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.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-3677 |
| Date | 01 January 2005 |
| Creators | Holbrook, Hannah Sloan |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses Digitization Project |
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