The Effects Of The Process-genre Approach To Writing Instruction On The Expository Essays Of ESL Students In A Malaysian Secondary School

dc.contributor.author	Chow Voon Foo, Thomas
dc.date.accessioned	2019-12-23T01:34:54Z
dc.date.available	2019-12-23T01:34:54Z
dc.date.issued	2007-07
dc.description.abstract	Several Malaysian studies have indicated that the traditional product centred approach to writing instruction is still the approach of choice in many Malaysian ESL classrooms. There has been much research and a proliferation of literature that highlights the disadvantages and weaknesses of such an approach. It has been demonstrated that its focus on the product fails to promote either an awareness of the writing process or genre knowledge that is so crucial to the development of effective writing skills. The efficacy of instructional approaches that integrate the three aspects of product, process and genre knowledge of writing have been reported in a number of recent studies. It is believed that all three aspects are necessary for the development of writing proficiency.	en_US
dc.identifier.uri	http://hdl.handle.net/123456789/9344
dc.subject	Education	en_US
dc.subject	Theory and practice of education	en_US
dc.subject	Secondary Education	en_US
dc.subject	High schools	en_US
dc.title	The Effects Of The Process-genre Approach To Writing Instruction On The Expository Essays Of ESL Students In A Malaysian Secondary School	en_US
dc.type	Thesis	en_US

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