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[null,"1.","Record Nr.",null,"UNINA9910460717803321"]
[null,null,"Autore",null,"Mitchell Candace"]
[null,null,"Titolo",null,"Writing and power : a critical introduction to composition studies / / Candace Mitchell"]
[null,null,"Pubbl/distr/stampa",null,"Abingdon, Oxon : , : Routledge, , 2016"]
[null,null,"ISBN",null,"1-317-24861-9"]
[{"$nulls":4},"1-315-63096-6"]
[{"$nulls":4},"1-317-24860-0"]
[null,null,"Descrizione fisica",null,"1 online resource (269 p.)"]
[null,null,"Collana",null,"Series in Critical Narrative"]
[null,null,"Disciplina",null,"808.042071"]
[null,null,"Soggetti",null,"English language - Rhetoric - Study and teaching - Social aspects"]
[{"$nulls":4},"English language - Composition and exercises - Study and teaching - Social aspects"]
[{"$nulls":4},"Report writing - Study and teaching - Social aspects"]
[{"$nulls":4},"Power (Social sciences)"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","First published 2004 by Paradigm Publishers."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"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"]
[{"$nulls":4},"A Last-Ditch Effort for Status and Control: The Traditional ApproachRemediation and Fragmentation; A Space and Place in the Academy; 2 The Cognitive Approach; Noam Chomsky versus B. F. Skinner: The Primacy of Cognition; Jerome Bruner and Process; Product versus Process; John Locke, the Empiricist, versus René Descartes, the Rationalist; Writing Research: Cognition and Process; Teaching Writing: The Cognitive Approach; Teacher and Student: Equal in Status?; Establishing a Niche in the Academy; Making It in Academia; 3 The Expressive Approach; Discovery of Meaning"]
[{"$nulls":4},"The Social Construction of FormThe Privileging of \"Appropriate\" Forms; "]
[{"$nulls":4},"Research on Teacher Response to Student Writing; The Rubric of Facilitator; Meaning Making; \"Responding to Student Writing\": An Analysis of Context, Motive, and Form; Research Context and Textual Form; Doing Science; The Study; So, How Do Students Fare?; 4 The Social/Cultural Approach; Writing as Social Practice(s); Rap (and a Black Man's Poetry) in the Classroom; Discourse Communities; Success or Failure; The Social Construction of Form(s); Explicit Teaching of Form: Anathema to Process Approach Adherents"]
[{"$nulls":4},"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"]
[{"$nulls":4},"Out of the Public School System and on to CompositionSarah's Emergent Ideology; 6 From Ideology to Practice: Sarah Teaching; Establishing Status as a Discipline; Writing Classes Are Serious Classes; Academic Writing; The Academic \"We\"; The Paragraph; But One-Sentence Paragraphs Do Exist!; The Rules Are Firmly Established; Choosing a Research Topic and Source Materials; More Numbers; Summarizing and Paraphrasing; Cognitive Approach Put to Practice; Concluding Comments; 7 Proficient Student Writers in Context: Alan's and Zola's Stories; Alan: My Student; Zola: The Resisting Student"]
[{"$nulls":4},"8 Less-Proficient Student Writers in Context: Tan's and Araya's Stories"]