The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course?

Linnegar, John

dc.contributor.author	Linnegar, John
dc.date.accessioned	2021-11-24T19:25:41Z
dc.date.available	2021-11-24T19:25:41Z
dc.date.issued	2017
dc.identifier.citation	Linnegar, J. (2017). The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course? In M. Cargill & S. Burgess (Eds.), Publishing Research in English as an Additional Language: Practices, Pathways and Potentials (pp. 87–120). University of Adelaide Press. http://www.jstor.org/stable/10.20851/j.ctt1t305cq.11	en_US
dc.identifier.uri	https://www.jstor.org/stable/10.20851/j.ctt1t305cq.11
dc.identifier.uri	${sadil.baseUrl}/handle/123456789/557
dc.description	35 p. ; (PDF)	en_US
dc.language.iso	en	en_US
dc.publisher	University of Adelaide Press	en_US
dc.title	The CCC Model (Correspondence, Consistency, Correctness): How effective is it in enabling and assessing change in text-editing knowledge and skills in a blended-learning postgraduate course?	en_US
dc.title.alternative	Book Title: Publishing Research in English as an Additional Language	en_US
dc.title.alternative	Book Subtitle: Practices, Pathways and Potentials	en_US
dc.type	Book chapter	en_US