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  • Learners in this teaching paradigm would be expected to study the form of, for example a ?compare-contrast essay? (Johns, 1997, p.8; see also Hyland 2003, p.4) without reference to ?the functions that these structures serve, writer or reader roles, context, topics or the many other factors that influence the nature of text ? production? (Johns, 1997, p.8).
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