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Thank you very much. Here is the extract:

Seeing the results and critical attitudes of my students, as well as realizing that required reading is not fully in accordance with their interests but on the contrary, that it represents a tedious task, I decided to bring certain changes to the presentation and interpretation of required reading. Three classes who participated in the study had an opportunity to experience the so called Combined reading or different ways of interpreting literature on the third and forth year of their highschool education. In short, it is a triangle structured reading which includes: obligatory titles that all students have to read, combined titles among which the students can choose and free reading where students choose a book that does not have to be a part of syllabus neither does it have to belong to a certain literary period. We tried to avoid the usual text analysis that merely cheks whether studens have read the book by different methods – discussions, debates or written analyses. Moreover, the methods were not repeated not only to avoid monotony but also to motivate students to read. In the attempt to build a positive attitude toward literature students were stimulated by high marks for their effort while the teacher allowed some extra time to those students who failed to read the book in the required period. After a two-year peiod of the combined literature the study was repeated in order to get a feedback on its success and on possibility of its application on teaching in high-schools. In the study, I used a survey (as well as the first time), where anonymity was necessary for honesty and objectivity of students. The survey included 74 students of three graduate classes - medical technicians, laboratory and sanitary technicians and dental technicians, who also participated in the previous study.

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There may be two articles missing, that's all I've found. See in CAPITALS below. Also I didn't understand the expression in brackets 'as well as the first time'..
AntoniaThank you very much. Here is the extract:

Seeing the results and critical attitudes of my students, as well as realizing that required reading is not fully in accordance with their interests but on the contrary, that it represents a tedious task, I decided to bring certain changes to the presentation and interpretation of required reading. Three classes who participated in the study had an opportunity to experience the so called Combined reading or different ways of interpreting literature on the third and forth year of their highschool education. In short, it is a triangle structured reading which includes: obligatory titles that all students have to read, combined titles among which the students can choose and free reading where students choose a book that does not have to be a part of syllabus neither does it have to belong to a certain literary period. We tried to avoid the usual text analysis that merely cheks whether studens have read the book by different methods – discussions, debates or written analyses. Moreover, the methods were not repeated not only to avoid monotony but also to motivate THE students to read. In the attempt to build a positive attitude toward literature students were stimulated by high marks for their effort while the teacher allowed some extra time to those students who failed to read the book in the required period. After a two-year peiod of the combined literature the study was repeated in order to get a feedback on its success and on THE possibility of its application on teaching in high-schools. In the study, I used a survey (as well as the first time), where anonymity was necessary for honesty and objectivity of students. The survey included 74 students of three graduate classes - medical technicians, laboratory and sanitary technicians and dental technicians, who also participated in the previous study.



Comments  
Hi Waiti!

Thank you for your post.

(as well as the first time): perhaps it would be better to say as in the previous study, because there had been another study that preceded this one)

Kind regards,

Antonia