Writing has long served both as a tool of instruction and of evaluation in higher education. Indeed, the integrative nature of writing combined with the rigor and complexity of the process make writing an ideal tactic for promoting learning at the college level.
Although writing models have provided insights regarding the function of processes such as planning, translating and revising in college writing, the relationship of the writer's beliefs about writing to those processes, a stylistic perspective, has not been a major consideration
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