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2018
Volume 43, Issue 1
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

Based on research conducted at Wilbur Wright College, one of the City Colleges of Chicago, this article explores the strategies, methods, and theoretical frameworks used by English instructors to teach reading-writing connections in developmental and credit-level writing courses.

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/content/journals/10.58680/tetyc201527460
2015-09-01
2024-05-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/tetyc201527460
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  • Article Type: Research Article
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