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Contentid:
12539
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Title: Norwegian Openings at St. Olaf
Body: The Norwegian Department at St. Olaf College announces two adjunct positions at St. Olaf for the 2011-2012 academic year and a tenure-track position beginning in 2012. 1) 33%-50% position (visiting instructor or visiting Assistant Professor, teaching 2 or 3 courses of beginning and intermediate Norwegian in the fall semester. Possibility of ongoing part-time or full-time teaching. 2) Full-time one-year position (visiting instructor or visiting Assistant Professor). Teaching duties include six courses of beginning and intermediate Norwegian, three courses per semester. Possibility of ongoing part-time or full-time teaching. St. Olaf has approximately 200 students in Norwegian classes, with multiple sections of first and second-year language courses. Instructors work collaboratively to plan daily instruction and tests. Requirements: Minimum of a Masters Degree in Scandinavian Studies or related field, with native or near-native fluency in Norwegian and language teaching experience. Rank and salary depending on qualifications. Review of applications will begin immediately. The positions will be open until filled. Please submit a cover letter, current CV, brief audio recording of yourself speaking unrehearsed bokmål (CD or mp3), and the names and email addresses of two or three professional references who can speak to your abilities in classroom teaching. We will initiate our tenure-track search in the spring. Watch for the announcement at SASS. Please spread the word to others who might be interested in one of these opportunities. For further details contact: Margaret Hayford O’Leary, department chair oleary at stolaf dog edu 507-786-3569 St. Olaf College 1520 St. Olaf Ave. Northfield, MN 55057 O’Leary, M. [NORDIC-T] Norwegian Openings at St. Olaf. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 18 Mar 2011).
Source: NORDIC-T
Inputdate: 2011-03-20 10:08:08
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Title: Norwegian Openings at St. Olaf
Body: The Norwegian Department at St. Olaf College announces two adjunct positions at St. Olaf for the 2011-2012 academic year and a tenure-track position beginning in 2012. 1) 33%-50% position (visiting instructor or visiting Assistant Professor, teaching 2 or 3 courses of beginning and intermediate Norwegian in the fall semester. Possibility of ongoing part-time or full-time teaching. 2) Full-time one-year position (visiting instructor or visiting Assistant Professor). Teaching duties include six courses of beginning and intermediate Norwegian, three courses per semester. Possibility of ongoing part-time or full-time teaching. St. Olaf has approximately 200 students in Norwegian classes, with multiple sections of first and second-year language courses. Instructors work collaboratively to plan daily instruction and tests. Requirements: Minimum of a Masters Degree in Scandinavian Studies or related field, with native or near-native fluency in Norwegian and language teaching experience. Rank and salary depending on qualifications. Review of applications will begin immediately. The positions will be open until filled. Please submit a cover letter, current CV, brief audio recording of yourself speaking unrehearsed bokmål (CD or mp3), and the names and email addresses of two or three professional references who can speak to your abilities in classroom teaching. We will initiate our tenure-track search in the spring. Watch for the announcement at SASS. Please spread the word to others who might be interested in one of these opportunities. For further details contact: Margaret Hayford O’Leary, department chair oleary at stolaf dog edu 507-786-3569 St. Olaf College 1520 St. Olaf Ave. Northfield, MN 55057 O’Leary, M. [NORDIC-T] Norwegian Openings at St. Olaf. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 18 Mar 2011).
