FROM PRODUCT TO PROCESS: EVALUATING THE EFFECTIVENESS OF MULTI-STAGE APPROACHES IN TEACHING ACADEMIC WRITING
DOI:
https://doi.org/10.37547/Keywords:
academic writing, multi-stage approach, drafting, revising, editing, feedback, cognitive processAbstract
Academic writing is widely recognized as one of the most demanding skills for students in higher education because it requires the integration of critical thinking, organization, language accuracy, and disciplinary knowledge. Traditional writing instruction has largely emphasized the final written product, often overlooking the cognitive and developmental processes involved in writing.
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