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Effective Learning and Teaching of Writing

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Cover of 'Effective Learning and Teaching of Writing'

Table of Contents

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    Book Overview
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    Chapter 1 Effective Learning and Teaching of Writing
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    Chapter 2 Emergent Writing in Kindergarten and the Emergence of the Alphabetic Principle
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    Chapter 3 Looking at Reading and Writing Through Language
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    Chapter 4 Rewriting to Introduce Punctuation in the Second Grade: A Didactic Approach
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    Chapter 5 Contextual Factors Enhancing Cognitive and Metacognitive Activity During the Process of Collaborative Writing
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    Chapter 6 Metacognitive Regulations, Peer Interactions and Revision of Narratives by Sixth-Graders
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    Chapter 7 The Directivity of Teacher Strategies in Collaborative Writing Tasks
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    Chapter 8 Making Digital Annotations Using the World Wide Web
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    Chapter 9 Popular Culture: A Resource for Writing In Secondary English Classrooms
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    Chapter 10 The Garden of Thought - About Writing Poems in Upper Secondary School
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    Chapter 11 Using a Structured Writing Workshop to Help Good Readers Who are Poor Writers
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    Chapter 12 Deaf Ways of Writing Narratives: a Bilingual Approach
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    Chapter 13 Stylistic Imitation as a Tool in Writing Pedagogy
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    Chapter 14 Improving Arguentative Writing by Fostering Argumentative Speech
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    Chapter 15 Monitoring Local Coherence Through Bridging Integration
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    Chapter 16 Learning to Write Instructive Texts by Reader Observation and Written Feedback
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    Chapter 17 Learning to Read and Write Argumentative Text by Observation of Peer Learners
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    Chapter 18 The Uptake of Peer-Based Intervention in The Writing Classroom
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    Chapter 19 Teaching Writing
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    Chapter 20 Impact of Regular Philosophical Discussion on Argumentative Skills
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    Chapter 21 Action Research
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    Chapter 22 Teaching How to Write Argumentative Texts at Primary School
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    Chapter 23 Teaching Writing — Teaching Oral Presentation
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    Chapter 24 Writing to Learn: Constructing the Concept of Genre in a Writing Workshop
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    Chapter 25 Writing “In Your Own Words”: Children’s Use of Information Sources in Research Projects
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    Chapter 26 Metacognition to Learn How to Write Texts at School and to Develop Motivation to Do It
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    Chapter 27 Fostering Novices’ Ability to Write Informative Texts
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    Chapter 28 Adapting to The Classroom Setting: New Research on Teachers Moving Between Traditional And Computer Classrooms
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    Chapter 29 Assessment of Argumentative Writing
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    Chapter 30 Digital Information Literacy: Teaching Students to Use The Internet in Source-Based Writing
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    Chapter 31 “Down The Plughole”: The Pitfalls of Testing The Writing of L2 Pupils
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    Chapter 32 Composing A Summary
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    Chapter 33 Enhancing Thinking Dispositions Through Informal Writing
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    Chapter 34 Fostering Reflective Writing by Structuring Writing-To-Learn Tasks
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    Chapter 35 Reflective Writing & Reflective Thinking
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    Chapter 36 Writing-To-Learn: Conducting A Process Log
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    Chapter 37 Learning by Writing Hypertext: A Research Based Design of University Courses in Writing Hypertext
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    Chapter 38 The Effect of Student Prior Experience, Attitudes, and Approaches on Performance in An Undergraduate Science Writing Program
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    Chapter 39 Children’s Writing Strategies: Profiles of Writers
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    Chapter 40 Writing-To-Learn and Graph-Drawing as Aids of The Integration of Text and Graphs
Overall attention for this book and its chapters
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Citations

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Title
Effective Learning and Teaching of Writing
Published by
Springer Netherlands, November 2007
DOI 10.1007/978-1-4020-2739-0
ISBNs
978-1-4020-2724-6, 978-1-4020-2739-0
Editors

Rijlaarsdam, Gert, Bergh, Huub, Couzijn, Michel

Twitter Demographics

The data shown below were collected from the profile of 1 tweeter who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 43 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Spain 1 2%
Malaysia 1 2%
Netherlands 1 2%
Unknown 40 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 5 12%
Unspecified 4 9%
Researcher 4 9%
Professor > Associate Professor 3 7%
Professor 3 7%
Other 12 28%
Unknown 12 28%
Readers by discipline Count As %
Social Sciences 12 28%
Linguistics 8 19%
Unspecified 5 12%
Arts and Humanities 2 5%
Psychology 2 5%
Other 2 5%
Unknown 12 28%