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Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
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In: Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M; & Snow, Catherine E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983 - 1007. doi:10.1007/s11145-018-9898-6. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/6414z5pr (2019)
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Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
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In: READING AND WRITING, vol 32, iss 4 (2019)
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Writing in your own voice: An intervention that reduces plagiarism and common writing problems in students' scientific writing.
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In: Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology, vol 47, iss 5 (2019)
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Intersections at a Multiethnic High School: C3WP Meets Culturally Relevant and Sustaining Pedagogy
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In: Language Arts Journal of Michigan (2019)
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| 5 |
Lexical richness and environmental literacy in teacher training exploratory study ; Riqueza léxica y competencia medioambiental en la formación del profesorado: estudio exploratorio
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In: International Journal for 21st Century Education 6(1), 41-49 (2019) (2019)
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Deliberate Practice, Writing Self-efficacy, and Self-regulation among Internet Novelists in China: a Phenomenological Approach
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In: Public Access Theses and Dissertations from the College of Education and Human Sciences (2019)
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