Teaching academic writing to Iraqi undergraduate students: An investigation into the effectiveness of a genre-process approach

dc.contributor.author	Al-Asadi, Sami Abbas Naser
dc.contributor.supervisor	Dr Judith Rochecouste
dc.contributor.supervisor	Prof. Jennifer Nicol
dc.date.accessioned	2017-01-30T09:58:05Z
dc.date.available	2017-01-30T09:58:05Z
dc.date.created	2016-06-30T01:25:34Z
dc.date.issued	2015
dc.identifier.uri	http://hdl.handle.net/20.500.11937/1052
dc.description.abstract	A modified integrated process-genre approach (MIM) was implemented with EFL undergraduate students in Iraq. Some students subject to the MIM were better able to construct structurally complex and reasonably-grounded arguments and to employ a wider range of informal reasoning patterns group.Combining the merits of both the process and genre approaches has the potential to develop a more coherent model of writing by taking into account cognitive and social demands.
dc.language	en
dc.publisher	Curtin University
dc.title	Teaching academic writing to Iraqi undergraduate students: An investigation into the effectiveness of a genre-process approach
dc.type	Thesis
dcterms.educationLevel	PhD
curtin.department	School of Education
curtin.accessStatus	Open access