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2018
Volume 27, Issue 2
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

Considers how the revising skills of basic writing students improve when they receive both inductive and deductive teacher feedback. Finds that students who received inductive feedback changed their largest percent of errors when given oral conferences and students who received deductive feedback changed their smallest number of errors when given oral feedback.

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/content/journals/10.58680/tetyc19991876
1999-12-01
2024-06-15
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http://instance.metastore.ingenta.com/content/journals/10.58680/tetyc19991876
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  • Article Type: Research Article
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