Relevant bibliographies by topics / Textbook writing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Textbook writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Textbook writing"

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Helaluddin, Helaluddin, Mohammed H. Al Aqad, Hengki Wijaya, Jusmianti Anwar, Nyayu Lulu Nadya, and Syafryadin Syafryadin. "Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1068–79. http://dx.doi.org/10.35445/alishlah.v13i2.766.

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The textbook is a practical learning tool for improving student writing skills; however, not all students learn from a textbook. For this reason, a lecturer must be able to design a textbook according to the needs of students. This paper describes developing and validating academic writing textbooks with a process genre approach in tertiary institutions. This research is part of the research development process, which consists of three phases: need assessment, design, and validation. Five experts were appointed to validate this academic writing textbook. Content Validity Index (CVI) is used to
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McKenzie, James F., Denise M. Seabert, Joanna Hayden, and Randall R. Cottrell. "Textbook Writing: A Form of Professional Development." Health Promotion Practice 10, no. 1 (2009): 10–14. http://dx.doi.org/10.1177/1524839908327733.

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Health educators have an ethical obligation to participate in professional development. Such professional development can take many different forms including writing textbooks. This article provides a rationale why textbook writing is professional development, why professionals might take on the task of writing a textbook, how the process evolves, and how professionals who are not quite ready to write a book can prepare to do so in the future.
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Chang, Xiaoling. "An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing." Chinese Journal of Applied Linguistics 43, no. 3 (2020): 359–72. http://dx.doi.org/10.1515/cjal-2020-0023.

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AbstractTeaching theories provide important guidance for language teaching materials development, but there is little research on how textbook writers apply teaching theories in the actual writing process. This study analyzes the process of compiling iEnglish, a series of textbooks based on the Production-Oriented Approach (POA) and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing. By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process, the
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Kurniawan, Redite, Esa Nur Wahyuni, and Zubad Nurul Yaqin. "Pengembangan Buku Ajar Visual Menulis Kreatif untuk Peserta Didik Madrasah Ibtidaiyah." al-Aulad: Journal of Islamic Primary Education 2, no. 2 (2019): 54–63. http://dx.doi.org/10.15575/al-aulad.v2i2.5213.

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Creative writing skills are still a challenge that must be faced by students of 6th grade in the Ar- Roihan Lawang Integrated Ibtidaiyah Madrasah. One of the contributing factor is the lack of interesting textbooks available at the school. This study aims to develop creative writing visual textbooks that improve students' skills in writing. This type of research is Research and Development (R & D) with the stage model Borg and Gall (2003). The stages include: needs analysis, product design, product development, product validity testing, testing on predetermined subjects, and product revisi
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Dale, Nell, Rick Mercer, Elliot Koffman, and Walter Savitch. "Writing a textbook." ACM SIGCSE Bulletin 33, no. 1 (2001): 408–9. http://dx.doi.org/10.1145/366413.364793.

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M. Scahill, Edward. "Writing Textbook Supplements." Journal of Finance and Economics 2, no. 5 (2014): 199–201. http://dx.doi.org/10.12691/jfe-2-5-11.

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Ben-Ari, Mordechai (Moti), Henry M. Walker, Gaynor Redvers-Mutton, and Keith Mansfield. "Writing a textbook." ACM SIGCSE Bulletin 34, no. 3 (2002): 94–95. http://dx.doi.org/10.1145/637610.544444.

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Reed, Brian M. "Textbook Uncreative Writing." American Book Review 32, no. 4 (2011): 5–6. http://dx.doi.org/10.1353/abr.2011.0076.

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Mankiw, N. Gregory. "Reflections of a Textbook Author." Journal of Economic Literature 58, no. 1 (2020): 215–28. http://dx.doi.org/10.1257/jel.20191589.

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In this essay, I reflect on textbook writing after three decades of participating in the activity. I address the following questions: What perspective should textbooks take? What is the best approach to teaching microeconomics? What is the best approach to teaching macroeconomics? How does the content of the introductory course evolve? How much material should textbooks include? Are textbooks too expensive? How is digital technology changing the market for textbooks? Who should become a textbook author? ( JEL A22)
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Chang, Heejin, and Scott Windeatt. "Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course." International Journal of Mobile and Blended Learning 13, no. 2 (2021): 73–95. http://dx.doi.org/10.4018/ijmbl.2021040105.

