004 acknowledgment
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The authors acknowledge several people for their contributions to developing the workbook. They thank the Dean of the College of Education for her guidance and encouragement. They also thank Dr. Corazon San Agustin for preparing the modular workbook and providing guidance. Additionally, they acknowledge Mr. For-Ian Sandoval for his untiring support and encouragement to complete the workbook. Finally, they thank God for providing blessings, guidance, and wisdom throughout the creation of the workbook.
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The author critiques the writing center field's reliance on the higher-order concern (HOC) / lower-order concern (LOC) distinction for prioritizing issues in consultations, arguing that it stems more from the field's struggle for legitimacy than response to composing needs. While process pedagogy dominated writing center practice since the 1970s, the HOC/LOC heuristic represents an inadequate approach for contemporary multiliteracy work. The chapter examines the origins and limitations of this process pedagogy tenet to create space for more timely pedagogical approaches aligned with current composing contexts.
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The authors acknowledge and thank their instructor Mr. Ian V. Sandoval for his guidance and support in creating the instructional material. They also thank Dr. Corazon San Agustin and Prof. Lydia R. Chavez for their advice and guidance. Additional thanks go to Mrs. Evangeline Cruz and Mr. Noel Castro for providing resources and feedback. The authors also acknowledge the support of their parents and their faith in God for giving them the ability to complete this project.
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The author expresses gratitude to many individuals who provided support and assistance in completing their study. This includes their adviser who provided guidance, feedback, and statistical analysis. The author also thanks a subject specialist for editing and a librarian for access to resources. The respondents and teachers who provided needed information are acknowledged. Friends and family receive thanks for moral and financial support in pursuing the manuscript.
Acknowledgement
The author expresses gratitude to many individuals who provided support and assistance in completing their study. This includes their adviser who provided guidance, feedback, and statistical analysis. The author also thanks a subject specialist and librarian for their contributions. Finally, the author expresses appreciation to respondents, teachers, friends, and family for both moral and financial support throughout the research process.
Acknowledgement jen
The author extends gratitude to several people who helped make the study possible, including their research adviser who provided guidance, comments and helped with data analysis. The dean of the College of Education and a former dean provided time to check and encourage the manuscript. A chairman and English critic also provided assistance and editing. A librarian lent necessary reading materials. Students provided needed information. Friends and family provided support, encouragement and financial assistance to complete the manuscript. The author thanks God for strength and blessings to make the study possible.
Acknowledgement jen
The author extends gratitude to several people who helped make the study possible, including their research adviser who provided guidance, comments and helped with data analysis. The dean of the College of Education and a former dean provided time to check and encourage the manuscript. A chairman and English critic also provided assistance and editing. A librarian lent necessary reading materials. Students provided needed information. Friends and family provided support, encouragement and financial assistance to complete the manuscript. The author thanks God for strength and blessings to make the study possible.
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The researchers thank their dean, module consultant, module adviser, parents, fellow students, friends, and God for their assistance in creating a modular workbook. Their dean approved printing the workbook to reduce costs, the consultant provided comments and knowledge, and the adviser shared ideas and instruction to make the workbook interesting and encourage completion.
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The author critiques the writing center field's reliance on the higher-order concern (HOC) / lower-order concern (LOC) distinction for prioritizing issues in consultations, arguing that it stems more from the field's struggle for legitimacy than response to composing needs. While process pedagogy dominated writing center practice since the 1970s, the HOC/LOC heuristic represents an inadequate approach for contemporary multiliteracy work. The chapter examines the origins and limitations of this process pedagogy tenet to create space for more timely pedagogical approaches aligned with current composing contexts.
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The authors acknowledge and thank their instructor Mr. Ian V. Sandoval for his guidance and support in creating the instructional material. They also thank Dr. Corazon San Agustin and Prof. Lydia R. Chavez for their advice and guidance. Additional thanks go to Mrs. Evangeline Cruz and Mr. Noel Castro for providing resources and feedback. The authors also acknowledge the support of their parents and their faith in God for giving them the ability to complete this project.
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The author expresses gratitude to many individuals who provided support and assistance in completing their study. This includes their adviser who provided guidance, feedback, and statistical analysis. The author also thanks a subject specialist for editing and a librarian for access to resources. The respondents and teachers who provided needed information are acknowledged. Friends and family receive thanks for moral and financial support in pursuing the manuscript.
Acknowledgement
The author expresses gratitude to many individuals who provided support and assistance in completing their study. This includes their adviser who provided guidance, feedback, and statistical analysis. The author also thanks a subject specialist and librarian for their contributions. Finally, the author expresses appreciation to respondents, teachers, friends, and family for both moral and financial support throughout the research process.
Acknowledgement jen
The author extends gratitude to several people who helped make the study possible, including their research adviser who provided guidance, comments and helped with data analysis. The dean of the College of Education and a former dean provided time to check and encourage the manuscript. A chairman and English critic also provided assistance and editing. A librarian lent necessary reading materials. Students provided needed information. Friends and family provided support, encouragement and financial assistance to complete the manuscript. The author thanks God for strength and blessings to make the study possible.
Acknowledgement jen
The author extends gratitude to several people who helped make the study possible, including their research adviser who provided guidance, comments and helped with data analysis. The dean of the College of Education and a former dean provided time to check and encourage the manuscript. A chairman and English critic also provided assistance and editing. A librarian lent necessary reading materials. Students provided needed information. Friends and family provided support, encouragement and financial assistance to complete the manuscript. The author thanks God for strength and blessings to make the study possible.
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This dissertation studied the community college to university transition experience of five vulnerable transfer students who received scholarships. The students participated in individual interviews, pre- and post-focus groups, and questionnaires to identify their strengths, transition coping skills, and resources from community college. The study found that the students drew on their strengths, like accessing scholarship program resources, to help them succeed during difficult moments in their transition when they lacked certain skills or resources.
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The researchers thank their dean, module consultant, module adviser, parents, fellow students, friends, and God for their assistance in creating a modular workbook. Their dean approved printing the workbook to reduce costs, the consultant provided comments and knowledge, and the adviser shared ideas and instruction to make the workbook interesting and encourage completion.
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The authors acknowledge and thank several people who helped them complete their educational technology module project. They thank their module adviser and computer instructor for giving them the opportunity and guidance to finish the module. They also thank their teacher consultant, previous instructor, and dean of education for their support. Finally, they thank their family, friends, and God for providing inspiration and understanding as they worked to finish the project.
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- 1. ACKNOWLEDGEMENT The authors wish to extend their unfeigned thankfulness to the person who made this workbook more meaningful and who contributed much in the fulfillment of this modular workbook. They are greatly indebted particularly to: Prof. Lydia R. Chavez, Dean of College of Education for her inspiring advises and encouragement. Dr. Corazon N. San Agustin, for preparing us with this modular workbook and for her guidance. Mr. For-Ian V. Sandoval, for his untiring support and encouragement to finish this modular workbook. Prof. Varona H. Vinluan, for her remarkable suggestion for the fulfillment of this modular workbook. Her perseverance in extending her knowledge and countless contribution for the patience, valuable support, encouragement and constructive criticism. To their families, Calucin family, Viterbo family for their financial and moral support. For inspiring the authors to go on their dreams and aspiration. And above all, to Almighty God for the blessing, guidance, wisdom, love and giving researchers everything for the realization of this modular workbook. THE AUTHORS CONTENTS