Source: NORDIC-T
Inputdate: 2011-03-20 10:08:08
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12540
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Title: Job: Senior Acquisitions Editor at Georgetown University Press
Body: From http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173 Join Georgetown Languages, the dynamic and growing Georgetown University Press program, to acquire foreign language learning materials, linguistics texts, and reference materials. We seek a creative and experienced editor who has acquired in this field and who knows SLA pedagogy. Responsibilities include: •Acquire high-quality and pedagogically current foreign language learning textbook and multimedia learning materials for the higher education market. •Shepherd potential projects through review process and financial analysis. •Collaborate with textbook authors to determine and develop appropriate content and functionality for digital accompaniments. •Work with authors, editors, and vendors to develop multimedia materials. •Propose and help execute the best digital delivery for each multimedia product. •Represent the press at academic meetings. Languages and linguistics are central to the Georgetown University Press mission and publishing future. Georgetown University Press has a friendly, collegial culture and was recently named by Book Business magazine the third best publishing company to work for in America. Requirements: •Minimum of eight years experience in foreign language book and multimedia publishing, especially textbook publishing, with broad understanding of entire publishing process. •Minimum five years experience in acquiring books. •Understanding of current trends of foreign language learning pedagogy, as well as of the complexities of writing and producing foreign language materials. •Experience developing foreign language learning multimedia. •Demonstrated ability to work effectively with authors and editors. •Demonstrated knowledge of multimedia programs and comfort learning new programs. •Knowledge/study of at least one foreign language; conversant in at least one language preferred. •Master’s degree; preference given to education beyond master’s level. •Willingness to travel 10-15% of time. View the full posting and apply at http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173
Source: Georgetown University Press
Inputdate: 2011-03-20 10:09:25
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Title: Job: Senior Acquisitions Editor at Georgetown University Press
Body: From http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173 Join Georgetown Languages, the dynamic and growing Georgetown University Press program, to acquire foreign language learning materials, linguistics texts, and reference materials. We seek a creative and experienced editor who has acquired in this field and who knows SLA pedagogy. Responsibilities include: •Acquire high-quality and pedagogically current foreign language learning textbook and multimedia learning materials for the higher education market. •Shepherd potential projects through review process and financial analysis. •Collaborate with textbook authors to determine and develop appropriate content and functionality for digital accompaniments. •Work with authors, editors, and vendors to develop multimedia materials. •Propose and help execute the best digital delivery for each multimedia product. •Represent the press at academic meetings. Languages and linguistics are central to the Georgetown University Press mission and publishing future. Georgetown University Press has a friendly, collegial culture and was recently named by Book Business magazine the third best publishing company to work for in America. Requirements: •Minimum of eight years experience in foreign language book and multimedia publishing, especially textbook publishing, with broad understanding of entire publishing process. •Minimum five years experience in acquiring books. •Understanding of current trends of foreign language learning pedagogy, as well as of the complexities of writing and producing foreign language materials. •Experience developing foreign language learning multimedia. •Demonstrated ability to work effectively with authors and editors. •Demonstrated knowledge of multimedia programs and comfort learning new programs. •Knowledge/study of at least one foreign language; conversant in at least one language preferred. •Master’s degree; preference given to education beyond master’s level. •Willingness to travel 10-15% of time. View the full posting and apply at http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173
Source: Georgetown University Press
Inputdate: 2011-03-20 10:09:25
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12541
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Title: Lecturer in Arabic at the University of Georgia
Body: Lecturer in Arabic at the University of Georgia The University of Georgia, Department of Religion seeks a non-tenure-track, full-time Lecturer in Arabic, beginning August 2011. Possibilities of annual renewal and promotion to rank of Senior Lecturer after seven years. Required: Ph.D. in Arabic or related field; ability to teach spoken, written, college-level Modern Standard Arabic/Fus'ha; proficiency in explaining in English the rules of Arabic grammar; high proficiency in Fus'ha, one dialect of Arabic, and English. Preferred experiences: college teaching of Arabic; creating media oriented course material; curriculum development in Arabic. Duties: teach eight courses per academic year at elementary, intermediate, advanced levels. Send letter of application, vitae, three reference letters, and evidence of teaching skills by email to Arabic Lecturer Search Committee at religion at uga dot edu. To assure full consideration, application must be received by April 7, 2011. The Franklin College of Arts & Sciences, its many units, and the University of Georgia are committed to increasing the diversity of its faculty and students, and sustaining a work and learning environment that is inclusive. The University of Georgia is an Equal Opportunity/Affirmative Action Institution. http://wiredcampus.chronicle.com/jobs/0000671404-01 Godlas, A. Arabic-L:PEDA:University of Georgia Job. ARABIC-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 14 Mar 2011).
Source: Arabic-L
Inputdate: 2011-03-20 10:10:13
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Title: Lecturer in Arabic at the University of Georgia
Body: Lecturer in Arabic at the University of Georgia The University of Georgia, Department of Religion seeks a non-tenure-track, full-time Lecturer in Arabic, beginning August 2011. Possibilities of annual renewal and promotion to rank of Senior Lecturer after seven years. Required: Ph.D. in Arabic or related field; ability to teach spoken, written, college-level Modern Standard Arabic/Fus'ha; proficiency in explaining in English the rules of Arabic grammar; high proficiency in Fus'ha, one dialect of Arabic, and English. Preferred experiences: college teaching of Arabic; creating media oriented course material; curriculum development in Arabic. Duties: teach eight courses per academic year at elementary, intermediate, advanced levels. Send letter of application, vitae, three reference letters, and evidence of teaching skills by email to Arabic Lecturer Search Committee at religion at uga dot edu. To assure full consideration, application must be received by April 7, 2011. The Franklin College of Arts & Sciences, its many units, and the University of Georgia are committed to increasing the diversity of its faculty and students, and sustaining a work and learning environment that is inclusive. The University of Georgia is an Equal Opportunity/Affirmative Action Institution. http://wiredcampus.chronicle.com/jobs/0000671404-01 Godlas, A. Arabic-L:PEDA:University of Georgia Job. ARABIC-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 14 Mar 2011).
