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Große Hoffnungen, große Hürden : Der Einfluss von bilingualem Lernen im außerschulischen Lernort Labor auf Leistung, Verständnis, Selbstkonzept, und Kreativität ...
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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 5 of 15
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Tropical Plant and Soil Sciences at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question 'What elements of your writing performances would you identify as strong or successful, and why? What defines success for you? What do you think determines success for this instructor?' ; Brief excerpt from interview: I think the final project was successful because of my organization, not because of my writing finesse . . . Taking our scientific journal articles and reading through them, pages and pages, and highlighting what the main points were, and adding a little opinion into it--I thought that was pretty successful . . . The response I gave to you was the only one I got a 9.5 on . . . he would let us do rewrites . . . This one was further along in the semester, and maybe my writing got clearer . . . For me, the definition of success in writing is the balance of clearly communicating the point of the paper, with adding some opinion . . . For Professor Turano, success is improvement, because you become a stronger writer, and showing that you learned and grasped the information.
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Keyword:
academic writing; clarity; clarity in writing; final draft; final product; general education requirements; grading; journal article; kind of learning; place-based writing; reaction paper; reading; reading response; response to scientific articles; rewrites; scholarship of teaching and learning; scientific article; scientific writing; semesterly progress; student perceptions of grading; summary; understanding course content; writing across the curriculum; writing improvement; writing in the disciplines; Writing Intensive courses; writing organization; writing pedagogy
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URL: http://hdl.handle.net/10125/38469
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Análisis de with orientado a la traducción mediante un corpus monolingüe (inglés) de textos biomédicos
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Müssen Klienten ihre Berater verstehen? Ein Plädoyer für eine multi-perspektivische Betrachtung
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In: Sozialwissenschaften und Berufspraxis ; 29 ; 1 ; 20-29 (2012)
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| 9 |
The study of English literary texts in a monocultural secondary school context and students' attitudes to the 'cultural other'.
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An exploration of High School (12-17 Year Old) students' understandings of, and attitudes towards Biotechnology processes
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In: Research outputs pre 2011 (2006)
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Tropes are for kids: Young children's developing understanding and use of narrative, scientific, and poetic written discourse genres.
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