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2018
Volume 90, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Argues that too many teachers are looking for quick fixes for students’ writing problems. Shows how formulaic writing of the kind J. Schaffer advocates forces premature closure on complicated interpretive issues and stifles ongoing exploration. Argues that writing teachers must help students develop a repertoire of strategies for identifying and then handling the differences each writing situation presents.

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/content/journals/10.58680/ej2000660
2000-09-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/ej2000660
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  • Article Type: Research Article
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