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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
Attention for Chapter 13: Stylistic Imitation as a Tool in Writing Pedagogy
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Chapter title
Stylistic Imitation as a Tool in Writing Pedagogy
Chapter number 13
Book title
Effective Learning and Teaching of Writing
Published by
Springer, Dordrecht, January 2005
DOI 10.1007/978-1-4020-2739-0_13
Book ISBNs
978-1-4020-2724-6, 978-1-4020-2739-0
Authors

Uwe Geist

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 7 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 7 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 1 14%
Student > Doctoral Student 1 14%
Professor 1 14%
Student > Master 1 14%
Professor > Associate Professor 1 14%
Other 0 0%
Unknown 2 29%
Readers by discipline Count As %
Arts and Humanities 3 43%
Linguistics 1 14%
Design 1 14%
Unknown 2 29%