Japanese academic writing resources prepared jointly by Japanese language and science teaching professionals.

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In this research, we analyzed the results in text-evaluation and reflective comments by international students in 15-week writing course that offered text-analyzing tasks as one of its major activities, considering the learners'academic standings, learning experiences and various cultural/environmental backgrounds to identify possible influential factors on schema formation and develop comprehensive resources to assist it. While text-analyzing tasks were useful both for the more and the less successful learners, the latter were expected to be benefited from exposure to reflections by the former, which will be usefully incorporated into resources for the teaching of academic writing.