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| South African Journal of… | 1 |
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Peer reviewedKaunda, L.; Allie, S.; Buffler, A.; Campbell, B.; Lubben, F. – South African Journal of Higher Education, 1998
A study investigated the ability of educationally disadvantaged and limited-English-proficient University of Cape Town (South Africa) students to write about science research projects. Analysis of students' reports showed a strong relationship between task presentation methods, specific task-completion guidelines, and quality of writing. Poor…
Descriptors: College Students, Educationally Disadvantaged, English (Second Language), Foreign Countries
