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010   $a9786613283351
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100   $a20040702d2004      ub         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aProcess this $eundergraduate writing in composition studies /$fNancy C. DeJoy
210   $aLogan $cUtah State University Press$d2004
215   $a1 online resource (184 p.)
300   $aDescription based upon print version of record.
311   $a0-87421-595-1 
320   $aIncludes bibliographical references (p. [161]-166) and index.
327   $aCONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; 1 REVISING PROCESS; 2 REVISING (RE)VISIONS; 3 REVISING INVENTION, ARRANGEMENT, AND REVISION; 4 REVISING CURRICULUM; 5 REVISING ENGLISH STUDIES; EPILOGUE; NOTES; REFERENCES; INDEX
330   $aIn Process This, Nancy DeJoy argues that even recent revisions to composition studies, cultural studies, service learning, and social process movements--continue to repress the subjects and methodologies that should be central, especially at the level of classroom practice. Designed to move student discourses beyond the classroom, these approaches nonetheless continue to position composition students (and teachers) as mere consumers of the discipline. This means that the subjects, methodologies, and theory/practice relationships that define the field are often absent in composition cla
606   $aEnglish language$xRhetoric$xStudy and teaching
606   $aReport writing$xStudy and teaching (Higher)
615  0$aEnglish language$xRhetoric$xStudy and teaching.
615  0$aReport writing$xStudy and teaching (Higher)
676   $a808/.042/0711
700   $aDeJoy$b Nancy C.$f1958-$01022335
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910213816503321
996   $aProcess This$92428287
997   $aUNINA