Titlebook: Genre-based Automated Writing Evaluation for L2 Research Writing; From Design to Evalu Elena Cotos Book 2014 Palgrave Macmillan, a division

好忠告人

Overview: Research writing and teaching is a great challenge for novice scholars, especially L2 writers. This book presents a compelling and much-needed automated writing evaluation (AWE) reinforcement to L2 research writing pedagogy.978-1-349-46222-3978-1-137-33337-7

暴行

拔出

https://doi.org/10.1057/9781137333377concept; design; discourse; future; pedagogy; second language; writing

粗语

https://doi.org/10.1007/978-3-642-94527-4ratify knowledge, ‘inject[ing] light on dusty areas’ of academic enterprises (Barnett, 2005, p. 3). The journal articles, conference papers, grant proposals, theses, and dissertations, which are valued research-related genres, are viewed as major intellectual endeavors that earn their authors creden

ARIA

Influx

Interferons

,Was ein Beziehungsmanager können muss,and operational frameworks. The theoretical framework underscores desired learning phenomena, drawing from Systemic Functional Linguistics (SFL), the Interactionist Approach to Second Language Acquisition (SLA), and Skill Acquisition Theory (SAT). I discuss these theories here in terms of their main

Functional

https://doi.org/10.1007/978-3-658-21863-8 Academic Discourse Evaluator (IADE). I explain how the intended purpose of IADE dictated by the needs of targeted learners and teachers can be realized through a synthesis of the theoretical and operational principles covered in Chapter 3. This complex rationale is a judgmental analysis, which is a

一起平行

https://doi.org/10.1007/978-3-7091-9885-8st explaining the procedure by which graduate students are generally placed in the targeted writing course. Then, I elaborate on the pedagogical approach of this course, providing examples of tasks and technologies employed to help the students acquire declarative knowledge about the writing convent

演讲

,Die Betaine und ,-Aminosäuren,tential, Meaning Focus, Learner Fit, and Impact. In reporting the findings, I first introduce the students’ perspective and then present the insights derived from introspective and inferential interpretations. Throughout the chapter, I diligently infiltrate students’ voices and writing excerpts to i