The role of academic background and the writing centre on students’ academic achievement in a writing-intensive criminological theory course
Abstract
This study uses a quasi-experimental design to assess how the incorporation of an embedded writing centre tutor in the experimental class affects student achievement in comparison with the control class which had limited involvement with The Writing Centre. Data were collected from 43 students enrolled in two classes who completed a total of 158 papers in a writing-intensive criminological theory course. Using ordinary least squares regression,...
Paper Details
Title
The role of academic background and the writing centre on students’ academic achievement in a writing-intensive criminological theory course
Published Date
Nov 14, 2018
Journal
Volume
46
Issue
2
Pages
154 - 169
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