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Evaluating the impact of errors made by English language learners on a high-stakes, holistically scored writing assessmentHolling, Jennifer Christa 28 August 2008 (has links)
Not available / text
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The rhetoric of self-promotion in personal statementsBrown, Robert Moren 28 August 2008 (has links)
Not available / text
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Fostering process approach to Chinese writing through cognitive strategy instructionChan, Ting-man, Samuel., 陳定文. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
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An investigation to establish whether specific prewriting activities have any effect on the content and organisation of the writtenproductAdams, Sharon Mary. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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The effectiveness of genre approach to teaching expository writing to junior-secondary school students =Lo, Yim-mei., 盧艷媚. January 2004 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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DEVELOPMENT OF COMPOSITION SKILLS IN THE UNIVERSITY OF ARIZONA MODEL FRESHMAN COMPOSITION PROGRAMFadala, Sam, 1939- January 1974 (has links)
No description available.
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THE EFFECTS OF THREE DIFFERENT STIMULI ON THIRD-GRADE AND FIFTH-GRADE WRITTEN COMPOSITIONUehara, Betty Kimiko, 1926- January 1974 (has links)
No description available.
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Dialogue journals: Students' risk taking on content and formIventosch, Mieko Shimizu, 1956- January 1988 (has links)
This research, based on Halliday's functional concepts, examined students language use in a communicative event, dialogue journals, in a Japanese as a foreign language setting. Holistic evaluation and precise analysis of Japanese particles were used to study the relationship between students' attempts to express content, their attempts to use linguistic forms, and the success of those attempts. The main finding is that increasing attempts, both qualitatively and quantitatively, on content and form, enhanced meaning-making ability in Japanese; however, overly high risk-taking on content at first inhibited success, leading to writer's block. More accomplished students were able to adjust their content to their linguistic ability at first, but to increase their risk-taking on both factors over time. Precise analysis further revealed students' hypotheses making in using Japanese particles. The findings suggest that both teachers' linguistic and strategic guidance in their responses and their attention to content are crucial.
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Shortcomings in the written English of Spanish-American ninth- grade pupils in the schools of Tucson, ArizonaMitchell, Frederic Francis, 1917- January 1942 (has links)
No description available.
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The Richmond young writers’ project 1979-1984Hunter, Jane 05 1900 (has links)
Richmond School District successfully implemented in 1978-1984 an innovative approach to the teaching of writing--the writing process. This study sought to determine why teachers participated in developing a new writing curriculum in their schools, what characteristics of the setting promoted these curriculum development practices, and what curriculum leaders did to promote teacher participation in curriculum decision making.
Historical evidence for this thes is included interviews with eleven participants in reform, including the curriculum leader with greatest responsibility for its implementation. In addition, various print and manuscript documents provided a basis for interpretation of pertinent events.
As policy study this thesis described and analyzed the practices and experiences of the school district that embodied the implementers' values.
A single teacher-leader in the district accounted for much of the change in teacher practice. A district-wide emphasis on writing process praxis was further supported by the school board and the district's senior staff. Specific social characteristics of the curriculum development setting, Richmond School District, help account for the adoption of the reform.
The study argues for the importance of; (a) selecting the most appropriate innovation for implementation, (b) empowering participants in educational reform, and (c) an effective change agent to inspire participants. Implications for educators and recommendations for further research came from these insights.
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