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Abstract Abstract: The study found that with the teacher’s scaffolding, the students were engaged in conversations with texts, the teacher, peers, and potential readers. Their dialogic activities helped students become familiarized with the genre features of research writing, build a transparent and safe writing environment, clarify student writers’ ideas and make decisions about writing. The study further proposes that cultivating novice researchers’ dialogic competence with their academic colleagues is one of the essential goals for teaching research writing.
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