Table of contents of journal:

Results: 17

Structural linguistics and systematic composition teaching to students of English as a foreign language

Authors: Pincas, A

Citation: A. Pincas, Structural linguistics and systematic composition teaching to students of English as a foreign language, LAND ESSAYS, 17, 2001, pp. 1-9

Cultural thought patterns in inter-cultural education

Authors: Kaplan, RB

Citation: Rb. Kaplan, Cultural thought patterns in inter-cultural education, LAND ESSAYS, 17, 2001, pp. 11-25

Teaching composition the ESL classroom: What we can learn from research inthe teaching of English

Authors: Zamel, V

Citation: V. Zamel, Teaching composition the ESL classroom: What we can learn from research inthe teaching of English, LAND ESSAYS, 17, 2001, pp. 27-35

What unskilled ESL students do as they write: A classroom study of composing

Authors: Raimes, A

Citation: A. Raimes, What unskilled ESL students do as they write: A classroom study of composing, LAND ESSAYS, 17, 2001, pp. 37-61

Reader versus writer responsibility: A new typology

Authors: Hinds, J

Citation: J. Hinds, Reader versus writer responsibility: A new typology, LAND ESSAYS, 17, 2001, pp. 63-73

Research frontiers in writing analysis

Authors: Conner, U

Citation: U. Conner, Research frontiers in writing analysis, LAND ESSAYS, 17, 2001, pp. 75-90

Initiating ESL students into the academic discourse community: How far should we go?

Authors: Spack, R

Citation: R. Spack, Initiating ESL students into the academic discourse community: How far should we go?, LAND ESSAYS, 17, 2001, pp. 91-108

Fiction and nonfiction in the ESL/EFL classroom: Does the difference make a difference?

Authors: Horowitz, D

Citation: D. Horowitz, Fiction and nonfiction in the ESL/EFL classroom: Does the difference make a difference?, LAND ESSAYS, 17, 2001, pp. 109-116

Interpreting an English competency examination: The frustrations of an ESLscience student

Authors: Johns, AM

Citation: Am. Johns, Interpreting an English competency examination: The frustrations of an ESLscience student, LAND ESSAYS, 17, 2001, pp. 117-135

Becoming biliterate: First language influences

Authors: Carson, JG

Citation: Jg. Carson, Becoming biliterate: First language influences, LAND ESSAYS, 17, 2001, pp. 137-157

Ideology in composition: L1 and ESL

Authors: Santos, T

Citation: T. Santos, Ideology in composition: L1 and ESL, LAND ESSAYS, 17, 2001, pp. 159-172

Reciprocal themes in ESL reading and writing

Authors: Leki, I

Citation: I. Leki, Reciprocal themes in ESL reading and writing, LAND ESSAYS, 17, 2001, pp. 173-190

Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications

Authors: Silva, T

Citation: T. Silva, Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications, LAND ESSAYS, 17, 2001, pp. 191-208

Responding to ESL students' texts: The myths of appropriation

Authors: Reid, J

Citation: J. Reid, Responding to ESL students' texts: The myths of appropriation, LAND ESSAYS, 17, 2001, pp. 209-224

Issues in ESL writing assessment: An overview

Authors: Hamp-Lyons, L Kroll, B

Citation: L. Hamp-lyons et B. Kroll, Issues in ESL writing assessment: An overview, LAND ESSAYS, 17, 2001, pp. 225-240

Contrastive rhetoric in context: A dynamic model of L2 writing

Authors: Matsuda, PK

Citation: Pk. Matsuda, Contrastive rhetoric in context: A dynamic model of L2 writing, LAND ESSAYS, 17, 2001, pp. 241-255

Landmark essays on ESL writing - Introduction

Authors: Silva, T Matsuda, PK

Citation: T. Silva et Pk. Matsuda, Landmark essays on ESL writing - Introduction, LAND ESSAYS, 17, 2001, pp. XIII-XXV

Risultati: 1-17 |