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Coping strategies of L2 writers duri...

Jakulin Baruca, Petra.

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Coping strategies of L2 writers during the writing process: Case studies of non-English dominant students in mainstream English composition courses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Coping strategies of L2 writers during the writing process: Case studies of non-English dominant students in mainstream English composition courses./
作者:	Jakulin Baruca, Petra.
面頁冊數:	107 p.
附註:	Source: Masters Abstracts International, Volume: 48-06, page: 3281.
Contained By:	Masters Abstracts International48-06.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1478293
ISBN:	9781124084770

Coping strategies of L2 writers during the writing process: Case studies of non-English dominant students in mainstream English composition courses.
Jakulin Baruca, Petra.

Coping strategies of L2 writers during the writing process: Case studies of non-English dominant students in mainstream English composition courses. - 107 p.

Source: Masters Abstracts International, Volume: 48-06, page: 3281.

Thesis (M.A.)--The University of Texas - Pan American, 2010.

This paper sheds light on the strategies L2 students use to overcome their difficulties with writing assignments in a mainstream composition class. The findings are based on the composite of data gathered by interviews with students, teachers, students' written reflections on their writing, and surveys. The first part of the findings presents the strategies L2 students employed and the in-depth analysis of each case study reveals students' rationale. It is concluded that L2 students are, in order to be successful, prepared to put a lot of effort in their writing assignments and that they develop a variety of strategies with which they take the responsibility for dealing with their differences.

ISBN: 9781124084770Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Coping strategies of L2 writers during the writing process: Case studies of non-English dominant students in mainstream English composition courses.
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