The Norton Field Guide to Writing

With just enough detail-and colour-coded links that send students to more detail if they need it-this is the rhetoric that tells students what they need to know and resists the temptation to tell them everything there is to know. Designed for easy reference-with menus, directories and a combined glossary/index. The third edition has new chapters on academic writing, choosing genres, writing online and choosing media, as well as new attention to multimodal writing.

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Writing academically in a foreign language (L2) involves grammatical and lexical expertise, and it definitely implies having a set of skills to create texts that are both accurate and substantial. In tertiary education contexts, students are compelled to use higher-order thinking skills in their compositions since expectations are more demanding and seek to meet the international quality standards of the 21st century. However, according to Yang (2016), professors do not obtain the expected results when teaching students to write, not even from the most studious learners. Moreover, he states that the lack of writing ability among second language university students is mainly caused by deficient teacher instruction, negative first language transfer, and scarce teaching materials and methods. Indeed, one of the reasons why there is a limited number of national scientific publications in international journals is language limitations as stated in a study conducted by Colombian Administr.

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Issues in Applied Linguistics