The Skills framework for 3 to 19-year-olds in Wales (Welsh Assembly
Government, 2008) makes it clear that teachers need to respond to
learners where they currently are in their learning, not where they
think they ought to be according, for example, to their age. Effective
assessment procedures (formative, diagnostic and summative) will
provide teachers with the necessary evidence for them to tailor the
specific teaching of writing skills to meet individual needs within the
class. This teaching should take place, however, as a support for the
writing of whole texts rather than as discrete lessons out of any
context.
Learners need to be encouraged to see writing as a process...
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Developing Learners’ Academic Writing Skills in Higher Education: A Study for Educational Reform
Developing Learners' Academic Writing Skills in Higher Education: A Study for Educational Reform
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