Verlag: University of Pittsburgh Press, 2015
ISBN 10: 0822963779 ISBN 13: 9780822963776
Sprache: Englisch
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In den WarenkorbPAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Verlag: University of Pittsburgh Press, 2015
ISBN 10: 0822963779 ISBN 13: 9780822963776
Sprache: Englisch
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In den WarenkorbZustand: New. pp. 232.
Verlag: University of Pittsburgh Press, 2015
ISBN 10: 0822963779 ISBN 13: 9780822963776
Sprache: Englisch
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Zustand: New. Editor(s): Ostergaard, Lori; Wood, Henrietta Rix. Series: Pittsburgh Series in Composition, Literacy and Culture. Num Pages: 232 pages, illustrations. BIC Classification: JNFD; JNM. Category: (G) General (US: Trade). Dimension: 229 x 152 x 20. Weight in Grams: 525. . 2015. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.
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In den WarenkorbZustand: New. In the Archives of Composition offers new and revisionary narratives of composition and rhetoric s history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. com.
Verlag: University Of Pittsburgh Press Okt 2015, 2015
ISBN 10: 0822963779 ISBN 13: 9780822963776
Sprache: Englisch
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - In the Archives of Composition offers new and revisionary narratives of composition and rhetoric's history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. composition teachers and students during the nineteenth and twentieth centuries. Drawing from a broad array of archival and documentary sources, the contributors provide accounts of writing instruction within contexts often overlooked by current historical scholarship. Topics range from the efforts of young women to attain rhetorical skills in an antebellum academy, to the self-reflections of Harvard University students on their writing skills in the 1890s, to a close reading of a high school girl's diary in the 1960s that offers a new perspective on curriculum debates of this period. Taken together, the chapters begin to recover how high school students, composition teachers, and English education programs responded to institutional and local influences, political movements, and pedagogical innovations over a one-hundred-and-thirty-year span.