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THE MARITIME ENGLISH MOOC: USING THE MOOC TECHNOLOGY TO FLIP THE CLASSROOM ; Le MOOC Anglais maritime : utiliser la technologie des MOOC pour inverser la classe
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In: Proceedings of IMEC26 ; IMEC26 - International Maritime English Conference ; https://hal.archives-ouvertes.fr/hal-03187161 ; IMEC26 - International Maritime English Conference, Jul 2014, Terschelling, Netherlands (2014)
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War of the Words: Aliens, Immigrants, Citizens, and the Language of Exclusion
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In: BYU Law Review (2014)
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Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom
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Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese
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Knowing children: telepathy in Anglo-American fiction, 1846-1946
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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners
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A Look at Intercultural Communication in the Adult ESL Classroom: Using English to Empower not Overpower
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In: Communication Studies (2014)
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PERCEPTIONS AND ATTITUDES OF A GROUP OF GRADE 4 STUDENTS FROM AN ANGLOPHONE COMMUNITY WHILE COMMUNICATING WITH THEIR PEERS FROM A FRANCOPHONE COMMUNITY
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"Call Her Calamity Electrifies Man": ALP and the Movement of Archive in Finnegan’s Wake
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In: English Faculty Publications (2014)
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Jane Austen and the 21st-Century Classroom
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In: Honors Program Theses and Projects (2014)
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Абревіація в системі сучасної кардіологічної термінологічної номінації
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In, Around, and Between the Lines: An Analysis of Shakespearean Stage Direction Through "Macbeth" and "A Midsummer Night's Dream"
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In: Undergraduate Research Conference (2014)
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Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers
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In: Scholarship and Professional Work – Education (2014)
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Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary
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In: Boise State University Theses and Dissertations (2014)
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Nepantlera Pedagogy: An Axiological Posture for Preparing Critically Conscious Teachers in the Borderlands
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2014)
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What are they writing?: balancing 21st century social media writing with traditional academic expectations
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Abstract:
When thinking about the types of writing with which students in secondary English language arts classrooms engage, the genres that often come to mind are analyses, both literary and rhetorical, as well as research papers. With the rise of social media, students are becoming further removed from these genres of writing, engaging instead with writing that on the surface appears to be more fragmented and interactive. By thinking about the roles audience, context, and interpretation play in the composition of traditional academic writing as well as tweets on the social media platform Twitter, teachers can rephrase some of the questions about composition in a way to which 21st century students are more likely to relate. Because I presented my research at a roundtable session at the 2013 National Council of Teachers of English (NCTE) Annual Convention, I include reflections that detail how I arrived at my final idea for the presentation and that document the feedback I received from the roundtable session. ; Honors College ; Thesis (B.?)
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Keyword:
English
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URL: http://cardinalscholar.bsu.edu/handle/123456789/199349
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Seeking student voices in collaborative spaces : a case study of basic writers interacting in Blackboard, Facebook and the classroom
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So, why'd you post there? : the significance of instructor direction and reciprocity in online writing class interaction
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