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Volumn 28, Issue 1, 1997, Pages 24-33

Using electronic peer audience and summary writing with ESL students

(2)  Strever, Jan a   Newman, Kathryn a  

a NONE

Author keywords

[No Author keywords available]

Indexed keywords


EID: 34547604960     PISSN: 10790195     EISSN: None     Source Type: Journal    
DOI: 10.1080/10790195.1997.10850051     Document Type: Article
Times cited : (4)

References (19)
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    • Bailey, N., & Flahive, D., (1993). Exploring reading/writing relationships in adult second language learners. In J., Carson & I., Leki (Eds.), Reading in the composition classroom:Second language perspectives (pp.141–160). Boston, MA:Heinle and Heinle.
    • (1993) Reading in the composition classroom: Second language perspectives , pp. 141-160
    • Bailey, N.1    Flahive, D.2
  • 2
    • 84930564483 scopus 로고
    • Using peer response groups in ESL writing classes
    • Bell, J. H., (1991). Using peer response groups in ESL writing classes. TESL Canada Journal, 8, 65–71.
    • (1991) TESL Canada Journal , vol.8 , pp. 65-71
    • Bell, J.H.1
  • 4
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    • From communicative competence to language pedagogy
    • Richards J., Schmidt R., (eds), London: Longman
    • Canale, M., (1983). From communicative competence to language pedagogy. In J., Richards & R., Schmidt (Eds.), Language and communication (pp. 2–28). London:Longman.
    • (1983) Language and communication , pp. 2-28
    • Canale, M.1
  • 5
    • 85050846652 scopus 로고
    • Using a model of direct instruction to teach summary writing in a college reading class
    • Casazza, M., (1993). Using a model of direct instruction to teach summary writing in a college reading class. Journal of Reading, 37, 202–08.
    • (1993) Journal of Reading , vol.37 , pp. 202-208
    • Casazza, M.1
  • 6
    • 84938049785 scopus 로고
    • Reading for specialized purposes: Discourse analysis and the use of student informants
    • Cohen, A., Glasman, H., Rosembaum-Cohen, P. R., Ferrara, J., & Fine, J., (1979). Reading for specialized purposes:Discourse analysis and the use of student informants. TESOL Quarterly, 13, 551–564.
    • (1979) TESOL Quarterly , vol.13 , pp. 551-564
    • Cohen, A.1    Glasman, H.2    Rosembaum-Cohen, P.R.3    Ferrara, J.4    Fine, J.5
  • 7
    • 0040193974 scopus 로고
    • Generating interactions between schemata and text
    • Niles J.A., Harris L.A., (eds), Rochester, NY: National Reading Conference
    • Cunningham, J., (1982). Generating interactions between schemata and text. In J. A., Niles & L. A., Harris (Eds.), New inquiries in reading research and instruction (pp. 42–47). Thirty-First Yearbook of the National Reading Conference. Rochester, NY:National Reading Conference.
    • (1982) New inquiries in reading research and instruction , pp. 42-47
    • Cunningham, J.1
  • 8
    • 84948052774 scopus 로고
    • Integrating ESL reading and writing through authentic discourse
    • Dolly, M. R., (1990). Integrating ESL reading and writing through authentic discourse. Journal of Reading, 5, 360–365.
    • (1990) Journal of Reading , vol.5 , pp. 360-365
    • Dolly, M.R.1
  • 10
    • 84970398582 scopus 로고
    • Monitoring processes in analytic and summary writing
    • Durst, R., (1989). Monitoring processes in analytic and summary writing. Written Communication, 6, 340–63.
    • (1989) Written Communication , vol.6 , pp. 340-363
    • Durst, R.1
  • 13
    • 21844500836 scopus 로고
    • Summary writing: A tool to improve student comprehension
    • Radmacher, S., & Latosi-Sawin, E., (1995). Summary writing:A tool to improve student comprehension. Teaching of Psychology, 22, 113–115.
    • (1995) Teaching of Psychology , vol.22 , pp. 113-115
    • Radmacher, S.1    Latosi-Sawin, E.2
  • 15
    • 85024049745 scopus 로고
    • Revising for readers: Audience awareness in the writing classroom
    • Penrose A., Sitko B., (eds), New York: Oxford University Press
    • Schriver, K. A., (1993). Revising for readers:Audience awareness in the writing classroom. In A., Penrose & B., Sitko (Eds.), Hearing ourselves think:Cognitive research in the college writing classroom (pp. 147–167). New York:Oxford University Press.
    • (1993) Hearing ourselves think: Cognitive research in the college writing classroom , pp. 147-167
    • Schriver, K.A.1
  • 16
    • 0039600443 scopus 로고
    • Beyond comprehension exercises in the ESL academic reading class
    • Shih, M., (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26, 289–318.
    • (1992) TESOL Quarterly , vol.26 , pp. 289-318
    • Shih, M.1
  • 18
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    • Technological and personal problem solving styles: Is there a difference?
    • Wu, T., Custer, R., & Dyrenfurth, M., (1996). Technological and personal problem solving styles:Is there a difference? Journal of Technological Education, 7, http://scholar.lib.vt.edu/ejournals/JTE//jte-v7n2.html.
    • (1996) Journal of Technological Education , vol.7
    • Wu, T.1    Custer, R.2    Dyrenfurth, M.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.