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Peer reviewedArchibald, Alasdair – International Journal of English Studies, 2001
Examines whether targeting instruction to students' weak points has an effect on their writing quality. Upper intermediate students in an English for academic purposes course were asked to write a composition before and after the instructional treatment. Comparison of results from the two tasks shows a significant increase in scores on both…
Descriptors: College Students, Comparative Analysis, English (Second Language), English for Academic Purposes


