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Is unable to express complex ideas and uses simple sentences to convey meaning. The student is likely to require support to communicate adequately in academic and related professional contexts. 5. Poor communicator in written English, whose writing shows some major weaknesses in grammar, structure and vocabulary, sometimes hindering clarity. Is able to express very basic ideas in writing. The student is likely to have difficulty in coping with writing for academic and related professional contexts.

Retrieved November 12, 2003 from http://www. pdf Jones, F. (1999). The FLOTE project: A study of assessment Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance their Writing Development during Tertiary Studies practices in the Curtin Business School, with a focus on the needs of students whose first language is other than English. Curtin Business School, Curtin University of Technology, Perth. Kaldor, S, Herriman, M and Rochecouste, J. (1996). The academic teacher and the student writer: Raising textual awareness across discipline, Paper presented at the 1996 HERDSA conference.

Melbourne: Longman Cheshire. Ballard,B. and Clanchy, J. (1997). Teaching international students. Canberra: IDP. Briguglio, C. (1998). Non-English speaking background students' perceptions of their linguistic and educational needs. Perth: Curtin University of Technology. Briguglio, C. (2000). Language and cultural issues for English as a second/foreign language students. Higher Education in Europe, 25, (3), 425 - 434. 7. Conclusions A writing task and a set of band scales for describing English writing competency at beginner tertiary level have been developed and refined over a three year period.

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