Source: Arabic-L
Inputdate: 2011-03-20 10:10:13
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12542
Content Type: 1
Title: Article: Itinerant Life Weighs on Farmworkers’ Children
Body: From http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss Itinerant Life Weighs on Farmworkers’ Children By PATRICIA LEIGH BROWN March 12, 2011 In the clattering energy of Room 21 at Sherwood Elementary here, Oscar Ramos, 37, glimpses life beneath the field dust. His students are the sons and daughters of the seasonal farmworkers who toil in the vast fields of the Salinas Valley, cutting spinach and broccoli and packing romaine lettuce from a wet conveyor belt: nearly 13 heads a minute, 768 heads an hour, 10 hours a day. Despite the resilience of their young charges, educators at Sherwood face a catalog of need: 97 percent of students are near the poverty line, compared with 56 percent statewide. Seventy-seven percent have limited English, versus 32 percent throughout California. Only 6 percent of parents here attended college — the state average is 55 percent — and many are illiterate in their native language. Even as Latino enrollments grow, the number of new teachers earning bilingual credentials has fallen in the last decade to 1,147 per year from 1,829, according to the California Teacher Commission. The shortage of bilingual teachers is hurting Latino academic achievement, said Bruce Fuller, a professor of education and public policy at the University of California, Berkeley. Teachers like Mr. Ramos, “who have both language skills and the framework to respond to these kids’ cultural assets,” Professor Fuller said, are all too rare. Read the full article at http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss
Source: New York Times
Inputdate: 2011-03-20 10:11:43
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Title: Article: Itinerant Life Weighs on Farmworkers’ Children
Body: From http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss Itinerant Life Weighs on Farmworkers’ Children By PATRICIA LEIGH BROWN March 12, 2011 In the clattering energy of Room 21 at Sherwood Elementary here, Oscar Ramos, 37, glimpses life beneath the field dust. His students are the sons and daughters of the seasonal farmworkers who toil in the vast fields of the Salinas Valley, cutting spinach and broccoli and packing romaine lettuce from a wet conveyor belt: nearly 13 heads a minute, 768 heads an hour, 10 hours a day. Despite the resilience of their young charges, educators at Sherwood face a catalog of need: 97 percent of students are near the poverty line, compared with 56 percent statewide. Seventy-seven percent have limited English, versus 32 percent throughout California. Only 6 percent of parents here attended college — the state average is 55 percent — and many are illiterate in their native language. Even as Latino enrollments grow, the number of new teachers earning bilingual credentials has fallen in the last decade to 1,147 per year from 1,829, according to the California Teacher Commission. The shortage of bilingual teachers is hurting Latino academic achievement, said Bruce Fuller, a professor of education and public policy at the University of California, Berkeley. Teachers like Mr. Ramos, “who have both language skills and the framework to respond to these kids’ cultural assets,” Professor Fuller said, are all too rare. Read the full article at http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss
Source: New York Times
Inputdate: 2011-03-20 10:11:43
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Contentid:
12543
Content Type: 1
Title: Learn the Inuit Language: Online Resources
Body: From http://www.tusaalanga.ca/about Pirurvik's Inuktitut as a Second Language programs offer an innovative approach to mastering the Inuit language. We focus on teaching Inuktitut as it is spoken in everyday situations. After the first class, participants are able to walk away and immediately apply what they have learned. The Tusaalanga website contains many of the materials used in the training programs. The soundfiles it includes are a valuable tool to help learners master correct pronunciation. Resources include a list of grammatical affixes, a glossary, 30 dialogues, 31 practice sets, and an e-mailed word of the day. Visit Tusaalanga at http://www.tusaalanga.ca/splash
Source: Tusaalanga
Inputdate: 2011-03-20 10:12:54
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Title: Learn the Inuit Language: Online Resources
Body: From http://www.tusaalanga.ca/about Pirurvik's Inuktitut as a Second Language programs offer an innovative approach to mastering the Inuit language. We focus on teaching Inuktitut as it is spoken in everyday situations. After the first class, participants are able to walk away and immediately apply what they have learned. The Tusaalanga website contains many of the materials used in the training programs. The soundfiles it includes are a valuable tool to help learners master correct pronunciation. Resources include a list of grammatical affixes, a glossary, 30 dialogues, 31 practice sets, and an e-mailed word of the day. Visit Tusaalanga at http://www.tusaalanga.ca/splash
Source: Tusaalanga
Inputdate: 2011-03-20 10:12:54
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Contentid:
12544
Content Type: 1
Title: Book: Word Atlas of Arabic Dialects
