LEADER 01611cam0-22005411i-450- 001 990000202740403321 005 20140828132359.0 010 $a041207320X$bvol. 1 010 $a0412073307$bvol. 2 010 $a0412073404$bvol. 3 010 $a0412073501$bvol. 4 035 $a000020274 035 $aFED01000020274 035 $a(Aleph)000020274FED01 035 $a000020274 100 $a20020821d1965----km-y0itay50------ba 101 0 $aeng 102 $aGB 105 $aa-------001yy 200 1 $aDesign textbooks in civil engineering$fSerge Leliavsky 210 $aLondon$cChapman and Hall$d1965 215 $a4 v. (IX, 297; 296; X, 285; 228 p.)$cill.$d26 cm 327 1 $a1.: Irrigation engineering : canals and barrages$a2.: Irrigation engineering : syphons, weirs and locks$a3.: Design of dams for percolation and erosion$a4.: River and canal hydraulics 610 0 $aIrrigazione 610 0 $aCanali 610 0 $aDighe 610 0 $aIdraulica 610 0 $aAcqua$aErosione 610 0 $aIdrologia 610 0 $aSifoni 610 0 $aIdraulica$aCanali 610 0 $aCanali 676 $a627 676 $a627.13 676 $a627.8 700 1$aLeliavsky,$bSerge 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000202740403321 952 $a13 E 25 05$b26165/A$fFINBC 952 $a13 E 25 06$b26165/B$fFINBC 952 $a13 E 25 07$b26165/C$fFINBC 952 $a13 E 25 08$b26165/D$fFINBC 952 $a15 L/1-18$binv.n. 832$fDINID 952 $a15 L/1-19$binv.n. 832$fDINID 959 $aDINID 959 $aFINBC 997 $aUNINA LEADER 02978oam 22006974a 450 001 9910213817103321 005 20221101180953.0 010 $a9786613266941 010 $a9781283266949 010 $a1283266946 010 $a9780874214703 010 $a087421470X 035 $a(CKB)111056486849434 035 $a(EBL)287109 035 $a(OCoLC)476039773 035 $a(SSID)ssj0000092631 035 $a(PQKBManifestationID)11121843 035 $a(PQKBTitleCode)TC0000092631 035 $a(PQKBWorkID)10023162 035 $a(PQKB)10796876 035 $a(MiAaPQ)EBC3442753 035 $a(MiAaPQ)EBC287109 035 $a(OCoLC)51952769 035 $a(MdBmJHUP)muse16366 035 $a(DE-B1597)716590 035 $a(DE-B1597)9780874214703 035 $a(Perlego)2031356 035 $a(EXLCZ)99111056486849434 100 $a20020703d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRearticulating writing assessment for teaching and learning$fBrian Huot 210 1$aLogan :$cUtah State University Press,$d2002. 210 4$dİ2002. 215 $a1 online resource (229 p.) 300 $aDescription based upon print version of record. 311 08$a9780874214499 311 08$a0874214491 320 $aIncludes bibliographical references (p. [195]-212) and index. 327 $a(Re) articulating writing assessment -- Writing assessment as a field of study -- Assessing, grading, testing and teaching writing -- Toward a new theory for writing assessment -- Reading like a teacher -- Writing assessment as technology and research -- Writing assessment practice. 330 $aBrian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. As 606 $aCollege prose$xEvaluation 606 $aReport writing$xEvaluation 606 $aGrading and marking (Students) 606 $aEnglish language$xRhetoric$xStudy and teaching 615 0$aCollege prose$xEvaluation. 615 0$aReport writing$xEvaluation. 615 0$aGrading and marking (Students) 615 0$aEnglish language$xRhetoric$xStudy and teaching. 676 $a808/.042/071 676 $a808.042071 700 $aHuot$b Brian A$01024786 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910213817103321 996 $aRearticulating Writing Assessment for Teaching and Learning$92435863 997 $aUNINA