称赞
发表于 2025-3-28 15:01:22
Phase coexistence and subadditivityby exploring the patterns, constraints and possibilities of language and by developing an awareness of the processes of written composition. The paper describes Boxes, a program to explore patterns in language and reports a small study of the program in use with children aged 9 to 10.
肮脏
发表于 2025-3-28 21:51:01
https://doi.org/10.1007/978-94-010-2156-2ing process, beginning with the work of Linda Flower and John Hayes in the mid 1970’s (Flower and Hayes, 1977). They studied writing as a problem solving process and, from analysis of the verbal protocols of writers in action, they developed a model of the mental representations and operations of wr
dragon
发表于 2025-3-28 23:10:13
B. Dietzschold,M. Schnell,H. Koprowskiishing. The data were analysed quantitatively, by examining the most frequent responses to items on the questionnaire, and qualitatively, by looking closely at details illuminating the relationship between authors and publishers. The results, for present purposes, are divided into three broad bands
SYN
发表于 2025-3-29 05:31:34
Femi S. Otulaja,Meshach B. Ogunniyi of ways in which technologies are used. It examines the relationships of particular technologies and practices with how the writers view the process in which they are engaged. The implications of the findings for thinking about the role of computers in supporting writing, and facilitating collabora
Substance-Abuse
发表于 2025-3-29 09:34:46
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分期付款
发表于 2025-3-29 13:32:53
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正面
发表于 2025-3-29 17:45:44
https://doi.org/10.1007/b128410trategies of on-screen drafting and revision encouraged by the medium. The lack of a global perspective may lead to an insufficient mental representation of the text, and a difficulty in achieving text coherence. This paper reports recent research directed at global aspects of writing, and suggests
仲裁者
发表于 2025-3-29 20:13:56
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gangrene
发表于 2025-3-30 00:11:59
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choleretic
发表于 2025-3-30 05:50:42
https://doi.org/10.1007/b128410room setting, with P5 children as subjects. The other video-recorded S2 learning difficulty pupils working in partnership or with a teacher and compared task performance under both dyad conditions. Focussing specifically upon evidence relating to revision during and following composition, both studi