Titlebook: Dynamic Assessment of Students’ Academic Writing; Vygotskian and Syste Prithvi N. Shrestha Book 2020 Springer Nature Switzerland AG 2020 En

FLIC

Hans Haferkamp,Hans-Günther Heilandapters. Key studies on academic writing and formative feedback on academic writing and debates around academic writing assessment in higher education are reviewed in order to contextualise the research reported in the book. The chapter shows that there are still concerns about supporting students in

ACTIN

delta-waves

Der industrielle Fertigungsbetriebt dynamic assessment (DA). The chapter demonstrates how SFL contributes to researching academic writing systematically. It provides a rationale for using SFL to track learners’ academic writing and conceptual development in their writing (see Shrestha, .). In particular, the chapter explains two of

抗体

Modell des wissensbasierten Leitstands, begins with a description of the academic writing context where the research was conducted. Drawing on DA principles and writing pedagogy literature, the chapter will provide a set of procedures for conducting DA of academic writing in distance education and illustrates the procedure in the context

Mirage

Der industrielle Fertigungsbetriebudies in distance education. A detailed account of both teacher mediation and learner reciprocity is presented. Drawing on Vygotsky’s sociocultural theory, the chapter explores business studies students’ zones of proximal development in relation to their academic writing across two DA sessions. It o

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