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Artykuły w czasopismach na temat "English language – united states – composition and exercises"
Grishenkova, Ekaterina Sergeevna, i Larisa Georgievna Popova. "Value representation of freedom in the speech of contemporary English-language and Russian-language aging politicians". Litera, nr 7 (lipiec 2020): 1–12. http://dx.doi.org/10.25136/2409-8698.2020.7.33235.
Pełny tekst źródłaZhang, Fuzhuang, Lan Yu i Jun Shen. "Automatic Scoring of English Essays Based on Machine Learning Technology in a Wireless Network Environment". Security and Communication Networks 2022 (28.05.2022): 1–9. http://dx.doi.org/10.1155/2022/9336298.
Pełny tekst źródłaBartholomae, David. "Composition, 1900-2000". PMLA/Publications of the Modern Language Association of America 115, nr 7 (grudzień 2000): 1950–54. http://dx.doi.org/10.2307/463613.
Pełny tekst źródłaMatsuda, Paul Kei. "The Myth of Linguistic Homogeneity in U.S. College Composition". College English 68, nr 6 (1.07.2006): 637–51. http://dx.doi.org/10.58680/ce20065042.
Pełny tekst źródłaTrimbur, John. "Linguistic Memory and the Politics of U.S. English". College English 68, nr 6 (1.07.2006): 575–88. http://dx.doi.org/10.58680/ce20065038.
Pełny tekst źródłaLu, Min-Zhan. "Living-English Work". College English 68, nr 6 (1.07.2006): 605–18. http://dx.doi.org/10.58680/ce20065040.
Pełny tekst źródłaKaganiec-Kamieńska, Anna. "Jeden naród – jeden język? Ruch English-Only w kontekście wcześniejszych prób uregulowania statusu języka angielskiego w Stanach Zjednoczonych". Sprawy Narodowościowe, nr 37 (18.02.2022): 121–35. http://dx.doi.org/10.11649/sn.2010.025.
Pełny tekst źródłaGryz, Iwona. "Teaching English to upper primary learners with ADHD". Radomskie Studia Filologiczne. Radom Philological Studies 1, nr 11 (31.12.2022): 172–93. http://dx.doi.org/10.24136/rsf.2022.012.
Pełny tekst źródłaPeters, Jason. "Emerging Voices : “Speak White”: Language Policy, Immigration Discourse, and Tactical Authenticity in a French Enclave in New England". College English 75, nr 6 (1.07.2013): 563–81. http://dx.doi.org/10.58680/ce201323835.
Pełny tekst źródłaWhitin, Phyllis, i David J. Whitin. "Making Connections through Math-Related Book Pairs". Teaching Children Mathematics 13, nr 4 (listopad 2006): 196–202. http://dx.doi.org/10.5951/tcm.13.4.0196.
Pełny tekst źródłaRozprawy doktorskie na temat "English language – united states – composition and exercises"
Wang, Xiao. "Chinese-American college writers' texts and their cultural values". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115722.
Pełny tekst źródłaDepartment of English
Winn, Kerry Lynn. "Gunsmoke: An investigation of conversational implicature and Guns & Ammo magazine". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2069.
Pełny tekst źródłaHenson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.
Pełny tekst źródłaDepartment of English
Yang, Kwo-Jen. "The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186805.
Pełny tekst źródłaYe, Weier. "Achieving coherence in persuasive discourse| A study of Chinese ESL undergraduates in the United States". Thesis, Indiana University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592011.
Pełny tekst źródłaThis study examines how Chinese philosophical values and rhetorical traditions that contribute to coherence differ from those prevalent in English. It attempts to discover how six Chinese ESL undergraduate participants demonstrate coherence in their persuasive writing, and how their practice of, and views toward coherence in writing change over a semester during which they are exposed to an American college writing classroom.
Three types of essays were collected for qualitative analysis in this study: a diagnostic departmental pre-test essay at the beginning of the semester, a final essay given as a post-test, and two drafts of a CATW (CUNY Assessment Test in Writing) practice essay that were written for the advanced writing course. In addition, data were also collected from a background questionnaire, a classroom observation, and two rounds of interviews during the course of a semester.
