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The Case for Explicit Teaching: Why What You Don’t Know Won’t Help You

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References

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478 cited

Cited by

2004Writing from Sources: The Effect of Explicit Instruction on College Students' Processes and Products114 cited
2007Stretch at 10: A Progress Report on Arizona State University's Stretch Program105 cited
2001Long-term effects of genre-based instruction: a follow-up study of an EAP reading course73 cited
2012Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research59 cited
2014Learning to write for publication in English through genre-based pedagogy: A case in Taiwan52 cited
2004Teaching Genre to English First-Language Adults: A Study of the Laboratory Report51 cited
2014Making the tacit explicit: rethinking culturally inclusive pedagogy in international student academic adaptation49 cited
2009Sharing the Tacit Rhetorical Knowledge of the Literary Scholar: The Effects of Making Disciplinary Conventions Explicit in Undergraduate Writing about Literature Courses44 cited
1994First language acquisition as a guide for theories of learning and pedagogy42 cited
2006Patterns of rhetorical organization in Canadian and American language arts textbooks: An exploratory study41 cited
2011Teaching the Conventions of Academic Discourse40 cited
1994Introducing Students to Disciplinary Genres: The Role of the General Composition Course32 cited
2015Raising metacognitive genre awareness in L2 academic readers and writers30 cited
1999Rhetorical consciousness raising in the L2 reading classroom28 cited
2009Written Genres in University Studies: Evidence from an Academic Corpus of Spanish in Four Disciplines27 cited
2015Investigating ESL Graduate Students’ Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process23 cited