Manual Rethinking English in Schools: A New and Constructive Stage (Continuum Studies in Education)

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College Composition and Communication , 54 1 , 11— Harklau, Linda, Losey, Kay M. Generation 1. Mahwah, NJ: Erlbaum. Globalization, guanxi, and agency: Designing and redesigning the literacies of cyberspace.

Interventions in the classroom

Carbondale: Southern Illinois University Press. Interchange on Cynthia L. Horner, Bruce. On the study of music as material practice. Journal of Musicology , 16 , Toward a multilingual composition scholarship: From English only to a translingual norm. College Composition and Communication , 63 2 , Reworking English in rhetoric and composition: Global interrogations, local interventions.

London: Continuum. Language difference in writing: Toward a translingual approach. College English , 73 3 , Cross-language relations in composition. English only and U. College Composition and Communication , 53 4 , Jewitt, Carey. Kerman, Joseph. William Byrd and the Catholics. The New York Review of Books. Kress, Gunther. Lam, Wan Shun Eva.

The latest news and views on education from Oxford University Press.

L2 literacy and the design of the self: A case study of a teenager writing on the Internet. Lillis, Theresa. The sociolinguistics of writing.

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Edinburgh: Edinburgh University Press. Lu, Min-Zhan. An essay on the work of composition: Composing English against the order of fast capitalism. College Composition and Communication , 56 1 , 16— McCloud, Scott. Understanding comics. December Report of the MLA task force on evaluating scholarship for tenure and promotion. New York: MLA. Writing and the mind. In James V.

The latest news and views on education from Oxford University Press.

Parakrama, Arjuna. Pennycook, Alastair. English as a language always in translation.

European Journal of English Studies , 12 1 , Philip, Marlene Nourbese. She tries her tongue, her silence softly breaks. Charlottetown, Prince Edward Island: Ragweed. Summer Resituating and re-mediating the canons: A cultural-historical remapping of rhetorical activity A collaborative webtext. Kairos , 11 3. Royster, Jacqueline Jones. When the first voice you hear is not your own. College Composition and Communication , 47 1 , Selfe, Cynthia L. The movement of air, the breath of meaning: Aurality and multimodal composing.

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    In Ruth A. Solie Ed. Berkeley: University of California Press. Music and male hegemony. Small, Christopher. Musicking: The meanings of performing and listening. Stevens, Ilan. Spanglish: The making of a new American language. New York: Harper Perennial. Street, Brian. Trimbur, John.

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    Composition and the circulation of writing. College Composition and Communication , 52 2 , When was multimodality? Modality and the rhetoric of transparency. Leiden: Brill. Varnum, Robin. From crisis to crisis: The evolution toward higher standards of literacy in the United States. Rhetoric Society Quarterly , 16 3 , Wang, Xuan.

    I am not a qualified dialect rapper: Genre innovation as authenticity. Williams, Raymond. For example, a focus on teaching and assessing interactional and transactional listening at Key Stage 3, develops skills needed for the role-play and general conversation in GCSE. Likewise, a focus on unplanned and planned writing will produce more confident writers in the exam. But given the importance of exam outcomes for the key stakeholders including students, caregivers, subject leaders, teachers, senior leaders and headteachers , the desire to equip students with the metacognitive and psychological skills to cope with the intellectual and emotional demands of assessment at Key Stage 4 through formal and explicit exam practice is perhaps both understandable and necessary.

    Modelling the thinking processes involved e. With this in mind, a set of levelled assessments has been designed to complement the wealth of assessment material provided by the Allez course. In the style of GCSE assessments, these are designed to focus on the key language of the corresponding Allez units, while recycling and interweaving high-frequency language and out-of-topic key language.

    Language Minorities

    This has been done to emphasise the transferability of vocabulary and structures to both build student repertoire and student resilience in making meaning throughout Key Stage 3 and to improve transition to Key Stage 4. She is also an associate member of the Association of Language Learning. Hi Yvonne, Unfortunately, I was busy on the day of the webinar.

    Is there a way to have access its content? Thanks, Sabrina. Key Stage 3: rethinking the skills, rethinking assessment of the skills The Languages Programme of study for Key Stage 3 represented a move away from the delineation between listening, speaking, reading and writing and the creation of four discrete skill domains. Like this: Like Loading