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Reading, Writing, and Authority: Issues in Developmental ESL.
Peer reviewed Peer reviewed
Blanton, Linda Lonon – College ESL, 1992
Explores how the developmental needs of college English-as-a-Second-Language students can be met by placing them in a position of authority in relation to their reading texts, through activities that focus on the reader and the transactional nature of reading, which subsequently empower the reader and disempower the text. (CB)
Descriptors: Academic Achievement, College Students, English (Second Language), Higher Education