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- W301331629 abstract "This article presents two developmental studies of discourse patterns in student writing. Results from two projects are presented: (1) the NORDWRITE project (1986-1989; Norwegian argumentative material from grades eight and nine) and (2) a comparison of argumentative writing in grades eight and nine with foreign language argumentative writing at the same grade levels. Within a hierarchical discourse framework, it is argued that the theory of grounding may be used to develop functional interpretations of formal developments. The two studies suggest that the essential writing development at secondary educational levels may be characterized by emerging discourse structures at low superstructural levels. Findings also suggest that patterns of development are similar in firstand foreign-language writing. (Author/JP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 0 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.S. DEPARTMENT OF EDUCATION Dec. of Educational Research and improvement EDUCATIONS_ RESOURCES INFORMATION CENTER (ERIC) Fhis document has been reproduced as rreceivocI from the person or organization originating it r Minor Changes have been made 10 improve reproduction duality Points of view or op. mons Stated, n this docu meet do not necessarily represent official OERI position or policy A sense of relief: Backgrounding in argumentative student writing LARS SIGFRED EVENSEN" @default.
- W301331629 created "2016-06-24" @default.
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- W301331629 date "1992-04-01" @default.
- W301331629 modified "2023-09-24" @default.
- W301331629 title "A Sense of Relief: Backgrounding in Argumentative Student Writing." @default.
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