Body: From http://www.brill.nl/default.aspx?partid=210&pid=33436 Title: Word Atlas of Arabic Dialects, Volume 1: Mankind, Nature, Fauna and Flora Authors: Peter Behnstedt and Manfred Woidich Publisher: Brill Description: The Wortatlas der arabischen Dialekte / Word Atlas of Arabic Dialects (WAD) intends to provide an unprecedented survey of the lexical richness and diversity of the Arabic dialects as spoken from Uzbekistan to Mauretania and Nigeria, from Malta to Sudan, and including the Ki-Nubi Creole as spoken in Uganda and Kenya. The multilingual word atlas will consist of three volumes in total with some 500 onomasiological maps in full colour. Each map presents a topic or notion and its equivalents in Arabic as collected from the dialectological literature (dictionaries, grammars, text collections, ethnographic reports, etc.), from the editors’ own field work, from questionnaires filled out by native speakers or by experts for a certain dialect region, and also from the internet. Polyglot legends in German, English, French, Spanish, Italian accompany the maps to facilitate further access. Each map is followed by a commentary in German, providing more details about the sources and the individual forms, and discussing semantic and etymological issues. All quotations are in their original language. The maps mainly show lexical types, detailed and concrete forms are given in the commentaries. An introduction is provided in both German and English and an index of all lexemes in the atlas will be available. The first volume Band I: Mensch, Natur, Fauna und Flora / Volume 1: Mankind, Nature, Fauna and Flora contains subjects such as ‘family members’, ‘professions’, ‘human qualities’. The second volume will deal with material culture (‘house’, ‘utensils’, ‘food’, ‘clothing’, ‘vehicles’, etc.) and the third and final volume will focus on verbs, adjectives and function words. Visit the publisher’s website at http://www.brill.nl/default.aspx?partid=210&pid=33436
Source: Brill
Inputdate: 2011-03-20 10:14:16
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Title: Book: Word Atlas of Arabic Dialects
Body: From http://www.brill.nl/default.aspx?partid=210&pid=33436 Title: Word Atlas of Arabic Dialects, Volume 1: Mankind, Nature, Fauna and Flora Authors: Peter Behnstedt and Manfred Woidich Publisher: Brill Description: The Wortatlas der arabischen Dialekte / Word Atlas of Arabic Dialects (WAD) intends to provide an unprecedented survey of the lexical richness and diversity of the Arabic dialects as spoken from Uzbekistan to Mauretania and Nigeria, from Malta to Sudan, and including the Ki-Nubi Creole as spoken in Uganda and Kenya. The multilingual word atlas will consist of three volumes in total with some 500 onomasiological maps in full colour. Each map presents a topic or notion and its equivalents in Arabic as collected from the dialectological literature (dictionaries, grammars, text collections, ethnographic reports, etc.), from the editors’ own field work, from questionnaires filled out by native speakers or by experts for a certain dialect region, and also from the internet. Polyglot legends in German, English, French, Spanish, Italian accompany the maps to facilitate further access. Each map is followed by a commentary in German, providing more details about the sources and the individual forms, and discussing semantic and etymological issues. All quotations are in their original language. The maps mainly show lexical types, detailed and concrete forms are given in the commentaries. An introduction is provided in both German and English and an index of all lexemes in the atlas will be available. The first volume Band I: Mensch, Natur, Fauna und Flora / Volume 1: Mankind, Nature, Fauna and Flora contains subjects such as ‘family members’, ‘professions’, ‘human qualities’. The second volume will deal with material culture (‘house’, ‘utensils’, ‘food’, ‘clothing’, ‘vehicles’, etc.) and the third and final volume will focus on verbs, adjectives and function words. Visit the publisher’s website at http://www.brill.nl/default.aspx?partid=210&pid=33436
Source: Brill
Inputdate: 2011-03-20 10:14:16
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Contentid:
12545
Content Type: 1
Title: Arabic Complete: Learning Modules Available
Body: Arabic Complete uses a visual approach to learning Arabic with color-coded text, up to 7,000 audio clips of high frequency phrases, videos, and podcasts. Several free modules are available at http://arabiccomplete.com/?page_id=50 . These would be especially useful for beginning learners. More resources are available with a paid subscription. Learn more at http://arabiccomplete.com
Source: Arabic Complete
Inputdate: 2011-03-20 10:15:14
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Title: Arabic Complete: Learning Modules Available
Body: Arabic Complete uses a visual approach to learning Arabic with color-coded text, up to 7,000 audio clips of high frequency phrases, videos, and podcasts. Several free modules are available at http://arabiccomplete.com/?page_id=50 . These would be especially useful for beginning learners. More resources are available with a paid subscription. Learn more at http://arabiccomplete.com
Source: Arabic Complete
Inputdate: 2011-03-20 10:15:14
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12546
Content Type: 1
Title: Chinese Pedagogy Institute
