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Autor(en): 
  • Luciana C. De Oliveira
  • Knowing and Writing School History: The Language of Students' Expository Writing and Teachers' Expectations (Hc) 
     

    (Buch)
    Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 2 Artikel!


    Übersicht
     
    Lieferstatus:   i.d.R. innert 14-24 Tagen versandfertig
    Genre:  Psychologie / Pädagogik 
    ISBN:  9781617353376 
    EAN-Code: 
    9781617353376 
    Verlag:  Information Age Pub Inc 
    Einband:  Gebunden  
    Sprache:  English  
    Dimensionen:  H 241 mm / B 159 mm / D 17 mm 
    Gewicht:  430 gr 
    Seiten:  172 
    Bewertung: Titel bewerten / Meinung schreiben
    Inhalt:
    Because school history often relies on reading and writing and has its own discipline-specific
    challenges, it is important to understand the language demands of this content area, the typical
    writing requirements, and the language expectations of historical discourse. History uses language
    in specialized ways, so it can be challenging for students to construct responses to historical
    events. It is only through a focus on these specialized ways of presenting and constructing
    historical content that students will see how language is used to construe particular contexts.
    This book provides the results of a qualitative study that investigated the language resources that
    8th and 11th grade students drew on to write an exposition and considered the role of writing in
    school history. The study combined a functional linguistic analysis of student writing with educational considerations in the underresearched
    content area of history. Data set consisted of writing done by students who were English language learners and other
    culturally and linguistically diverse students from two school districts in California. The book is an investigation of expository school
    history writing and teachers' expectations for this type of writing. School history writing refers to the kind of historical writing expected
    of students at the pre-college levels.
    The audience for the book includes researchers and students in advanced undergraduate and graduate courses in applied linguistics and
    education. The book is particularly valuable for those interested in applications of systemicfunctional
    linguistics in education. The issues covered in the book make it appropriate for
    those concerned with the expectations and challenges of literacy development in secondary
    content area classes.

      
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