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青少年议论文写作的认知和语言特点:连接词是否意味着更复杂的推理?
Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing. https://doi.org/10.1007/s11145-018-9898
基金资助: The research reported here was supported by the Institute of Education Sciences (https://ies.ed.gov), U.S. Department of Education (https://www.ed.gov) through Grant R305A090555 (Catherine Snow, Principal Investigator) to the Strategic Education Research Partnership (https://serpinstitute.org), and through Grant R305F100026, awarded to SERP as part of the Reading for Understanding Research Initiative (https://ies.ed.gov/ncer/projects/program.asp?ProgID=62). The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education. We thank the collaborating school districts and school personnel, as well as the participating teachers and students. We would also like to thank Breanna Briggs, Andrea Byng, Ragiah El-Shantaly, and Samaan Nur for their help and insight with applying the argument coding system to the essays. Special thanks are also due to Robert Selman and Nonie Lesaux for their support during the development of this study.
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