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Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective
This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, i...
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Published in: | International journal of educational reform 2022-07, Vol.31 (3), p.300-316 |
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Main Authors: | , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, implementing, and assessing a genre-based approach to facilitating graduate students’ academic writing and assessing their academic writing competence. It argues that it is essential to take varied student interests into account in the structuring, delivery, and assessment to ensure academic success and that EAP programs are fruitful places for nurturing academic writing. |
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ISSN: | 1056-7879 2631-9675 |
DOI: | 10.1177/10567879211043469 |