Refining Students’ Academic Writing Skills in an Undergraduate Foreign Language Teaching Program
Keywords:process writing, academic writing, English writing instruction
This article reports the findings of an action research study aimed at helping advanced English students refine their academic writing skills. The study was carried out with undergraduate students of the Foreign Language Teaching Program (English) at Universidad Surcolombiana. The methods used included process writing -outlining, revising, and editing with peers' and instructor's feedback-, as well as use of sources, content, grammar, coherence, cohesion and feedback.
Received: 31-03-06 / Accepted: 13-08-06
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