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Titlebook: Developmental Aspects in Learning to Write; Liliana Tolchinsky (Associate Professor) Book 2001 Springer Science+Business Media Dordrecht 2

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發(fā)表于 2025-3-21 19:33:13 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Developmental Aspects in Learning to Write
編輯Liliana Tolchinsky (Associate Professor)
視頻videohttp://file.papertrans.cn/271/270057/270057.mp4
叢書(shū)名稱(chēng)Studies in Writing
圖書(shū)封面Titlebook: Developmental Aspects in Learning to Write;  Liliana Tolchinsky (Associate Professor) Book 2001 Springer Science+Business Media Dordrecht 2
描述Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau- vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti- tutions, ideas, beliefs, opinions and convictions of the Western world were a by- product of an ‘a(chǎn)lphabetized mind‘. Writing was for them one of t
出版日期Book 2001
關(guān)鍵詞English; German; Roman; computer; curriculum; development; education; learning; linguistics; morphology; organ
版次1
doihttps://doi.org/10.1007/978-94-010-0734-4
isbn_softcover978-0-7923-7063-5
isbn_ebook978-94-010-0734-4Series ISSN 1572-6304
issn_series 1572-6304
copyrightSpringer Science+Business Media Dordrecht 2001
The information of publication is updating

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Learning the Written Morphology of Plural in Written French,of the written markers have no corresponding pronunciation. Therefore, as we will show in the following chapter, children have to learn the markers and their function without relying on an audible reference.
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Java, IDL and Object Request Brokersn different text levels in both genres, mainly during the revision phase. Findings are examined within the frame of writing development studies and also from the perspective of the researcher analysing the texts.
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1572-6304 ment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in
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An Introduction to Industrial Analyticsn 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example . by Levi Strauss (1962); . by Jack Goody and Ian Watt (1963) and . by Laroi - Gourham (1964/65).
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Springer Professional Computingof the written markers have no corresponding pronunciation. Therefore, as we will show in the following chapter, children have to learn the markers and their function without relying on an audible reference.
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Book 2001he discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discov
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Written English, Word-Processors, and Meaning-Making,-processor’s properties as affecting their meaning-making in written English in their essays or dissertations? (2) To what extent do the printouts of students’ word-processed texts indicate not only an exploitation of the meaning-making resources of written English but also a use of the word-processor’s facilities as semiotic resources?
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