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Dialogue-enabling questions in academic writing tutorials
Ursula Wingate
,
Eva Ogiermann
The Centre for Language, Discourse and Communication (LDC)
School of Education, Communication & Society
Research output
:
Contribution to journal
›
Article
›
peer-review
50
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Social Sciences
Academic Teaching Personnel
100%
Academic Writing
100%
Students
80%
Guides
60%
Teaching
40%
Contribution
20%
Information
20%
Student Learning
20%
Evidence-Based
20%
Teaching Style
20%
Arts and Humanities
Tutorial
100%
Tutor
71%
Style
28%
substantive
28%
Dialogic
28%
Dialogic teaching
28%
Evidence
14%
Information
14%
Response
14%
Context
14%
Majority
14%
polar questions
14%
Tutor training
14%
Psychology
Dialogue
100%
Open-Ended Question
66%
Training
33%