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Refocusing writing style education? Relationships between stylistic lapses and the quality of Dutch secondary school students' argumentative texts
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Syntactic predictors for text quality in Dutch upper-secondary school students’ L1 argumentative writing
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‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks
Investigating Dutch teachers’ beliefs on working with linguistic metaconcepts to improve students' L1 grammatical understanding