The Writing strand prepares students for academic written work by teaching them the language, content, and rhetoric needed for success in college courses. These texts build student confidence by presenting step-by-step, easy-to-learn processes for effective writing.
This book handles the use of English collocation in third year college students’ essay writings to identify the problems and suggest remedial work to overcome such problems. The use of collocations comes with practice, experience and exposure to the native language; hence college students face problems in the proper use of such combinations. . The thesis was done at Salahadin University in 2013, three colleges have been chosen, college of Languages, College of Educations and College of Basic Education.
This study is based on interviews of twelve participants who had been students in various sections of College Writing taught by the researcher. This study focuses on participant descriptions of the writing they did in the class and its transformative impact on them. Based on the literature that claims that writing can transform and heal writers, this study seeks to understand how university students make sense of the ways in which writing makes personal and social change possible. This study suggests that for these students writing is a sociocultural practice deeply imbedded in their sense of self and their constructs of knowledge and power. This study also suggests that writing in a classroom that creates the space for students to connect their subjective experience and knowledge with academic literacy practices is transformative. This study argues feminist poststructuralist discourse can offer teachers and students subject positions of resistance and agency so students may enter academic discourse communities as speaking subjects and teachers may work toward a more transformative educational practice.