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2018
Volume 31, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

This article describes midterm assessment techniques that helped students tap into their process as emerging writers, and how the author used this feedback to realign the course at a pivotal time to reach resistant students.

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/content/journals/10.58680/tetyc20043023
2004-05-01
2025-04-30
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/content/journals/10.58680/tetyc20043023
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  • Article Type: Research Article
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