Example of Written Communication format
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Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format
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Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format Example of Written Communication format
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Written Communication — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Literature and Literary Theory #3 of 845 down down by 1 rank
Communication #68 of 426 down down by 40 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 67 Published Papers | 210 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 10/07/2020
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Related Journals

open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 0.7
SJR: 0.25
SNIP: 1.245
open access Open Access
recommended Recommended

Elsevier

Quality:  
High
CiteRatio: 2.4
SJR: 0.874
SNIP: 1.672
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.3
SJR: 1.446
SNIP: 1.572
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 0.4
SJR: 0.148
SNIP: 0.482

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

3.1

15% from 2019

CiteRatio for Written Communication from 2016 - 2020
Year Value
2020 3.1
2019 2.7
2018 2.4
2017 3.4
2016 3.7
graph view Graph view
table view Table view

0.784

27% from 2019

SJR for Written Communication from 2016 - 2020
Year Value
2020 0.784
2019 1.076
2018 0.73
2017 1.255
2016 1.099
graph view Graph view
table view Table view

2.005

4% from 2019

SNIP for Written Communication from 2016 - 2020
Year Value
2020 2.005
2019 1.922
2018 0.972
2017 1.428
2016 2.105
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 15% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 27% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 4% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Written Communication

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SAGE

Written Communication

The essential journal for research on the study of writing in all its symbolic forms, Written Communication has a broad and interdisciplinary view of what writing is, how writing gets done, and what writing does in the world. Written Communication's aims and scope encompass a ...... Read More

Literature and Literary Theory

Communication

Arts and Humanities

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Last updated on
10 Jul 2020
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ISSN
0741-0883
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Impact Factor
High - 1.623
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1177/0741088397014004004
Rethinking Genre in School and Society: An Activity Theory Analysis.
David R. Russell1
01 Oct 1997 - Written Communication

Abstract:

This article attempts to expand and elaborate theories of social "context" and formal schooling, to understand the stakes involved in writing. It first sketches ways Russian activity theory in the tradition of A. N. Leont'ev may expand Bakhtinian dialogism, then elaborates the theory in terms of North American genre research,... This article attempts to expand and elaborate theories of social "context" and formal schooling, to understand the stakes involved in writing. It first sketches ways Russian activity theory in the tradition of A. N. Leont'ev may expand Bakhtinian dialogism, then elaborates the theory in terms of North American genre research, with examples drawn from research on writing in the disciplines in higher education. By tracing the relations of disciplinary genre systems to educational genre systems, through the boundary of the classroom genre system, the analyst/reformer can construct a model of the interactions of classroom practices with wider social practices. Activity theory analysis of genre systems may offer a theoretical bridge between the sociology of education and Vygotskian social psychology of classroom interaction, and contribute toward resolving the knotty problem of the relation of macro- and microstructure in literacy research based on various social theories of "context." ***** What makes one conversation more meaningful than another? For either an individual, a dyad, a collective, or even a culture? When three African American students who hope to be doctors some day sit down on one particular day to write a laboratory report in a college cell biology course, what are the stakes involved in those marks on a screen? For the students and their families and their neighborhoods and churches? For the instructor and his university and his profession of biology? For the profession of medicine and its patients and its government regulators? How can a student or teacher or researcher understand the meaningfulnessthe stakesof some (act of) writing. Vygotsky and his immediate successors did not use genre as a category of analysis. But in the last decade, a number of Vygotskian theorists have incorporated into their work various theories of genre. I will propose a synthesis of a number of elements from these theories, drawing most heavily on Charles Bazerman's (1994) analysis of genre as systems of speech acts within an overarching framework of Vygotskian activity theory (Leont'ev, 1981; Engestrom, 1987, 1993). The goal is to move toward a theory of writing useful in analyzing how students and teachers within individual classrooms use the discursive tools of classroom genres to interact (and not interact) with social practices beyond individual classroomsthose of schools, families, peers, disciplines, professions, political movements, unions, corporations, and so on. In other words, I am attempting to expand and elaborate theories of social "context" and formal schooling, to understand the stakes involved in writing. Literacy, Brandt (1990) persuasively argues, is "not the narrow ability to deal with texts but the broader ability to deal with other read more read less

Topics:

Activity theory (56%)56% related to the paper, Social theory (55%)55% related to the paper, Social psychology (sociology) (53%)53% related to the paper, Sociology of Education (52%)52% related to the paper, Discipline (52%)52% related to the paper
684 Citations
Journal Article DOI: 10.1177/0741088304274170
Locating the Semiotic Power of Multimodality
Glynda Hull1, Mark Evan Nelson1
01 Apr 2005 - Written Communication

Abstract:

This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the authors call for a continuing empirical investigation into the roles that digital multimodal texts p... This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the authors call for a continuing empirical investigation into the roles that digital multimodal texts play in real-world contexts, and they offer one example of how such investigations might be approached. Drawing on data from the practice of multimedia digital storytelling, specifically a piece titled “LyfeN-Rhyme,” created by Oakland, California, artist Randy Young (accessible at http:// www.oaklanddusty.org/videos.php), the authors detail the method and results of a finegrained multimodal analysis, revealing semiotic relationships between and among different, copresent modes. It is in these relationships, the authors argue, that the expressive power of multimodality resides. read more read less

