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WRITING PROGRAMS WORLDWIDE PROFILES
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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Contents 12. Xi’an International
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Contents 36. A Writing Center Journ
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2 This map was created by Ray Summe
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CHAPTER 1. ORIGINS, AIMS, AND USES
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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CHAPTER 2. TEACHING ACADEMIC LITERA
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Universidad Nacional de General Sar
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Universidad Nacional de General Sar
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Universidad Nacional de General Sar
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Universidad Nacional de General Sar
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Universidad Nacional de General Sar
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CHAPTER 3. WRITING TO LEARN BIOLOGY
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Universidad de Buenos Aires (Argent
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Universidad de Buenos Aires (Argent
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Universidad de Buenos Aires (Argent
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CHAPTER 4. DEVELOPING STUDENTS’ W
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Queensland University of Technology
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Queensland University of Technology
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Queensland University of Technology
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Queensland University of Technology
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Queensland University of Technology
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Purser the teaching of academic wri
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Purser MEANS AND MEANING OF SUPPORT
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Purser DISCUSSIONS AND HOPED-FOR RE
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Purser Collaboration in this proble
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Purser ary approach is not only pos
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Purser the context, as the building
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Purser UniLearning. (n.d.). Univers
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Doleschal who is at the same time f
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Doleschal and Media studies in Klag
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Doleschal The idea to work with stu
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Doleschal Ziel des SchreibCenters d
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Doleschal reiben: Konzepte, Methode
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Gruber because my course had never
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Gruber assumes that each utterance
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Gruber the text, whereas the word-l
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Gruber on the e-learning platform o
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Gruber for the automobile industry
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Gruber 3. This latter view marks a
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CHAPTER 8. FROM REMEDIATION TO THE
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Université Libre de Bruxelles sion
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Université Libre de Bruxelles dril
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Université Libre de Bruxelles THE
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Université Libre de Bruxelles aspe
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Université Libre de Bruxelles Delc
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Motta-Roth institutions. The city h
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Motta-Roth but since it has not bee
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Motta-Roth This unfortunately is th
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Motta-Roth focuses on their own (re
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Motta-Roth students’ engagement i
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Motta-Roth Soares, M. (1999). Letra
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Graves and Graves embraced the curr
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Graves and Graves In 2010, the Writ
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Graves and Graves ing what to write
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Graves and Graves unremarkable. Now
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Graves and Graves we collected ever
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CHAPTER 11. DEPARTMENT OF RHETORIC,
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University of Winnipeg (Canada) lis
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University of Winnipeg (Canada) Uni
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University of Winnipeg (Canada) mak
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University of Winnipeg (Canada) stu
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CHAPTER 12. XI’AN INTERNATIONAL S
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Xi’an International Studies Unive
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Xi’an International Studies Unive
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Xi’an International Studies Unive
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CHAPTER 13. TRAINING EXPERIENCES IN
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Universidad Autónoma de Occidente
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Universidad Autónoma de Occidente
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Universidad Autónoma de Occidente
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Universidad Autónoma de Occidente
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CHAPTER 14. THE PROGRESSION AND TRA
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Universidad Sergio Arboleda (Colomb
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Universidad Sergio Arboleda (Colomb
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Universidad Sergio Arboleda (Colomb
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Universidad Sergio Arboleda (Colomb
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Universidad Sergio Arboleda (Colomb
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Rienecker and Stray Jørgensen deve
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Rienecker and Stray Jørgensen THE
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Rienecker and Stray Jørgensen audi
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Rienecker and Stray Jørgensen stud
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Rienecker and Stray Jørgensen opti
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Blåsjö, M. (2000): Uppsatsens yta
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Golson and Holdijk program while th
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Golson and Holdijk workshop, but th
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Golson and Holdijk ing committees,
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Golson and Holdijk well as remindin
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Deane and Ganobcsik-Williams 18,800
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Deane and Ganobcsik-Williams compos
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Deane and Ganobcsik-Williams STAFF
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Deane and Ganobcsik-Williams a faci
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Deane and Ganobcsik-Williams tre mo
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Deane and Ganobcsik-Williams Foster
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CHAPTER 18. THINKING WRITING AT QUE
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Queen Mary, University of London (E
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Queen Mary, University of London (E
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Queen Mary, University of London (E