Body: From https://www.indiana.edu/~cclp/main THE INDIANA UNIVERSITY CHINESE PEDAGOGY INSTITUTE 2½-week residential program for teachers of Chinese June 12 - 29, 2011 The Chinese Pedagogy Institute (CPI) is a professional development opportunity for 20 current and prospective secondary teachers of Chinese. Trainees will stay for one week at Indiana University's Bradford Woods for intensive pedagogy training before moving to the IU campus for a week-long practicum. Learn more at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=83:chinese-pedagogy-institute&catid=42:about-chinese-pedagogy-institute&Itemid=82
Source: Indiana University
Inputdate: 2011-03-20 10:16:14
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Title: Chinese Pedagogy Institute
Body: From https://www.indiana.edu/~cclp/main THE INDIANA UNIVERSITY CHINESE PEDAGOGY INSTITUTE 2½-week residential program for teachers of Chinese June 12 - 29, 2011 The Chinese Pedagogy Institute (CPI) is a professional development opportunity for 20 current and prospective secondary teachers of Chinese. Trainees will stay for one week at Indiana University's Bradford Woods for intensive pedagogy training before moving to the IU campus for a week-long practicum. Learn more at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=83:chinese-pedagogy-institute&catid=42:about-chinese-pedagogy-institute&Itemid=82
Source: Indiana University
Inputdate: 2011-03-20 10:16:14
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12547
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Title: USC Workshop on Current Topics in Japanese Language Education 2011
Body: From http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html University of Southern California Workshop on Current Topics in Japanese Language Education 2011 May 14th, 2011: “Assessment- What, How and Why?” May 15th, 2011: The ACTFL Writing Proficiency Guidelines Familiarization Workshop *The workshop will be conducted in Japanese The establishment of the National Standards in the 1990s and the subsequent implementation of Japanese AP, along with the introduction of various technologies into classrooms, have resulted in considerable innovation in theories and methodologies in Japanese language education. Federal and local governments and more and more academic institutions are now requesting educators to clearly indicate how student proficiency has improved and in what respects. Keeping these developments in mind, this workshop offers a forum for exploring the meaning and practice of the assessment of students' skills from various different perspectives. Learn more at http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html
Source: USC
Inputdate: 2011-03-20 10:18:01
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Title: USC Workshop on Current Topics in Japanese Language Education 2011
Body: From http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html University of Southern California Workshop on Current Topics in Japanese Language Education 2011 May 14th, 2011: “Assessment- What, How and Why?” May 15th, 2011: The ACTFL Writing Proficiency Guidelines Familiarization Workshop *The workshop will be conducted in Japanese The establishment of the National Standards in the 1990s and the subsequent implementation of Japanese AP, along with the introduction of various technologies into classrooms, have resulted in considerable innovation in theories and methodologies in Japanese language education. Federal and local governments and more and more academic institutions are now requesting educators to clearly indicate how student proficiency has improved and in what respects. Keeping these developments in mind, this workshop offers a forum for exploring the meaning and practice of the assessment of students' skills from various different perspectives. Learn more at http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html
Source: USC
Inputdate: 2011-03-20 10:18:01
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12548
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Title: German Grammar Checklist
Body: From http://german.about.com Your students can use this checklist to proofread and edit their writing. This checklist disregards the basic writing/grammar points that you would find in a general writing checklist such as beginning a sentence with a capital letter, indenting a paragraph etc. This checklist is specifically geared for those writing/grammar concepts that are essential to correct German writing. The checklist is available at http://german.about.com/od/grammar/tp/German-Grammar-Checklist.htm?nl=1 ; scroll down for a printer-friendly version.
Source: About.com
Inputdate: 2011-03-20 10:18:55
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Title: German Grammar Checklist
Body: From http://german.about.com Your students can use this checklist to proofread and edit their writing. This checklist disregards the basic writing/grammar points that you would find in a general writing checklist such as beginning a sentence with a capital letter, indenting a paragraph etc. This checklist is specifically geared for those writing/grammar concepts that are essential to correct German writing. The checklist is available at http://german.about.com/od/grammar/tp/German-Grammar-Checklist.htm?nl=1 ; scroll down for a printer-friendly version.
Source: About.com
Inputdate: 2011-03-20 10:18:55
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