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Mar Mateos, Isabel Cuevas, Elena Martín, Ana Martín, Maria Luna, Gerardo Echeita, Mariana Miras, Isabel Solé, Nuria Castells, Sandra Espino and Marta Minguela


Edited by Mark Torrance, Denis Alamargot, Montserrat Castelló, Franck Ganier, Otto Kruse, Anne Mangen, Liliana Tolchinsky and Luuk van Waes

This book provides a detailed overview of current or recent research exploring a wide range of ideas, theories, and practices around written text production. European researchers from a broad range of disciplines brought together under the European Research Network on Learning to Write Effectively were instructed to contribute short papers summarising their current activity. The papers are grouped around the four main themes. The first deals with issues around the development of basic ("low-level") writing skills, mainly in the early years of education. The second section focuses directly on issues around the teaching and learning of writing. This is divided into five parts that describe: evaluations of different forms of writing instruction, research exploring the processes by which writers learn, methods of text assessment in educational contexts, research exploring the effects of various learner and teacher variables on the development of writing skill, and conceptions of and variation in educational text genres. The third section reports research exploring effective document design. The final section has a main focus on tools for exploring the writing process.


Nathan John Albury

revitalisation and reversing language shift relies on the belief that beyond matters of minority rights and reconciliation, linguistic diversity is desirable for humanity. The notion is that linguistic diversity preserves human cultures, heritage and knowledge and that this is valuable in documenting and


Dean Sutherland

also began teaching Māori to speak, read and write using English while retaining Māori as the primary language used in classrooms (Parr, 1963). Despite the intentions of missionaries, violent conflicts, negative economic factors and changes in attitudes and beliefs about Education among Māori and