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Student perceptions of the writing process

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dc.contributor.author Brillinger, Patricia en_US
dc.date.accessioned 2009-07-09T18:43:04Z
dc.date.available 2009-07-09T18:43:04Z
dc.date.issued 1996-07-09T18:43:04Z
dc.identifier.uri http://hdl.handle.net/10464/2074
dc.description.abstract Based on the critical research paradigm and using a mix of methodologies, this study examined student perceptions of the process approach used to teach writing. A class of 19 ESL students in an academic writing class at a small university paliicipated in the study. As collaborators in the study, they assessed their personality types using the PET Type Check (Crantoll & Knoop, 1995) and tlleir learning styles using Kolb'sLearning Styles Inventory (1976). Interviews, classroom observations, and journals provided a data base for case studies llilQ teacher reflection. Results indicated that students perceived the prewriting step of brainstonning and peer review as most useful. Student perceptions of the tasks and course and implications for theory and practice are examined. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Creative writing (Higher education)--Study and teaching. en_US
dc.subject Second language acquisition. en_US
dc.subject Personality assessment. en_US
dc.title Student perceptions of the writing process en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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