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Queen Mary, University of London (E
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Boch and Frier tion (15-18 years ol
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Boch and Frier ture, linguistics, l
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Boch and Frier knowledge (building
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Boch and Frier higher education pra
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Boch and Frier http://www.enseignem
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CHAPTER 20. LITERACY DEVELOPMENT PR
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University of Education, Freiburg,
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University of Education, Freiburg,
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University of Education, Freiburg,
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University of Education, Freiburg,
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University of Education, Freiburg,
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University of Education, Freiburg,
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CHAPTER 21. WRITING AT RWTH AACHEN
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RWTH Aachen (Germany) newspapers an
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RWTH Aachen (Germany) • Analysis
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RWTH Aachen (Germany) After visitin
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RWTH Aachen (Germany) PROBLEMS AND
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RWTH Aachen (Germany) amzik, G. Ant
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CHAPTER 22. STUDENT WRITING IN THE
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University of Madras (India) polita
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University of Madras (India) Depart
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University of Madras (India) • Te
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University of Madras (India) writin
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CHAPTER 23. THE REGIONAL WRITING CE
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University of Limerick (Ireland)
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University of Limerick (Ireland) de
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University of Limerick (Ireland) ba
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University of Limerick (Ireland) wa
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CHAPTER 24. NEW WRITING IN AN OLD L
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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Achva Academic College of Education
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CHAPTER 25. THE DEVELOPMENT OF AN A
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Radboud University Nijmegen (Nether
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Radboud University Nijmegen (Nether
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Radboud University Nijmegen (Nether
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CHAPTER 26. TEACHING WRITING AT AUT
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AUT University, Auckland (New Zeala
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AUT University, Auckland (New Zeala
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AUT University, Auckland (New Zeala
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AUT University, Auckland (New Zeala
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AUT University, Auckland (New Zeala
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Emerson think you have the kind of
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Emerson that there was concern to s
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Emerson By 2000, then, Massey had d
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Emerson Two practical factors have
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Emerson Conference. Paper presented
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CHAPTER 28. THE WRITING CENTRE AT S
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Saint Mary’s University College,
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Saint Mary’s University College,
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Saint Mary’s University College,
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García-Arroyo and Quintana our uni
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García-Arroyo and Quintana that tu
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García-Arroyo and Quintana tion, S
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García-Arroyo and Quintana Harris,
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McMillan to meet the standards of p
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McMillan Hence, University recognit
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McMillan understanding “studentne
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McMillan with subject specialists i
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McMillan MOVING FORWARD The integra
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McMillan Sharples, M. (1999) How we
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Archer for Academic Development, or
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Archer sources of our students. The
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Archer developmental paths of indiv
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Archer the final essay was 50.9%).
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Archer Development, Religious Studi
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Archer Bourdieu, P. (1991). Languag
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Solé, Teberosky, and Castelló •
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Solé, Teberosky, and Castelló tau
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Solé, Teberosky, and Castelló 1.
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Solé, Teberosky, and Castelló BLO
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Solé, Teberosky, and Castelló 1.
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Academic Literacy Development ment:
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Academic Literacy Development parti
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Academic Literacy Development Beiß
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CHAPTER 41. SECTION ESSAY: WHO TAKE
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Who Takes Care of Writing in Latin
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Who Takes Care of Writing in Latin
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Who Takes Care of Writing in Latin
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Who Takes Care of Writing in Latin
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Who Takes Care of Writing in Latin
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Who Takes Care of Writing in Latin
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CHAPTER 42. SECTION ESSAY: REFLECTI
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Comparing Models of Academic Writin
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Comparing Models of Academic Writin
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Comparing Models of Academic Writin
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Comparing Models of Academic Writin
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Comparing Models of Academic Writin
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Comparing Models of Academic Writin
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Authors and Editors guage instructi
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Authors and Editors university (e.g
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Authors and Editors to ways of thin
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Authors and Editors of her current
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Trudy Zuckermann, retired head of t
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Index 284, 330, 361, 405, 410, 413,
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Index McMillan, Kathleen 344, 347,
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Index Street, Brian 81, 90, 115, 26
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Index writing studies (discipline o