Abstract
Many English as a second language (ESL) writers at the tertiary level lack contextual, rhetorical, or lexicogrammatical knowledge to meet the criteria of good writing in the academia of English-speaking countries. To improve upon these areas, they often come to university writing centers (UWCs) to seek assistance and many focus on lexicogrammatical knowledge and skills (Blau, Hall, & Sparks, 2002; Harris, 1997; Harris & Silva, 1993; Moussu, 2013; Myers, 2003; Powers & Nelson, 1995).
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Zhou, A.A., Hu, X. (2017). Tutoring Second Language Learners within Their Zone of Proximal Development. In: Cummings, J.B., Blatherwick, M.L. (eds) Creative Dimensions of Teaching and Learning in the 21st Century. Advances in Creativity and Giftedness. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-047-9_29
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DOI: https://doi.org/10.1007/978-94-6351-047-9_29
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