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Preparing University Learners for Academic Writing in English #1028

Most second language learners arrive at university having had little writing tuition at high schools beforehand. Writing thus represents a steep learning curve for these learners. Furthermore, there are significant differences between those in their first or final year; from coherency and paragraph construction in their first year through to academic dissertations in their final year. This presentation will describe a method to help second-year university learners construct an academic text. This approach incorporates both process and product approaches. While specific creative stages utilize the process cycle of self-reflection, production, feedback, and rewriting, other stages are better served by incorporating an ideal for learners to work toward. Both constraints and benefits of this blended approach will be described in this presentation.