307/3426014.

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Aronson, J. K. "Write on." British Journal of Clinical Pharmacology 59, no. 2 (2005): 141–42. http://dx.doi.org/10.1111/j.1365-2125.2005.02375.x.

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LEVINE, NICOLLE. "Write Away." British Journal of Learning Disabilities 23, no. 4 (1995): 172. http://dx.doi.org/10.1111/j.1468-3156.1995.tb00191.x.

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Gennaro, Susan. "Why Write?" Journal of Nursing Scholarship 48, no. 2 (2016): 117. http://dx.doi.org/10.1111/jnu.12200.

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Roberts, Laura Weiss, and John Coverdale. "Why Write?" Academic Medicine 95, no. 2 (2020): 169–71. http://dx.doi.org/10.1097/acm.0000000000003072.

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Bindon, Susan L. "Write On." Journal for Nurses in Professional Development 34, no. 2 (2018): 53. http://dx.doi.org/10.1097/nnd.0000000000000429.

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Charnsamorn, Chapkit. "Write on!" Physics Teacher 38, no. 5 (2000): 259. http://dx.doi.org/10.1119/1.880522.

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