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- W2250013052 abstract "A study of twenty-three, third year Bachelor of Education students during a language and literacy course looking at assessment. The students were asked to analyse a piece of their own generated text and to critique it grammatically. The text for analysis was to explain a common phenomenon in their daily life and to be kept to a set word limit, approximately one A4 page. The analysis was at word, sentence and text level. Some students were unable to do this, even at word level. There were many things they simply did not know. Most students in the sample had few or vague tools for the task. After a post-writing intervention the quality of the analysis was enhanced and ways forward became possible. The students could see applications to their future pedagogy, which will involve analyzing student texts in their future classrooms. The question of whether grammar teaching influences writing skills has been hotly debated for years. The studies of the 1960's and 70's (particularly the influential Elley study in 1979) roundly condemned any such practices. Recently however there has been something of a sea change. 'It would be na ve to think that (this) is driven by academic research - indeed, there has been very little research on grammar and writing since the flurry of the 60's and 70's; rather it reflects very general attitude changes in Education and more generally throughout society,' (Hudson, 2001). Hudson's survey based on data from the United Kingdom, the United States and New Zealand examines this trend." @default.
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- W2250013052 date "2010-10-01" @default.
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- W2250013052 title "Why You Need to Know What You Don't Know: 'How to Correctly Apply Your Makeup, Enter a Three-day Event and Start a Pinzgauer'" @default.
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