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This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1)
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Dissertations / Theses on the topic "Textbook writing"

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黃錦昌 and Kam-cheong Wong. "Chinese history textbook writing in late Ch'ing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207960.

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Wong, Kam-cheong. "Chinese history textbook writing in late Ch'ing China /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12228163.

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Strauch, John Robert Scharton Maurice. "Options in the composing process a textbook for high school composition /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616849.

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Thesis (D.A.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 12, 2005. Dissertation Committee: Maurice Scharton (chair), Janice Neuleib, William Linnemann, Stanley Renner, Michael Lorber. Includes bibliographical references (leaves 151-155) and abstract. Also available in print.
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Byrd, Terre D. M. "An investigation into the current status of the paradigm shift in technical writing textbook pedagogy." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0320102-225101/unrestricted/byrdt041602.pdf.

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Spilker, Braxton Clark. "Writing and Designing a Chapter on Mercury and Pluto for the Textbook Exploring the Planets (explanet.info)." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/8123.

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Exploring the Planets (http://explanet.info) is a free online college textbook covering thebasic concepts of planetary science emphasizing the character and evolution of the planetarybodies in the Solar System. The latest edition (3rd edition) was published online in 2007 by EricH Christiansen. Since the release of the third edition, two important planetary missions havebeen completed: MESSENGER (to Mercury) and New Horizons (to Pluto). These missionsprovided new information and fundamental insights into these planetary bodies, which have notyet been included in Exploring the Planets. The mode
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PACHECO, Soênia Maria. "Do mundo para o Brasil : os caminhos do livro didático de Geografia e seus precursores." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/16711.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-04-19T13:41:04Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇAO COMPLETA OK.compressed (2).pdf: 9945749 bytes, checksum: 97b4c78efd4a91bda39a857bd8fd5bb1 (MD5)<br>Made available in DSpace on 2016-04-19T13:41:04Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇAO COMPLETA OK.compressed (2).pdf: 9945749 bytes, checksum: 97b4c78efd4a91bda39a857bd8fd5bb1 (MD5) Previous issue date: 2015-06-12<br
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Irvin, Barbara Bando. "A Content Analysis of the Writing Assignments Contained in the Four Basal Mathematics Textbook Series Adopted by the State of Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278719/.

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The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommenda
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Alenazi, Oudah. "Does this book help learners become better writers? A triangulation of teacher-student attitudes to an ESL writing textbook /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136079471&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lombardi, Nicholas D. S. J. "Supplementing Textbook Reading and Writing Exercises in the Typical Spanish III Jesuit High School Language Classroom with Email Conferences." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/683.

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This study attempted to determine whether supplementing textbook reading and writing exercises in the typical Jesuit high school Spanish III curriculum with native-language electronic conferences, E-mail and bulletins can significantly improve the Spanish verbal skills of the students involved. The focus was on the comparison of the achievement of the students in the same level of the Spanish curriculum in two similar Jesuit High Schools in the same city, one in the Bronx, New York, and another in Manhattan, New York. The control group followed the traditional curriculum and the experimental g
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Miller, Larry S., and John T. Whitehead. "Report Writing for Criminal Justice Professionals." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1455777692.

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The criminal justice process is dependent on accurate documentation. Criminal justice professionals can spend 50-75% of their time writing administrative and research reports. Report Writing for Criminal Justice Professionals, Fifth Edition provides practical guidance--with specific writing samples and guidelines--for providing strong reports. Much of the legal process depends on careful documentation and the crucial information that lies within, but most law enforcement, security, corrections, and probation and parole officers have not had adequate training in how to provide well-written, acc
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Books on the topic "Textbook writing"

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Spaventa, Louis J. Writing to learn: The essay : an advanced writing textbook. McGraw-Hill, 2001.

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Lozano, Frances. Airborne: A writer's textbook. Houghton Mifflin, 1996.

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Dines, Jess E. Document examiner textbook. Pantex International Ltd., 1998.

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Writing and developing your college textbook supplements. Atlantic Path Pub., 2005.

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Writing to learn: From paragraph to essay : an intermediate writing textbook. St. Martin's Press, 1997.

