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dc.contributor.authorLuginbill, Annisa
dc.contributor.authorLindseth, Martina
dc.date.accessioned2019-05-08T14:02:19Z
dc.date.available2019-05-08T14:02:19Z
dc.date.issued2018-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/79079
dc.descriptionColor poster with text, charts, and graphs.en_US
dc.description.abstractReaching the Advanced level of language proficiency according to the national standards of the American Association of Teachers of Foreign Languages (ACTFL) is a high stakes target at many universities across the United States, as well as a benchmark for graduation at UWEC. Much research has been done regarding the development of advanced level language functions. Most upper level classes focus on developing reflective writing, writing which grants unlimited time to the student and use of manipulatives, such as dictionaries. However, in a real world setting, students also need advanced level proficiency in spontaneous writing within a certain time limit and without access to said manipulatives to write cohesive and comprehensible emails, memos, and reports in a timely fashion.en_US
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programsen_US
dc.language.isoen_USen_US
dc.relation.ispartofseriesUSGZE AS589;
dc.subjectSpontaneous writingen_US
dc.subjectWriting evaluationen_US
dc.subjectPostersen_US
dc.titleGauging Spontaneous Language Gain : Spontaneous Written Language Gain in an Upper-Level College German Courseen_US
dc.typePresentationen_US


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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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