| Title |
Theorizing written feedback as a mediation tool within the Sydney School’s genre pedagogy: a focus on ZPD and scaffolding
|
|---|---|
| Published in |
Functional Linguistics, August 2014
|
| DOI | 10.1186/s40554-014-0008-z |
| Authors |
Devo Y Devrim |
Mendeley readers
The data shown below were compiled from readership statistics for 47 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 47 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 13 | 28% |
| Student > Ph. D. Student | 7 | 15% |
| Lecturer | 4 | 9% |
| Student > Postgraduate | 4 | 9% |
| Student > Doctoral Student | 3 | 6% |
| Other | 5 | 11% |
| Unknown | 11 | 23% |
| Readers by discipline | Count | As % |
|---|---|---|
| Linguistics | 15 | 32% |
| Social Sciences | 8 | 17% |
| Arts and Humanities | 7 | 15% |
| Business, Management and Accounting | 1 | 2% |
| Computer Science | 1 | 2% |
| Other | 3 | 6% |
| Unknown | 12 | 26% |