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The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course?

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dc.contributor.author Linnegar, John
dc.date.accessioned 2021-11-24T19:25:41Z
dc.date.available 2021-11-24T19:25:41Z
dc.date.issued 2017
dc.identifier.citation Linnegar, J. (2017). The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course? In M. Cargill & S. Burgess (Eds.), Publishing Research in English as an Additional Language: Practices, Pathways and Potentials (pp. 87–120). University of Adelaide Press. http://www.jstor.org/stable/10.20851/j.ctt1t305cq.11 en_US
dc.identifier.uri https://www.jstor.org/stable/10.20851/j.ctt1t305cq.11
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/557
dc.description 35 p. ; (PDF) en_US
dc.language.iso en en_US
dc.publisher University of Adelaide Press en_US
dc.title The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course? en_US
dc.title.alternative Book Title: Publishing Research in English as an Additional Language en_US
dc.title.alternative Book Subtitle: Practices, Pathways and Potentials en_US
dc.type Book chapter en_US


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