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Spaventa, Louis J. Writing to learn: From paragraph to essay : an intermediate writing textbook. McGraw-Hill, 2001.

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Danuta, Reah, ed. Writing a textbook: How to establish yourself as an academic author. How to Books, 1997.

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Lepionka, Mary Ellen. Writing and developing your college textbook: A comprehensive guide to textbook authorship and higher education publishing. 2nd ed. Atlantic Path Pub, 2008.

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Rammuny, Raji M. Arabic sounds and letters: A beginning programmed course : textbook and manual. Dept. of Near Eastern Studies, 2006.

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Hills, L. Rust. Writing in general and the short story in particular: An informal textbook. Houghton Mifflin, 1987.

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Book chapters on the topic "Textbook writing"

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Pietila, Paivi, Leena Taanila-Hall, and Sonja Vainio. "Instructional writing on English: What guides the textbook writer?" In Instructional Writing in English. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.14pie.

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Defazio, Joseph. "Challenges of Electronic Textbook Authoring: Writing in the Discipline." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35603-2_2.

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Bentrovato, Denise. "History Textbook Writing in Post-conflict Societies: From Battlefield to Site and Means of Conflict Transformation." In History Education and Conflict Transformation. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54681-0_2.

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Pingel, Falk. "A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina After the War of 1992–1995." In History Education and Conflict Transformation. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54681-0_9.

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Vanderslice, Stephanie. "4.Theory and Pedagogy in Introductory Writing Textbooks: Creative Writing Leads the Way." In Changing Creative Writing in America, edited by Graeme Harper. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098828-006.

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Zhang, Zhi-Wen. "Current Situation, Principles and Strategies of Traffic Law Textbooks Writing." In Communications in Computer and Information Science. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6113-9_26.

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Timmis, Ivor. "Writing Materials for Publication: Questions Raised and Lessons Learned." In English Language Teaching Textbooks. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_8.

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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.

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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.
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Santoli, Susan. "(Re)Writing the Second World War: United States, Russian and German National History Textbooks in the Immediate Aftermath of 1989." In The Palgrave Handbook of Artistic and Cultural Responses to War since 1914. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96986-2_15.

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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
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Conference papers on the topic "Textbook writing"

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Dale, Nell, Rick Mercer, Elliot Koffman, and Walter Savitch. "Writing a textbook." In the thirty-second SIGCSE technical symposium. ACM Press, 2001. http://dx.doi.org/10.1145/364447.364793.

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Ben-Ari, Mordechai (Moti), Henry M. Walker, Gaynor Redvers-Mutton, and Keith Mansfield. "Writing a textbook." In the 7th annual conference. ACM Press, 2002. http://dx.doi.org/10.1145/544414.544444.

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Carpinelli, J. D., A. Clements, J. Demel, S. Seidman, and W. Zobrist. "Discussion panel: writing a textbook." In 33rd Annual Frontiers in Education. IEEE, 2003. http://dx.doi.org/10.1109/fie.2003.1264748.

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Eisenstein, Jacob. "On Writing a Textbook on Natural Language Processing." In Proceedings of the Fifth Workshop on Teaching NLP. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.teachingnlp-1.22.

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Demaree, Dedra, Saalih Allie, Michael Low, et al. "Quantitative and qualitative analysis of student textbook summary writing." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021228.

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Kurniawan, Khaerudin. "Developing Collaborative Based Reading Habit Model for Learning Writing Textbook." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007175207910796.

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Jenssen, Annepetra. "TEACHER STUDENTS INVOLVED IN WRITING PARTS OF THEIR OWN TEXTBOOK." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2524.

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Zhang, Yu. "Class Selection and Textbook Writing Requirements for Stage-styled College English Teaching." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.154.

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Sukardi, D. Y. P. Sugiharto, Tri Joko Raharjo, and RC Achmad Rifa’i. "Writing Training of 2013 Curriculum-Based Textbook for Working Group Elementary School Teacher." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.073.

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Belova, V., and A. Zhorova. "Writing activity in the context of the mentality of a modern foreign student: a textbook on writing “What do they write about?”." In XX International scientific and practical conference "Russian cultural space: language – mentality – understanding". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1414.rcs_xx-2019/40-44.

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