The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)
Original languageEnglish (US)
Title of host publicationTeaching Writing for Academic Purposes to Multilingual Students
Subtitle of host publicationInstructional Approaches
PublisherTaylor and Francis
Pages69-83
Number of pages15
ISBN (Electronic)9781351979757
ISBN (Print)9781138284210
DOIs
StatePublished - Jan 1 2017

Fingerprint

genre
classroom
teacher
education
Teacher Education
Academic Writing
L2 Writing

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Tardy, C. . (2017). The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education. In Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches (pp. 69-83). Taylor and Francis. https://doi.org/10.4324/9781315269665

The challenge of genre in the academic writing classroom : Implications for L2 writing teacher education. / Tardy, Christine -.

Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches. Taylor and Francis, 2017. p. 69-83.

Research output: Chapter in Book/Report/Conference proceedingChapter

Tardy, C 2017, The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education. in Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches. Taylor and Francis, pp. 69-83. https://doi.org/10.4324/9781315269665
Tardy C. The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education. In Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches. Taylor and Francis. 2017. p. 69-83 https://doi.org/10.4324/9781315269665
Tardy, Christine -. / The challenge of genre in the academic writing classroom : Implications for L2 writing teacher education. Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches. Taylor and Francis, 2017. pp. 69-83
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