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READING AND WRITING

READING AND WRITING . Autor: Pedro Devera Carnet: 1188508. READING. THEORIES ON READING. TYPES OF WRITTEN LANGUAGE. In our highly literate society, there are literally hundreds of different types of written texts.

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READING AND WRITING

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  1. READING AND WRITING

    Autor: Pedro Devera Carnet: 1188508
  2. READING
  3. THEORIES ON READING
  4. TYPES OF WRITTEN LANGUAGE In our highly literate society, there are literally hundreds of different types of written texts. Each type has certain rules or conventions for its manifestation, and we are thus able immediately to identify a genre and to know what to look for within the text. The teachers’ job is to enlighten students on features of these genres and to help them to develop strategies for extracting necessary meaning from each.
  5. CHARACTERISTICS OF WRITTEN LANGUAGE
  6. CHARACTERISTICS OF WRITTEN LANGUAGE
  7. MICROSKILLS FOR READING COMPREHENSION
  8. STRATEGIES FOR READING COMPREHENSION
  9. STRATEGIES FOR READING COMPREHENSION
  10. STRATEGIES FOR READING COMPREHENSION
  11. TYPES OF DISCOURSE MARKERS (MACKAY, 1987 : 254)
  12. TYPES OF DISCOURSE MARKERS (MACKAY, 1987 : 254)
  13. TYPES OF CLASSROOM READING PERFORMANCE
  14. PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
  15. PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
  16. PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
  17. WRITING
  18. THEORIES ON WRITING
  19. THEORIES ON WRITING
  20. TYPES OF WRITTEN LANGUAGE
  21. CHARACTERISTICS OF WRITTEN LANGUAGE: A WRITER’S VIEW
  22. CHARACTERISTICS OF WRITTEN LANGUAGE: A WRITER’S VIEW
  23. CHARACTERISTICS OF WRITTEN LANGUAGE: A WRITER’S VIEW
  24. MICROSKILLS FOR WRITING
  25. TYPES OF CLASSROOM WRITING PERFORMANCE
  26. TYPES OF CLASSROOM WRITING PERFORMANCE
  27. PRINCIPLES FOR DESIGNING WRITING TECHNIQUES
  28. PRINCIPLES FOR DESIGNING WRITING TECHNIQUES
  29. PRINCIPLES FOR DESIGNING WRITING TECHNIQUES
  30. EVALUATING STUDENT WRITING
  31. EVALUATING STUDENT WRITING A key, of course, to successful evaluation is to get students to understand that grades, scores, and other comments are varied forms of feedback from which they can benefit. The final evaluation on one composition simply creates input to the learner for the next composition. By avoiding a single overall score, teachers can help students to focus on aspects of writing to which they need to give special attention. If teachers still need to assign a single “grade” or score to each paper, then consider weighting the first few categories more heavily. Such a weighting scale might look like this:
  32. REFERENCIA Brown, H. D. (2000). Teaching by Principles, an Interactive Approach, second edition. United States ofAmerica. Longman.
  33. THE END
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