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1. |
Record Nr. |
UNIBAS000004000 |
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Autore |
Cooper, Frederick A. |
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Titolo |
The Temple of Apollo Bassitas / Frederick A. Cooper |
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Pubbl/distr/stampa |
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Princeton ; New Jersey : American School of Classical Studies at Athens, 1992-1996 |
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ISBN |
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0-87661-946-4(v. 1.) |
0-87661-948-0(v. 3.) |
0-87661-949-9(v. 4.) |
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Descrizione fisica |
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Disciplina |
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Soggetti |
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Tempio di Apollo (Bassai) - Grecia |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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<<Vol. 1.:>> The architecture / by Frederick A. Cooper ; with contributions by Nancy J. Kelly.- 1996.- XXVIII, 447 p. <<Vol. 3.:>> The architecture : illustrations.-1996.- XIII, 202 p., 113 p. di tav. : ill. Vol. 4..- 1992.- 62 p. di tav. rip. |
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2. |
Record Nr. |
UNINA9910460717803321 |
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Autore |
Mitchell Candace |
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Titolo |
Writing and power : a critical introduction to composition studies / / Candace Mitchell |
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Pubbl/distr/stampa |
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Abingdon, Oxon : , : Routledge, , 2016 |
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ISBN |
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1-317-24861-9 |
1-315-63096-6 |
1-317-24860-0 |
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Descrizione fisica |
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1 online resource (269 p.) |
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Collana |
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Series in Critical Narrative |
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Disciplina |
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Soggetti |
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English language - Rhetoric - Study and teaching - Social aspects |
English language - Composition and exercises - Study and teaching - Social aspects |
Report writing - Study and teaching - Social aspects |
Power (Social sciences) |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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First published 2004 by Paradigm Publishers. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; Introduction; Rewriting Writing; (Passive) Aggressive Progressives; Ideology; The Centrality of Subjectivity: My Evolving/Revolving Positions(s) in Context; Getting through the Gate; Oppressive Progressives; Methodology; Structure of the Book; Who Might Want to Read This Book; 1 The Traditional Approach; The Social Construction of the New Rhetoric; The Institutionalization of Comp I and II; Shaping Writing Instruction and the Expansion of English Studies; The Transformation of Rhetoric |
A Last-Ditch Effort for Status and Control: The Traditional ApproachRemediation and Fragmentation; A Space and Place in the Academy; 2 The Cognitive Approach; Noam Chomsky versus B. F. Skinner: The Primacy of Cognition; Jerome Bruner and Process; Product versus Process; John Locke, the Empiricist, versus ReneĢ Descartes, the Rationalist; Writing Research: Cognition and Process; Teaching Writing: The Cognitive Approach; Teacher and Student: Equal in Status?; |
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Establishing a Niche in the Academy; Making It in Academia; 3 The Expressive Approach; Discovery of Meaning |
The Social Construction of FormThe Privileging of "Appropriate" Forms; Research on Teacher Response to Student Writing; The Rubric of Facilitator; Meaning Making; "Responding to Student Writing": An Analysis of Context, Motive, and Form; Research Context and Textual Form; Doing Science; The Study; So, How Do Students Fare?; 4 The Social/Cultural Approach; Writing as Social Practice(s); Rap (and a Black Man's Poetry) in the Classroom; Discourse Communities; Success or Failure; The Social Construction of Form(s); Explicit Teaching of Form: Anathema to Process Approach Adherents |
Border Patrol in the AcademyMaintaining the Status Quo: An Academic Accolade; Reaching Toward the Not Yet; 5 The Social Construction of a Writing Instructor: Sarah's Ideology; And What Do You Want to Be When You Grow Up?; Part-Timers: Servitude and the Creation of an Underclass; Life beyond Teaching Writing: Just a Glimpse; Hierarchical Structures; The Colonization of Writing; Part-Timers: Maintenance of an Underclass; Back to Sarah's Story; Anyone Can Teach ESL; On to a Master's Degree; Developing an Ideology of Teaching: Graduate Study and Practical Experience |
Out of the Public School System and on to CompositionSarah's Emergent Ideology; 6 From Ideology to Practice: Sarah Teaching; Establishing Status as a Discipline; Writing Classes Are Serious Classes; Academic Writing; The Academic "We"; The Paragraph; But One-Sentence Paragraphs Do Exist!; The Rules Are Firmly Established; Choosing a Research Topic and Source Materials; More Numbers; Summarizing and Paraphrasing; Cognitive Approach Put to Practice; Concluding Comments; 7 Proficient Student Writers in Context: Alan's and Zola's Stories; Alan: My Student; Zola: The Resisting Student |
8 Less-Proficient Student Writers in Context: Tan's and Araya's Stories |
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