‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school-Reference-Cited by-同舟云学术

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‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school

Published:2018-11-13 Issue:1 Volume:33 Page:35-50
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Hardman William¹,Bell Huw²

Affiliation:

1. Department of Languages, Information and Communication, Faculty of Arts and Humanities, Manchester Metropolitan University, Manchester, UK;

2. Department of Childhood, Youth and Education Studies, Faculty of Education, Manchester Metropolitan University, Manchester, UK

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500782.2018.1488864

Reference38 articles.

1. The Dead Butler revisited: grammatical accuracy and clarity in the English Primary Curriculum 2013–2014

2. Teacher knowledge and beliefs about grammar: A case study of an English primary school

3. Assessment and Classroom Learning

4. Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry

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1. An automatic feedback educational platform: Assessment and therapeutic intervention for writing learning in children with special educational needs;Expert Systems with Applications;2024-09

2. The impact of a changed writing environment on students' motivation to write;Frontiers in Psychology;2023-10-30

3. Engaging with readers: Students’ metalinguistic understanding of the use of pronouns in building reader-writer relationships;Linguistics and Education;2023-06

4. shared understanding of good writing?;Writing and Pedagogy;2023-05-16

5. Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school;Linguistics and Education;2023-02

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