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A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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Adopter une approche diachronique et contextualisante pour explorer le rapport à l’écrit : l’intérêt d’une prise en compte des répertoires langagiers et des environnements de socialisation.
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In: ISSN: 2706-6312 ; EISSN: 2708-0633 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, ; https://hal.archives-ouvertes.fr/hal-03551355 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, , L3DL-CI, Université Félix Houphouët-Boigny, 2022 (2022)
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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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Argumentación y tabú en publicidad
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 115-132 (2022)
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Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Reading and Writing as Social Action: A Case Study of Literacy and Critical Social Thinking in the Migrant Student Leadership Institute
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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Abstract:
International audience ; This study describes how Protocol-Assisted Modeling, a technique adapted from industrial performance testing (Schryer 1992), can increase student writers’ audience awareness by helping them build more accurate mental models of how readers think and react to information. Reporting on preliminary results from an on-going study mapping the emergence of situated work-based literacy in French L1 technical communication Masters students, Dressen-Hammouda describes what happens when students are presented with a series of poorly designed documents: after predicting potential problems for readers, they revise their evaluation using a think-aloud protocol transcript showing how actual users reacted. She argues that the approach is effective in helping learners across disciplines and professions form deeper and more intuitive mental representations of the wide range of audiences students will be writing for.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; [SHS]Humanities and Social Sciences; Audience awareness; Course design; L1/L2 literacy development; Teaching academic writing; Teaching professional writing; Technical writing
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URL: https://doi.org/10.1007/978-3-030-62877-2 https://hal.uca.fr/hal-03473195
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Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos; Vol. 31 (2021); 487-510 ; 2224-0039 (2021)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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