Topics:

Multimodality (55%)55% related to the paper, Digital storytelling (52%)52% related to the paper
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656 Citations
Journal Article DOI: 10.1177/0741088393010001002
Metadiscourse in Persuasive Writing A Study of Texts Written by American and Finnish University Students
Avon Crismore1, Raija Markkanen2, Margaret S. Steffensen3
01 Jan 1993 - Written Communication

Abstract:

Metadiscourse refers to writers' discourse about their discourse—their directions for how readers should read, react to, and evaluate what they have written about the subject matter. In this study the authors divided metadiscourse into textual metadiscourse (text markers and interpretive markers) and interpersonal metadiscour... Metadiscourse refers to writers' discourse about their discourse—their directions for how readers should read, react to, and evaluate what they have written about the subject matter. In this study the authors divided metadiscourse into textual metadiscourse (text markers and interpretive markers) and interpersonal metadiscourse (hedges, certainty markers, attributors, attitude markers, and commentary). The purpose was to investigate cultural and gender variations in the use of metadiscourse in the United States and Finland by asking whether U.S. and Finnish writers use the same amounts and types and whether gender makes any difference. The analyses revealed that students in both countries used all categories and subcategories, but that there were some cultural and gender differences in the amounts and types used. Finnish students and male students used more metadiscourse than U.S. students and female students. Students in both countries used much more interpersonal than textual metadiscourse with Finnish ... read more read less

Topics:

Metadiscourse (81%)81% related to the paper, Persuasive writing (53%)53% related to the paper
631 Citations
Journal Article DOI: 10.1177/0741088307313177
Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning
01 Apr 2008 - Written Communication

Abstract:

Frequently writing is now no longer the central mode of representation in learning materials—textbooks, Web-based resources, teacher-produced materials. Still (as well as moving) images are increasingly prominent as carriers of meaning. Uses and forms of writing have undergone profound changes over the last decades, which cal... Frequently writing is now no longer the central mode of representation in learning materials—textbooks, Web-based resources, teacher-produced materials. Still (as well as moving) images are increasingly prominent as carriers of meaning. Uses and forms of writing have undergone profound changes over the last decades, which calls for a social, pedagogical, and semiotic explanation. Two trends mark that history. The digital media, rather than the (text) book, are more and more the site of appearance and distribution of learning resources, and writing is being displaced by image as the central mode for representation. This poses sharp questions about present and future roles and forms of writing. For text, design and principles of composition move into the foreground. Here we sketch a social semiotic account that aims to elucidate such principles and permits consideration of their epistemological as well as social/pedagogic significance. Linking representation with social factors, we put forward terms to expl... read more read less

Topics:

Multimodality (55%)55% related to the paper, Educational technology (51%)51% related to the paper, Digital media (51%)51% related to the paper, Representation (arts) (51%)51% related to the paper, Semiotics (50%)50% related to the paper
View PDF
602 Citations
Journal Article DOI: 10.1177/0741088312451260
Modeling and Remodeling Writing
John R. Hayes1
02 Jul 2012 - Written Communication

Abstract:

In Section 1 of this article, the author discusses the succession of models of adult writing that he and his colleagues have proposed from 1980 to the present. He notes the most important changes that differentiate earlier and later models and discusses reasons for the changes. In Section 2, he describes his recent efforts to... In Section 1 of this article, the author discusses the succession of models of adult writing that he and his colleagues have proposed from 1980 to the present. He notes the most important changes that differentiate earlier and later models and discusses reasons for the changes. In Section 2, he describes his recent efforts to model young children’s expository writing. He proposes three models that constitute an elaboration of Bereiter and Scardamalia’s knowledge-telling model. In Section 3, he describes three running computer programs that simulate the action of the models described in Section 2. read more read less
441 Citations
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SciSpace is a very innovative solution to the formatting problem and existing providers, such as Mendeley or Word did not really evolve in recent years.

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Written Communication format uses SageV citation style.

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Frequently asked questions

1. Can I write Written Communication in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Written Communication guidelines and auto format it.

2. Do you follow the Written Communication guidelines?

Yes, the template is compliant with the Written Communication guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Written Communication?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Written Communication citation style.

4. Can I use the Written Communication templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Written Communication.

5. Can I use a manuscript in Written Communication that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Written Communication that you can download at the end.

6. How long does it usually take you to format my papers in Written Communication?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Written Communication.

7. Where can I find the template for the Written Communication?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Written Communication's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Written Communication's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Written Communication an online tool or is there a desktop version?

SciSpace's Written Communication is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Written Communication?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Written Communication?”

11. What is the output that I would get after using Written Communication?

After writing your paper autoformatting in Written Communication, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Written Communication's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Written Communication?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Written Communication. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Written Communication?

The 5 most common citation types in order of usage for Written Communication are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Written Communication?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Written Communication's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Written Communication in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Written Communication Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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