Please use this identifier to cite or link to this item: https://etd.cput.ac.za/handle/20.500.11838/1962
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dc.contributor.advisorMosito, Cina, Dren_US
dc.contributor.advisorPather, Subethraen_US
dc.contributor.authorEsambe, Emmanuel Ekaleen_US
dc.date.accessioned2015-09-08T10:55:53Z-
dc.date.accessioned2016-02-26T06:17:36Z-
dc.date.available2015-09-08T10:55:53Z-
dc.date.available2016-02-26T06:17:36Z-
dc.date.issued2015-
dc.identifier.urihttp://hdl.handle.net/20.500.11838/1962-
dc.descriptionThesis (MEd)--Cape Peninsula University of Technology, 2015en_US
dc.description.abstractThe core problematique of this study is to establish a collaborative intervention strategy as a model that could facilitate the design and dissemination of appropriate formative feedback during essay-writing practices with at risk ECP and first-year students.en_US
dc.language.isoenen_US
dc.publisherCape Peninsula University of Technologyen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/-
dc.subjectEssay-writing practicesen_US
dc.subjectAt-risk studentsen_US
dc.subjectFirst-year studentsen_US
dc.titleFormartive feedback and essay-writing practices for at-risk studentsen_US
dc.typeThesisen_US
Appears in Collections:Education - Masters Degrees
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