(RE)EXAMINING THE SOCRATIC METHOD: A LESSON IN TUTORING.
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- Praxis, 2016, v. 13, n. 2, p. 14
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- Publication type:
- Article
Works matching IS 21628114 AND DT 2016 AND VI 13 AND IP 2
Results: 10
1
2
WHAT DO GRADUATE STUDENTS WANT FROM THE WRITING CENTER? TUTORING PRACTICES TO SUPPORT DISSERTATION AND THESIS WRITERS.
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- Praxis, 2016, v. 13, n. 2, p. 59
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- Publication type:
- Article
3
USING CITATION ANALYSIS IN WRITING CENTER TUTORIALS TO ENCOURAGE DEEPER ENGAGEMENT WITH SOURCES.
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- Praxis, 2016, v. 13, n. 2, p. 52
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- Publication type:
- Article
4
ARE OUR WORKSHOPS WORKING? ASSESSING ASSESSMENT AS RESEARCH.
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- Praxis, 2016, v. 13, n. 2, p. 36
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- Publication type:
- Article
5
GENERATION 1.5 WRITING CENTER PRACTICE: PROBLEMS WITH MULTILINGUALISM AND POSSIBILITIES VIA HYBRIDITY.
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- Praxis, 2016, v. 13, n. 2, p. 28
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- Publication type:
- Article
6
WHEN "EDITING" BECOMES "EDUCATING" IN ESL TUTORING SESSIONS.
- Published in:
- Praxis, 2016, v. 13, n. 2, p. 21
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- Publication type:
- Article
7
THE PEER PERSPECTIVE AND UNDERGRADUATE WRITING TUTOR RESEARCH.
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- Praxis, 2016, v. 13, n. 2, p. 46
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- Publication type:
- Article
8
DISCLOSURE CONCERNS: THE STIGMA OF ATTENTION DEFICIT HYPERACTIVITY DISORDER IN WRITING CENTERS.
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- Praxis, 2016, v. 13, n. 2, p. 5
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- Publication type:
- Article
9
THE DANGEROUS METHOD, OR "CAN PROCRASTINATION EVER BE A GOOD THING?".
- Published in:
- Praxis, 2016, v. 13, n. 2, p. 3
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- Publication type:
- Article
10
FROM THE EDITORS.
- Published in:
- Praxis, 2016, v. 13, n. 2, p. 1
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- Publication type:
- Article