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Experimental Analyses of Peer Tutoring: Toward a Technology of Generative Learning
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102 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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103 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
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106 |
Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
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107 |
An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components
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108 |
Establishing Psychometrically-Sound Measures of Linguistic Skills in People With and Without Aphasia During Unstructured Conversation and Structured Narrative Monologue
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109 |
Talking Black: Destigmatizing Black English and Funding Bi-Dialectal Education Programs
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110 |
Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education
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111 |
An Interview with APPLE Lecture Speaker Dr. Richard Donato
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112 |
Assessing Bilngual Latino Students Understanding in Acquiring Knowledge and Their Motivation in Learning Science with a Computer-based Simulation
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113 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
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114 |
How Scholars Write: Table of Contents and Preface
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Abstract:
How Scholars Write introduces academic writers—undergraduates, graduate students, and other researchers—to the often surprising realities of how seasoned scholars research and write. Writers who are newer to academic research may find the gap between their own writing and published writing daunting. Published writing often appears to present brilliant thinking with ease. However, behind the scenes, the scholars producing that published writing are themselves learning, experimenting, writing and rewriting (and rewriting again), asking for help, and sometimes running into road blocks. This book takes you behind the scenes of scholars’ writing in order to dispel the notion that only people born brilliant can be academic writers. Rather, successful scholars practice principled strategies that anyone can adopt in order to craft academic writing that matters. Though the book contains a fair amount of practical advice, this is not an advice book. Instead, our project here is to present a transparent, principled, research-based description of how scholars actually get things written. We offer here not unbreakable rules but a mindset, not formulas but tools and techniques.
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Keyword:
Academic writing; Academic writing--Study and teaching (Higher); Communication in learning and scholarship
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URL: https://doi.org/10.7916/d8-8y73-5085
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116 |
Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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117 |
Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms
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118 |
Mettre en œuvre des activités de classification de verbes de déplacement à l'école primaire
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02978093 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2020, ⟨10.4000/lidil.8266⟩ ; http://journals.openedition.org/lidil/8266 (2020)
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119 |
ИСПОЛЬЗОВАНИЕ СТРАНОВЕДЧЕСКОЙ ИНФОРМАЦИИ ПРИ РАЗВИТИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ В ИНОЯЗЫЧНОЙ СРЕДЕ ОБУЧЕНИЯ ...
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Enhancing Cultural Awareness and Sensitivity Through Theatre and Language Education ...
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