Chapter: New starts and different kinds of failure

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Home > Learning to Write: First Language/Second Language > New starts and different kinds of failure

Learning to Write: First Language/Second Language |

Aviva Freedman; Ian Pringle; Janice Yalden

Routledge

Learning to Write: First Language/Second Language

New starts and different kinds of failure

Chapter Info

Authors

Aviva Freedman; Ian Pringle; Janice Yalden

ARI Id

1666282600414_15312371

Access

Open/Free Access

Pages

50-64

DOI

10.4324/9781315835921-12

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Chapters/Headings	Author(s)	Pages	Info
Part One: The writing process: three orientations		17-28
Shaping at the point of utterance	Aviva Freedman; Ian Pringle; Janice Yalden	29-35
Does learning to write have to be so difficult?	Aviva Freedman; Ian Pringle; Janice Yalden	36-49
New starts and different kinds of failure	Aviva Freedman; Ian Pringle; Janice Yalden	50-64
Part Two: The development of writing abilities		65-69
The growth and development of first-grade writers	Aviva Freedman; Ian Pringle; Janice Yalden	70-82
Assessing language development: the Crediton project	Aviva Freedman; Ian Pringle; Janice Yalden	83-102
Toward a theory of developmental rhetoric	Aviva Freedman; Ian Pringle; Janice Yalden	103-113
Redefining maturity in writing	Aviva Freedman; Ian Pringle; Janice Yalden	114-130
Part Three: Text and discourse		131-136
A pluralistic synthesis of four contemporary models for teaching composition	Aviva Freedman; Ian Pringle; Janice Yalden	137-154
Contrastive rhetorics: some implications for the writing process	Aviva Freedman; Ian Pringle; Janice Yalden	155-177
Syntactic skill and ESL writing quality	Aviva Freedman; Ian Pringle; Janice Yalden	178-186
The reliability of mean T-unit length: some questions for research in written composition	Aviva Freedman; Ian Pringle; Janice Yalden	187-194
Part Four: Implications for teaching		195-205
Writers and their writing, 15 to 17	Aviva Freedman; Ian Pringle; Janice Yalden	206-222
Scope for intentions	Aviva Freedman; Ian Pringle; Janice Yalden	223-234
Writing in response to literature	Aviva Freedman; Ian Pringle; Janice Yalden	235-242
Instructional focus and the teaching of writing	Aviva Freedman; Ian Pringle; Janice Yalden	243-252
From classroom practice into psycholinguistic theory	Aviva Freedman; Ian Pringle; Janice Yalden	253-262
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