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What is it about?

This paper provides a state-of-the-art summary of what we know about paragraphing in English. It then goes on to consider tensions between our often imperfect beliefs and knowledge, and how we actually write. I suggest that juxtaposing cognition and beliefs with actual performance data can help us reconsider paragraphing pedagogy.

Why is it important?

Most work looking into teacher cognition has focused on grammar, but this paper focuses on writing. In addition, I not only consider teacher belief and self-reported pedagogical practice, but also actual writing practice. I suggest that reflecting on the differences between these three kinds of data is an important pre-requisite for PD, and updating pedagogical practice.

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Iain McGee
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