Folio Writing Skills For Higher And Intermediate 2 English
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Author | : M. M. Firth |
Publisher | : Hodder Gibson |
Total Pages | : 128 |
Release | : 2011-01-01 |
Genre | : Language Arts & Disciplines |
ISBN | : 9781444122695 |
Folio writing contributes 20 per cent to the final grade for Higher English. This book offers a wealth of advice and guidance on writing techniques to ensure that your own folio is as finely-tuned as possible! Mary Firth and Andrew Ralston have written many bestselling books to develop English language skills and which provide exam practice material. In this one, they offer a comprehensive range of effectice and easy to follow strategies to improve your writing skills for Intermediate 2 and Higher English - as well as for use in later life...
Author | : Willie McGuire |
Publisher | : Hodder Gibson |
Total Pages | : 134 |
Release | : 2013-11-08 |
Genre | : Study Aids |
ISBN | : 1444187317 |
Exam Board: SQA Level: National 5 Subject: English First Teaching: September 2013 First Exam: June 2014 This title is endorsed by SQA. Show students how they can enhance their writing skills and improve their grade, with support for Writing skills in the Folio submission, which make up 30% of the marks in National 5 English. This book has been written by a highly experienced examiner and setter to provides practical, down-to-earth guidance for students about the 'writing process'. - Details the basic Folio requirements - Explains and illustrates different writing forms that may be used, the 'writing process' and assessment criteria. - Highlights common errors and how to avoid them - suggested answers are also provided to typical tasks.
Author | : Jean Withrow |
Publisher | : |
Total Pages | : |
Release | : 1998 |
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Total Pages | : 82 |
Release | : 1995 |
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Author | : T. G. K. Bryce |
Publisher | : Edinburgh University Press |
Total Pages | : 1120 |
Release | : 2018-06-21 |
Genre | : Education |
ISBN | : 1474437850 |
Interrogates the rise of national philosophies and their impact on cosmopolitanism and nationalism.
Author | : Learning and Teaching Scotland. Higher Still Development Unit |
Publisher | : |
Total Pages | : |
Release | : 2001 |
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Total Pages | : 374 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
Author | : Horváth József |
Publisher | : Lingua Franca Csoport |
Total Pages | : 220 |
Release | : 2001 |
Genre | : Language Arts & Disciplines |
ISBN | : 9789636418502 |
Author | : Maynard Mack |
Publisher | : University of Delaware Press |
Total Pages | : 584 |
Release | : 1982 |
Genre | : Poets, English |
ISBN | : 9780874131826 |
A collection of various essays about Pope and the eighteenth century written by Professor Mack during the past four decades. An appendix includes a finding list of books surviving from Pope's library and a selection of letters by, to, and about Pope, most of them unpublished.
Author | : Paul Breen |
Publisher | : Bloomsbury Publishing |
Total Pages | : 265 |
Release | : 2024-02-22 |
Genre | : Education |
ISBN | : 1350351210 |
This book articulates an understanding of what is meant by the term social justice from a global perspective, drawing upon examples of practice from across a range of English for academic purposes (EAP) and English language teaching (ELT) higher education contexts. Presently, within western higher educational systems, there is a drive for greater integration of approaches that lend themselves to social justice. However, questions still remain about what that means in practice. This book seeks to answer that not by telling but by showing. It presents a series of chapters that act as vignettes into a diverse set of classrooms, contexts and countries, offering examples of how and where an epistemology of social justice has been put into practice in teaching and learning situations. Such situations range from cross-continental higher educational partnerships between east and west to instances of EAP practitioners' work with refugees from North Africa and the Middle East. These examples are threaded together by the common goal of understanding what it is that defines an enactment of social justice and what the shared denominators are across these contexts. Through looking at these various examples, the authors produce a set of codes and themes that are common to practice across contexts and discuss how these might help inform practice in other areas of language education, higher education and educational development work in general.