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How to Become a Lawyer in France ?
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In: How to Become a Lawyer ? ; https://hal.parisnanterre.fr//hal-01800965 ; Krasnicka, Izabela and Perkowska, Magdalena. How to Become a Lawyer ?, Peter Lang, pp.35-40, 2013, Cultures juridiques et politiques, 978-3-0343-1290-5. ⟨10.3726/978-3-0353-0467-1/9⟩ (2013)
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Sites of Passage: Art as Action in Egypt and the US-- Creating an Autoethnography Through Performance Writing, Revolution, and Social Practice
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1365450771 (2013)
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Teachers' Beliefs, Knowledge, and Implementation of Disciplinary Literacy Pedagogy in Three Advanced Placement United States History Classrooms
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In: Graduate Theses and Dissertations (2013)
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Consistencies and inconsistencies between science teachers’ beliefs and practices
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Visions of Powerful Teaching: The Promise and Challenge of Teaching with Simulations in the Social Studies
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In: Doctoral Dissertations (2013)
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Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning
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A Critical Analysis of Evidence-Based Practice in Healthcare: The Case of Asthma Action Plans
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Intersubjectivity and groupwork in school mathematics: examining year 7 students’ interactions from a perspective of communicative action
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Mobile devices and learner interaction inside and outside the classroom
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Mobile devices and learner interaction inside and outside the classroom
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Beginning EFL teachers' beliefs about quality questions and their questioning practices
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Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 1, Pp 25-42 (2013) (2013)
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Abstract:
With an interest to go beyond an emphasis on linguistic and textual features that seem to prevail in writing practices, this qualitative action research study looked at EFL argumentative essay writing within a genre-based approach, where writing was understood as a situated social practice. A group of undergraduate students from a B.Ed. program in Modern Languages participated in the study. Data were gathered through semi-structured interviews, questionnaires, class recordings, and students’ artifacts. Findings revealed that participants undertook the writing of argumentative essays by bonding with their audience, establishing personal involvement with their texts, and giving support to their arguments. The study suggests that it is important to encourage students to focus on their sociocultural and personal context so that EFL writing can be approached in a more purposeful and meaningful way.
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Keyword:
argumentative essay writing; genre-based teaching; P1-1091; Philology. Linguistics; Writing as a situated social practice
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URL: https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02 https://doaj.org/article/10dd74fd653b44e481e111238da0f996
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Reforming the Teaching System for Cultivating Applied Financial Professionals
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In: Cross-Cultural Communication; Vol 9, No 6 (2013): Cross-Cultural Communication; 87-91 ; 1923-6700 ; 1712-8358 (2013)
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Interacción en el aula y formación inicial del profesorado : hacia la construcción compartida del conocimiento educativo
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 6, Núm. 3 (2013): August/September; p. 20-28 (2013)
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Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology
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In: Dissertations (2013)
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