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Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing. 相似文献
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Sports Engineering - A Monark cycle ergometer is a device globally used in physiological studies to measure the work and energy levels of exercising humans. In this paper a rope-braked cycle... 相似文献
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Paul Nijhoff Asser 《Publishing Research Quarterly》1992,8(2):5-11
For centuries publishers have acted as intermediaries between author and audience. Copyright, like freedom of expression,
is an essential element of freedom in this role, because without it authors' rights are not fully protected. Only when they
are protected against theft and other economic or moral infringements are authors free to express themselves without fear.
Publishers, too, rely on copyright to protect their investments and their freedom
Paul Nijhoff Asser has been secretary of the International Group of Scientific, Technical and Medical Publishers (STM), Amsterdam,
since 1970. He has been active in publishing and bookselling for more than forty years.
This article was adapted from a presentation at the seminar “East Meets West: Copyright and the Publisher in a Market Economy”,
Hamburg, March 1991. 相似文献
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Donald D. Deshler Jean B. Schumaker B. Keith Lenz Janis A. Bulgren Michael F. Hock Jim Knight Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108
Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively. 相似文献