The study explored the features of coherence at both local (sentence) and global (discourse) levels. The knowledge of cohesion and coherence was employed to investigate how the Chinese learners of English achieved coherence within and beyond the paragraph level. The study discussed how the participants struggled to learn the appropriate use of explicit transitions and patterns of development to create a logical flow of ideas, how their writing generally cohered around one controlling idea throughout the essay, and how they changed their perceptions of coherence in an American university setting. The findings suggest that the Chinese ESL learners' writing quality could be improved in the Western context through coherence-related classroom instruction, revision practice, and teacher-student writing conferences, all aimed at helping them to understand Western notions of coherence while continuing to value their own cultural traditions.
The study's goal is to help both writing instructors and students; it is hoped that the findings of the study will help instructors to design appropriate writing instruction for such students, as well as helping the students to become familiar with coherence, in the process allowing them to get the most out of their college education and their efforts to improve at writing.
Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.
Pełny tekst źródłaFedeczko, Wioleta. "The “Good” Citizen and Civic (In)Action: A Rhetorical Analysis of the Naturalization Process in the United States". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272290018.
Pełny tekst źródłaFye, Carmen Michelle. "Composition and technology: Examining liminal spaces online". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1950.
Pełny tekst źródłaMurillo, Charles Ray. "The other within the other: Chicana/o literature, composition theory, and the new mestizaje". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2685.
Pełny tekst źródłaCaster, Peter. "The role(s) of literature in introductory composition classrooms". Thesis, 1998. http://hdl.handle.net/1957/33442.
Pełny tekst źródłaGraduation date: 1999
Książki na temat "English language – united states – composition and exercises"
Rosemary, Ruthven, i Whited Amy 1965-, red. Nonfiction writing prompts for United States history. Englewood, CO: Advanced Learning Press, 2005.
Znajdź pełny tekst źródła1950-, Carr Stephen L., i Schultz Lucille M. 1943-, red. Archives of instruction: Nineteenth-century rhetorics, readers, and composition books in the United States. Carbondale: Southern Illinois University Press, 2005.
Znajdź pełny tekst źródłaFreedman, Sarah Warshauer. National surveys of successful teachers of writing and their students: The United Kingdom and the United States. Berkeley, CA: Center for the Study of Writing, 1988.
Znajdź pełny tekst źródłaFreedman, Sarah Warshauer. Exchanging writing, exchanging cultures: Lessons in school reform from the United States and Great Britain. Cambridge, Mass: Harvard University Press, 1994.
Znajdź pełny tekst źródłaCastner, Post Joanna, i Inman James A, red. Composition(s) in the new liberal arts. Cresskill, NJ: Hampton Press, 2009.
Znajdź pełny tekst źródłaH, Roen Duane, Brown Stuart C. 1955- i Enos Theresa, red. Living rhetoric and composition: Stories of the discipline. Mahwah, N.J: Lawrence Erlbaum Associates, 1999.
Znajdź pełny tekst źródła1952-, Gilyard Keith, red. Race, rhetoric, and composition. Portsmouth, NH: Boynton/Cook, 1999.
Znajdź pełny tekst źródłaLamos, Steve. Interests and opportunities: Race, racism, and university writing instruction in the post-civil rights era. Pittsburgh, Pa: University of Pittsburgh Press, 2011.
Znajdź pełny tekst źródłaDefense Language Institute (U.S.). English Language Center, red. American language course. Lackland Air Force Base, Tex: Defense Language Institute, English Language Center, 1985.
Znajdź pełny tekst źródłaKamhi, Alan G. Language and reading disabilities. Wyd. 3. Boston: Pearson, 2012.
Znajdź pełny tekst źródłaCzęści książek na temat "English language – united states – composition and exercises"
Troyer, Robert A. "Agency and Policy: Who Controls the Linguistic Landscape of a School?" W Educational Linguistics, 89–119. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_5.
Pełny tekst źródłaTarkan-Blanco, Bashak. "A Critical Autoethnography of a Multilingual English Composition Instructor". W Advances in Religious and Cultural Studies, 263–78. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3738-4.ch017.
Pełny tekst źródłaRivera, Nora K. "Cultural Biases in Transitional Writing Courses and Their Effect on Hispanic Students in Texas". W Teaching Practices and Language Ideologies for Multilingual Classrooms, 39–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3339-0.ch003.
Pełny tekst źródłaKostka, Ilka, i Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing". W Scholarly Ethics and Publishing, 269–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8057-7.ch013.
Pełny tekst źródłaKilgore-Caradec, Jennifer. "“Twang the lyre and rattle the lexicon”". W Modernist Objects, 131–46. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979503.003.0008.
Pełny tekst źródłaMinow, Martha. "What Brown Awakened". W In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0005.
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