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This study presents a piloted Second Language (L2) Writing Tutor internship program as a way to provide supplemental, sustained support to L2 writers and classroom teachers within the span of one semester. The presence and needs of second language (L2) writing students in the writing classroom have been clearly articulated in relevant research, but what is less known is how to devise successful methods of support that are both helpful and cost-effective. The author provides evidence that students in L2WT-mediated classes earned higher grades and that the L2WT internship program was perceived as valuable for all parties involved: L2 writers, L2 writing teachers, and the tutors themselves. Implications for future offerings of the internship, as well as suggestions for how to implement this program in additional contexts, are provided.
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