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dc.creatorMin, Young-Kyung
dc.date.accessioned2017-11-16T18:54:18Z
dc.date.available2017-11-16T18:54:18Z
dc.date.issued2016
dc.identifierdoi:10.15781/T2M03ZD4P
dc.identifier.urihttp://hdl.handle.net/2152/62632
dc.descriptionESL writing is complex because it involves both a language acquisition process and a composing process. Although the development of good language skills is essential for ESL writers, the importance of guiding them in their language acquisition process is not clearly reflected in writing center pedagogy and tutor training (Leki; Myers; Nowacki; Powers; Williams & Severino). Writing center pedagogy tends to prioritize higher order concerns over lower order concerns by separating writing issues from language issues. This separation is problematic for ESL writers because ESL writing can never be broken down neatly into writing issues and language issues (Blau and Hall; Cogie et al.; Myers; Powers).en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 13, No 2
dc.subjectMinen_US
dc.subjectESL writersen_US
dc.subjectESLen_US
dc.subjectacquisitionen_US
dc.subjectcomposingen_US
dc.titleWhen "Editing" Becomes "Educating" in ESL Tutoring Sessionen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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