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Genre as Implicit Methodology in a Collaborative Writing Initiative
2011
International Journal of English Studies (IJES)
It is often assumed that the academic genres taught by EAP specialists at universities are fixed and stable, provide easily accessible exemplars for student writers and feature in programmes running prior or parallel to the students" courses. This paper describes a collaborative writing initiative in which these assumptions were challenged. A writing specialist collaborated with a team of academics on a Post-graduate Certificate of Education (PGCE) in order to improve students" writing of a
doi:10.6018/ijes/2011/1/137151
fatcat:hyusws5nf5eczcpicbwlb3b3vu