ASSESSING THE EFFECTS OF SERVICE-LEARNING ON STUDENT WRITING
Abstract
This paper proposes methods to study the impact of service-learning on the writing performance a native and non-native English speaking students in first-year college composition. Linguistic and rhetorical features commonly identified as affecting judgments of writing quality will be compared to holistic essay and portfolio ratings to describe the impact of different teaching and learning contexts on writing performance. The implications of the study will be of particular interest to LI and L2 university composition instructors interested in learning more about service-learning and writing assessment.
How to Cite
Wurr, A. J., (1999) “ASSESSING THE EFFECTS OF SERVICE-LEARNING ON STUDENT WRITING”, Journal of Second Language Acquisition and Teaching 7, 39-54.
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