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dc.contributor.authorBrillinger, Patriciaen_US
dc.date.accessioned2009-07-09T18:43:04Z
dc.date.available2009-07-09T18:43:04Z
dc.date.issued1996-07-09T18:43:04Z
dc.identifier.urihttp://hdl.handle.net/10464/2074
dc.description.abstractBased 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectCreative writing (Higher education)--Study and teaching.en_US
dc.subjectSecond language acquisition.en_US
dc.subjectPersonality assessment.en_US
dc.titleStudent perceptions of the writing processen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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