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As advanced composition continues to grow as an important sub-area
of rhetoric and composition, it becomes increasingly more important
for scholars and teachers to have access to key studies produced in
the field. Providing a comprehensive overview of significant work
on the theory and pedagogy of advanced composition generated
between 1980 and 1995, this collection contains 24 essays and
articles previously published in major scholarly books and
journals. Divided into four major areas, this book: * explores how
individuals and institutions over the last 15 years have
constructed advanced composition courses and programs, * attempts
to articulate what distinguishes advanced composition courses,
students, and pedagogies from those commonly encountered in
first-year composition, * outlines specific pedagogies for advanced
composition, and * investigates how scholarship can inform advanced
composition and examines several political and ethical issues. The
essays presented here chronicle composition's struggle to define
and construct an appropriate writing course on the advanced level.
Although these essays have clear historical value -- in that
together they trace attempts to come to terms with advanced
composition -- they also have implications for future work in the
area. They suggest how educators might continue to draw on
scholarship both within and outside of composition to investigate
relevant theoretical issues and to construct effective advanced
pedagogies.
As advanced composition continues to grow as an important sub-area
of rhetoric and composition, it becomes increasingly more important
for scholars and teachers to have access to key studies produced in
the field. Providing a comprehensive overview of significant work
on the theory and pedagogy of advanced composition generated
between 1980 and 1995, this collection contains 24 essays and
articles previously published in major scholarly books and
journals.
Divided into four major areas, this book:
* explores how individuals and institutions over the last 15 years
have constructed advanced composition courses and programs,
* attempts to articulate what distinguishes advanced composition
courses, students, and pedagogies from those commonly encountered
in first-year composition,
* outlines specific pedagogies for advanced composition, and
* investigates how scholarship can inform advanced composition and
examines several political and ethical issues.
The essays presented here chronicle composition's struggle to
define and construct an appropriate writing course on the advanced
level. Although these essays have clear historical value -- in that
together they trace attempts to come to terms with advanced
composition -- they also have implications for future work in the
area. They suggest how educators might continue to draw on
scholarship both within and outside of composition to investigate
relevant theoretical issues and to construct effective advanced
pedagogies.
In a society increasingly dominated by zero-tolerance thinking,
""Punishing Schools"" argues that our educational system has become
both the subject of legislative punishment and the instrument of
punishment for children. Authors Lyons and Drew analyze the
connections between a culture of economic punishment of our schools
(by the diversion of funding to charter schools, the imposition of
unfunded mandates, and the enforcement of dubious forms of teacher
accountability) and the imposition by those schools of punitive
controls on their own students - a vicious cycle that creates fear
and encourages the development of passive and dependent citizens.
Based on in-depth interviews and detailed analysis of official
documents, newspapers, and popular texts, ""Punishing Schools""
offers a rich and incisive critique of our public education system
and its role in our national political culture.
Argues that the reliance on sound bites in recent political
discourse is harmful to the democratic process.
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