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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 informing teaching practices in some classrooms.

Identiferoai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-3677
Date01 January 2005
CreatorsHolbrook, Hannah Sloan
PublisherCSUSB ScholarWorks
Source SetsCalifornia State University San Bernardino
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses Digitization Project

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