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TEXTUAL SYNTACTIC COMPLEXITY AND ITS ROLE IN SECOND LANGUAGE READING OUTCOMES IN INDONESIA
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 6, Iss 2, Pp 165-187 (2019) (2019)
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THE ROLE OF LEXICAL FREQUENCY IN MODERATING THE EFFECT OF GRAMMAR KNOWLEDGE ON L2 READING OUTCOMES
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In: TEFLIN Journal, Vol 29, Iss 2, Pp 194-218 (2018) (2018)
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The effect of reader knowledge and textual features on second-language reading outcomes in an Indonesian EFL context
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Sahiruddin. - : The University of Queensland, School of Languages and Cultures, 2017
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'What elements of your writing performances would you identify as weak or less than successful, and why?' ; Brief excerpt from interview: Research is my weakest point, because who wants to sit there and read a bunch of numbers? I am not a scientific person. It doesn't interest me, but I know that in order to get your point across, you have to show that part in your writing. I'd rather just sit there and write about stories about growing up in Makiki Stream and Makiki area, and I'd rather just research moʻolelo from the olden days. I kinda just plow through [scientific research]. Google it and see where Google takes me. I think that's part of being an English writer, or a writer period. You have to decipher what is good information and what is bad. It's not even only Google. As Candace showed us in our class, developers can twist statistics to fit what they want it to fit. To have you think what they think about the land, but in actuality it's not like they represent [the statistics fairly]. This course really makes you look at maps. Candace showed us a map about Mauna Kea and you just look at a map like. you're just looking at the place. You're not really looking closely at the details. [Candace] would point out to us 'Oh why did they label this a wasteland?' If you closely at those things. misspellings of things on the map, and you wouldn't necessarily [notice]. [Candace] would ask you 'Why do you think it's misspelled? Does that show that this person is not from the [Native] Hawaiian community and therefore they don't understand the spelling of language and thus this map may not reflect the [Native] Hawaiian community?' Because. if they were from that community, they'd know how to spell things.
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Keyword:
chemistry; close reading; community; community membership; course learning outcomes; critical consumer of information; critical reading; critical thinking; developers; disciplinary research; discursive communities; educational context; english disciplinary discourse; evidence; general education requirements; google; google as research tool; hawaiian language; hawaiian names; humanities discourse; information literacy; interpreting statistics; investment in writing; kind of learning; kinds of learning; labels; land development; makiki; makiki stream; map reading strategies; mauna kea; misspelling; moolelo; native hawaiians; place names; place-based writing; quality of sources; reliable sources; research; research methods; researching moolelo; scholarship of teaching and learning; scientific discourse; scientific writing; sense of place; spelling conventions; statistics; stories; student interests; student motivation; student research strategies; unreliable sources; water level; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/37984
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O ensino da leitura e da escrita no 1º ano de escolaridade: os resultados dos alunos em leitura
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A Study of the Use of the HAT Afrikaanse Skoolwoordeboek by Primary School Children
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In: Lexikos; Vol. 22 (2012) ; 2224-0039 (2012)
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Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement ...
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| 8 |
Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement
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A Study of the Use of the HAT Afrikaanse Skoolwoordeboek by Primary School Children
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In: Lexikos, Vol 22, Pp 352-366 (2012) (2012)
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Predictors and outcomes of low-income fathers' reading with their toddlers
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In: Faculty of Social Sciences - Papers (2008)
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