Ghent University Academic Bibliography

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- Journal Article
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The journey through disruptive loss and transformational gain : a co-creative single case study on writing and publishing after psychosis

Emma Brijs (UGent) , Diederik Walravens, Liesbeth Taels (UGent) and Stijn Vanheule (UGent)

(2025) PHILOSOPHY ETHICS AND HUMANITIES IN MEDICINE. 20(1).
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Exploring writing and publishing as sinthomatic practices in the process of recovery after episodes of psychosis.

Emma Brijs (UGent) , Peter Tomlinson (UGent) , Ingrid Lammerant, Sven Unik-ID, Leen Verhaert (UGent) , Jerry Allon, Rob Sips, Wouter Kusters and Stijn Vanheule (UGent)

(2025) PSYCHOANALYTIC PSYCHOLOGY.
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Can novice teachers detect AI-generated texts in EFL writing?

Vanessa De Wilde (UGent)

(2024) ELT JOURNAL. 78(4). p.414-422
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Recovered or not recovered? A first person narrative case for non‐abstinent recovery

Peter Tomlinson (UGent)

(2024) JOURNAL OF PSYCHIATRIC AND MENTAL HEALTH NURSING. 32(2). p.384-388
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- Journal Article
- A2
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Language processing units are not equivalent to sentences : evidence from writing tasks in typical and dyslexic children

Georgeta Cislaru, Quentin Feltgen (UGent) , Elie Khoury, Richard Delorme and Maria Pia Bucci

(2024) LANGUAGES. 9(5).
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Klerken en clergie ten tijde van Jan van Boendale : een context

Joris Reynaert (UGent)

(2023) QUEESTE. 30(2). p.113-156
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- Journal Article
- A2
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Tipologías textuales, géneros discursivos y procesos cognitivos en tareas de escritura de Lengua Castellana y Literatura (4º de ESO) : ¿cómo integran los libros de texto el currículo oficial?

Sara González Berrio and Nausica Marcos Miguel (UGent)

(2023) DIDACTICA-LENGUA Y LITERATURA. 35. p.27-41
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Writing motivation profiles and their association with writing performance : a person-centered approach

Ana Camacho, Fien De Smedt (UGent) , Rui Maio, Joana Cadima, Hilde Van Keer (UGent) and Rui A. Alves

(2023) TOPICS IN LANGUAGE DISORDERS. 43(2). p.169-186
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- Book Chapter
Assessing L2 English skills in an online environment : what can this look like and how to assess L2 English writing skills?

Vanessa De Wilde (UGent) , Geert De Meyer and Pedro De Bruyckere

(2023) Optimizing online English language learning and teaching. In English Language Education 31. p.317-336
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Comparing the cognate effect in spoken and written second language word production

Merel Muylle (UGent) , Eva Van Assche and Robert Hartsuiker (UGent)

(2022) BILINGUALISM-LANGUAGE AND COGNITION. 25(1). p.93-107

Academic Bibliography

The journey through disruptive loss and transformational gain : a co-creative single case study on writing and publishing after psychosis

Exploring writing and publishing as sinthomatic practices in the process of recovery after episodes of psychosis.

Can novice teachers detect AI-generated texts in EFL writing?

Recovered or not recovered? A first person narrative case for non‐abstinent recovery

Language processing units are not equivalent to sentences : evidence from writing tasks in typical and dyslexic children

Klerken en clergie ten tijde van Jan van Boendale : een context

Tipologías textuales, géneros discursivos y procesos cognitivos en tareas de escritura de Lengua Castellana y Literatura (4º de ESO) : ¿cómo integran los libros de texto el currículo oficial?

Writing motivation profiles and their association with writing performance : a person-centered approach

Assessing L2 English skills in an online environment : what can this look like and how to assess L2 English writing skills?

Comparing the cognate effect in spoken and written second language word production

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