This article explores how English language learners’ writing evolved during a first-year seminar in science course aimed at developing students’ argumentation skills. We highlight how a science communications course was paired with a weekly academic
English course in the context of a highly coordinated and enriched first-year experience program for international students. This collaborative model provided students with multiple opportunities for discussion and feedback about their writing.
Details
Type Journal ArticlePub Date 5/1/2017Stock # jcst17_046_05_64Volume 046Issue 05