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Improving Undergraduates’ and Postgraduates’ Academic Writing Skills with Strategy Training and Feedback
16 references·0 citing·40 second hop
Improving Undergraduates’ and Postgraduates’ Academic Writing Skills with Strategy Training and Feedback (2017)Improving Undergraduates’ and Postgraduat…Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Focus on Formative Feedback (2008)Focus on Formative FeedbackThe Power of Feedback (2007)The Power of FeedbackSelf-Efficacy Beliefs of Adolescents (2006)Self-Efficacy Beliefs of Adol…Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Handbook of Writing Research (2005)Handbook of Writing ResearchSelf-efficacy: the exercise of control (1997)Self-efficacy: the exercise o…Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…Constructing inferences during narrative text comprehension. (1994)Constructing inferences durin…Genre analysis : English in academic and research settings. By John M. Swales (Cambridge applied linguistics series.) Cambridge & New York: Cambridge University Press, 1990. Pp. 260. Cloth $34.50, paper $15.95. (1993)Genre analysis : English in a…Learning Theories: An Educational Perspective (1991)Learning Theories: An Educati…The Psychology of Written Composition (1989)The Psychology of Written Com…Handbook of research on teaching (1986)Handbook of research on teach…Strategies of Discourse Comprehension (1985)Strategies of Discourse Compr…Cooperative Learning: Theory, Research and Practice (1983)Cooperative Learning: Theory,…Toward a model of text comprehension and production. (1978)Toward a model of text compre…Notes on transitivity and theme in English (1967)Toward a theory of automatic information processing in reading (1974)Text and Context: Explorations in the Semantics and Pragmatics of Discourse (1977)Individual differences in working memory and reading (1980)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001)Perception in chess (1973)A theory of reading: From eye fixations to comprehension. (1980)An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)The role of knowledge in discourse comprehension: A construction-integration model. (1988)Principles of Critical Discourse Analysis (1993)Critical Discourse Analysis (2015)A social-cognitive approach to motivation and personality. (1988)Assessment and Classroom Learning (1998)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Rethinking models of feedback for learning: the challenge of design (2012)The development of student feedback literacy: enabling uptake of feedback (2018)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Making Sense of Assessment Feedback in Higher Education (2013)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective (1993)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Problem Based Learning: An instructional model and its constructivist framework (1995)Knowledge in a Social World (1999)Why do humans reason? Arguments for an argumentative theory (2011)Stance and engagement: a model of interaction in academic discourse (2005)Why Research on Women Entrepreneurs Needs New Directions (2006)An Academic Formulas List: New Methods in Phraseology Research (2010)The Emerging Field of Emotion Regulation: An Integrative Review (1998)Expectancy–Value Theory of Achievement Motivation (2000)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)
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References

  • 1997Self-efficacy: the exercise of control24,284 cited
  • 2007The Power of Feedback12,871 cited
  • 1986Handbook of research on teaching10,502 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 1985Strategies of Discourse Comprehension5,414 cited
  • 1978Toward a model of text comprehension and production.5,280 cited
  • 1993Genre analysis : English in academic and research settings. By John M. Swales (Cambridge applied linguistics series.) Cambridge & New York: Cambridge University Press, 1990. Pp. 260. Cloth $34.50, paper $15.95.5,142 cited
  • 2008Focus on Formative Feedback4,623 cited
  • 1983Cooperative Learning: Theory, Research and Practice3,770 cited
  • 1991Learning Theories: An Educational Perspective3,712 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 2006Self-Efficacy Beliefs of Adolescents3,535 cited
  • 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,321 cited
  • 1989The Psychology of Written Composition2,806 cited
  • 1994Constructing inferences during narrative text comprehension.2,564 cited

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  • 2005Handbook of Writing Research2,327 cited
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