Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21872
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dc.contributor.authorCheung, Yin Lingen
dc.contributor.authorNg, Chiew Hongen
dc.contributor.authorLim, Donna Ching-Tseen
dc.date.accessioned2020-02-28T06:58:34Z-
dc.date.available2020-02-28T06:58:34Z-
dc.date.issued2019-
dc.identifier.issn2010-3093-
dc.identifier.urihttp://hdl.handle.net/10497/21872-
dc.descriptionThis brief was based on the project OER 07/15 CYL: A socio-cognitive Approach to Teaching English Language Writing: Impact on Primary School Students’ Compositions.en
dc.languageEnglish-
dc.publisherNational Institute of Education (Singapore)en
dc.relation.ispartofseriesResearch Brief Series;19-002-
dc.rightsCopyright National Institute of Education (Singapore)-
dc.titleSocio-cognitive approach to teaching writing: Impact on pupils’ compositions.en
dc.typeOtheren
local.message.claim2021-12-22T10:04:38.247+0800|||rp00020|||submit_approve|||dc_contributor_author|||None*
local.message.claim2022-10-27T16:02:23.286+0800|||rp00189|||submit_approve|||dc_contributor_author|||None*
local.message.claim2022-10-27T16:04:30.910+0800|||rp00192|||submit_approve|||dc_contributor_author|||None*
item.grantfulltextOpen-
item.openairetypeOther-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
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