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dc.contributor.authorCharters, Elizabeth.en_US
dc.date2003en_US
dc.date.accessioned2009-07-09T18:42:50Z
dc.date.available2009-07-09T18:42:50Z
dc.date.issued2009-07-09T18:42:50Z
dc.identifier.urihttp://hdl.handle.net/10464/2051
dc.descriptionThesis (M.Ed.)--Brock University, 2003.en_US
dc.descriptionBrock University. Faculty of Education. Thesisen_US
dc.description.abstractThis paper begins by outlining the development of the thesis question from the classroom concerns of a teacher and the broad theoretical questions ofa graduate student to the preliminary selection of method. Sentence combining is chosen to represent the writing process in a form suitable for introspective study through think-alound activities.
dc.language.isoengen_US
dc.publisherSt. Catharines, Ont. : Brock University, Faculty of Education, 2003.en_US
dc.subjectThesis (M.Ed.)--Brock University, 2003.en_US
dc.subjectEnglish language--Study and teaching--Foreign speakers.en_US
dc.subjectAdult education.en_US
dc.subjectEnglish language--Written English.en_US
dc.subjectEnglish language--Composition and exercises--Study anden_US
dc.titleSentence combining and thinking : a study of adult ESL learnersen_US
dc.typetexten_US
dc.degree.nameMaster of Education
dc.degree.levelMasters
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Education
dc.degree.disciplineFaculty of Education
refterms.dateFOA2021-07-30T01:50:38Z


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