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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 36, 2020 - Issue 4
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Articles

Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study

Yu HuangSchool of Curriculum and Pedagogy, Faculty of Education & Social Work, University of Auckland, Auckland, New ZealandORCID Iconhttp://orcid.org/0000-0002-1385-1184View further author information
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Lawrence Jun ZhangSchool of Curriculum and Pedagogy, Faculty of Education & Social Work, University of Auckland, Auckland, New ZealandCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-1025-1746View further author information
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Pages 339-364 | Published online: 15 Aug 2019

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