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There is much first language research on sentence combining that is generally positive effects (Hillocks, 1984; Hillocks, 1991). Sentence linking motivation for the first language students is that the most reliable measure of first language writing development is the measure related to number of complex sentences. They have to add certain things to it or make it other changes.
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Combining sentences is therefore understood as a way of direct focus about this aspect of writing development. Students are given a passage in writing step by step. The teacher only checks whether the students have did the labeling correctly.
Here is an example from Dykstra, Port and Port (1966). The same passage can be used several times for different exercises at different levels of difficulty In guided activities, much of the writing has already been done for and by the students focus on some small part that they have to do.
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borrowed words from other languages regularly enter the lexicon Concerns about contact literature Doubts about varieties of English . Differences in usage, lexicon and accent between American, Canadian, Australian and Irish English
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The activity provides support for students in their writing. With guided writing marking, a group of students can mark guided pieces using model answers before they are given to the teacher.