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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 41 – 60 of 66 41 A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions Soler Monreal, Carmen; Carbonell Olivares, María Soledad; Gil Salom, María Luz. - : Elsevier, 2011 BASE Show details 42 Projecting an academic identity in some reflective genres Ken Hyland In: Ibérica, Vol 21, Pp 9-30 (2011) (2011) BASE Show details 43 Projecting an academic identity in some reflective genres Hyland, Ken In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 21, 2011, pags. 9-30 (2011) BASE Show details 44 'Active agents of change?' Mandarin-speaking students in New Zealand and the thesis writing process Chang, Chiungying Evelyn; Strauss, Pat. - : Routledge, 2010 BASE Show details 45 Graduate Committee Minutes Graham, Audie In: Graduate Committee Minutes (2010) BASE Show details 46 Predictive Indicators of Reading Skills in Three- and Four-Year-Old Children Eidson, Sue. - : University of Florida ( [Gainesville, Fla.] ), 2010 BASE Show details 47 Anàlisi de models d'ensenyament-aprenentatge de competències no tècniques als estudis d'Enginyeria en informàtica Navas Campos, Jordi. - : Universitat Oberta de Catalunya, 2010 BASE Show details 48 Academic style and format of doctoral theses: The case of the disappearing discussion chapter Elaine Hewitt; Ángel Felices Lago In: Ibérica, Vol 19, Pp 119-140 (2010) (2010) BASE Show details 49 Rédiger pour être publié ! ; Rédiger pour être publié !: Conseils pratiques pour les scientifiques Lichtfouse, Eric. - : HAL CCSD, 2009. : Springer, 2009 In: https://hal.archives-ouvertes.fr/hal-00404158 ; Springer, pp.108, 2009, ⟨10.1007/978-2-287-99396-1⟩ (2009) BASE Show details 50 Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience Tapia Carlin, Rebeca Elena. - : Australia : Macquarie University, 2009 BASE Show details 51 The supervisor as practice-led coach and trainer: getting creative writing doctoral candidates across the finish line Kroll, Jeri. - : Australian Association of Writing Programs, 2009 BASE Show details 52 Das Verschwinden des materiellen Prozesses - Eine vergleichende Mediengeschichte der japanischen Schreib- und Druckkultur Yukawa, Shiro. - 2009 BASE Show details 53 LA LECTURA Y LA ESCRITURA EN LAS TESIS DE MAESTRÍA Reading and Writing in a Magister Thesis Ligia Ochoa Sierra In: Forma y Función, Vol 22, Iss 2, Pp 93-119 (2009) (2009) BASE Show details 54 Recipe or performing art?: challenging conventions for writing action research theses Fisher, Kath; Phelps, Renata In: School of Education (2006) BASE Show details 55 To integrate or not? Interests, practice and the dialogic development of graduate students discourse skills Craswell, Gail. - 2003 BASE Show details 56 Teaching Thesis Writing, Policy and Practice at an Australian University Skillen, Janice; Purser, Emily Rose In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2003) BASE Show details 57 The measurement of bilingual writing : a product and process analysis of four writing tasks Chan, Wing Sat, Linguistics, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Faculty of Arts & Social Sciences. Linguistics, 2002 BASE Show details 58 An assessment of the effects of computer-based writing instruction upon the teaching of English as a second language Vines, Joe, 1958-. - 1997 BASE Show details 59 To integrate or not? Interests, practice and the dialogic development of graduate students discourse skills Craswell, Gail. - 1994 Abstract: The literature has provided a necessary corrective to any notion that generic skills can be taught in ignorance of disciplinary-specific practices, but this does not mean that integration is the best way to proceed in all situations. In graduate studies, the writing culture is far more complex than in undergraduate work. It is difficult to see that there is a disciplinary discourse when graduate students have to produce different discourses in their disciplines. Discourse practices are as variable as the writing culture is complex, any definition of which needs to be multilayered not single, inclusive rather than exclusive. At the same time, teaching practices and approaches to teaching discourses are governed by the ‘interests’ of language and learning staff, which are conditioned by various factors discussed in the paper. As these conditions constrain and open up possibilities for teaching, it is inevitable that teaching practices and approaches remain variable. One practice discussed in detail in this paper is the dialogic development of discourse skills. While the practice is not suited to all situations of teaching, it is particularly useful in helping research students gain control of text construction in a way that increases their understanding of the constructedness of all academic texts, as well as other texts. Keyword: academic writing; discourse skills; discourse teaching; graduate students; thesis writing URL: https://digitalcollections.anu.edu.au/bitstream/1885/41550/2/GS94_4.pdf https://digitalcollections.anu.edu.au/retrieve/21513/GS94_4.pdf.jpg http://hdl.handle.net/1885/41550 http://digitalcollections.anu.edu.au/handle/1885/41550 BASE Hide details 60 Three instructional strategies for teaching phonemic segmentation to kindergarten children Buys, Barbara N., 1944-. - 1992 BASE Show details Page: 1 2 3 4

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