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2018
Volume 109, Issue 2
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

The authors explain how performing the roles of reader, assessor, and instructor can empower students of diverse skill levels to develop their writing.

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/content/journals/10.58680/ej201930372
2019-11-01
2024-05-21
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References

  1. Atwell Nancie. In the Middle: New Understandings about Writing Reading, and Learning, 3rd ed., Heinemann 2014.
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  2. Beck Sarah W. A Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent Writers. Teachers College P 2018.
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  3. Calkins Lucy McCormick. Lessons from a Child: On the Teaching and Learning of Writing. Heinemann 1983.
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  4. Graham Steve et al.Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York. Alliance for Excellent Education 2011.
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  5. Poehner Matthew E. Dynamic Assessment of Oral Proficiency among Advanced L2 Learners of French. Pennsylvania State University, PhD Dissertation etda.libraries.psu.edu/catalog/6627.
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  6. Sawyer R. Keith. Structure and Improvisation in Creative Teaching. Cambridge UP 2011.
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  • Article Type: Research Article
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