Negotiating "post" era writing pedagogies

This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently inform...

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Main Author:	Holbrook, Hannah Sloan
Format:	Others
Published:	CSUSB ScholarWorks 2005
Subjects:	English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric English language Composition and exercises Composition (Language arts) Academic writing Social aspects Rhetoric. Rhetoric and Composition
Online Access:	https://scholarworks.lib.csusb.edu/etd-project/2660 https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=3677&context=etd-project

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spelling	ndltd-csusb.edu-oai-scholarworks.lib.csusb.edu-etd-project-36772019-10-23T03:33:24Z Negotiating "post" era writing pedagogies Holbrook, Hannah Sloan This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms. 2005-01-01T08:00:00Z text application/pdf https://scholarworks.lib.csusb.edu/etd-project/2660 https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=3677&context=etd-project Theses Digitization Project CSUSB ScholarWorks English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric English language Composition and exercises Composition (Language arts) Academic writing Social aspects Academic writing Social aspects Composition (Language arts) English language Composition and exercises English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric. Rhetoric and Composition
collection	NDLTD
format	Others
sources	NDLTD
topic	English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric English language Composition and exercises Composition (Language arts) Academic writing Social aspects Academic writing Social aspects Composition (Language arts) English language Composition and exercises English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric. Rhetoric and Composition
spellingShingle	English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric English language Composition and exercises Composition (Language arts) Academic writing Social aspects Academic writing Social aspects Composition (Language arts) English language Composition and exercises English language Rhetoric Study and teaching Exposition (Rhetoric) Study and teaching Rhetoric. Rhetoric and Composition Holbrook, Hannah Sloan Negotiating "post" era writing pedagogies
description	This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.
author	Holbrook, Hannah Sloan
author_facet	Holbrook, Hannah Sloan
author_sort	Holbrook, Hannah Sloan
title	Negotiating "post" era writing pedagogies
title_short	Negotiating "post" era writing pedagogies
title_full	Negotiating "post" era writing pedagogies
title_fullStr	Negotiating "post" era writing pedagogies
title_full_unstemmed	Negotiating "post" era writing pedagogies
title_sort	negotiating "post" era writing pedagogies
publisher	CSUSB ScholarWorks
publishDate	2005
url	https://scholarworks.lib.csusb.edu/etd-project/2660 https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=3677&context=etd-project
work_keys_str_mv	AT holbrookhannahsloan negotiatingposterawritingpedagogies
_version_	1719275369134030848

Negotiating "post" era writing pedagogies

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