Edited Collections

This list represents all edited collections currently indexed in CompPile. The list updates automatically, as new entries are added to the bibliography. If you know of collections that should be part of CompPile, please contact us.

There are currently 3727 edited collections listed in the CompPile database.

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2226. Marcello, Pera; William R. Shea (Eds.). (1991). Persuading science: The art of scientific rhetoric. Canton, MA: Science History Publications.
Keywords: science-writing, discourse-analysis, rhetoric, persuasive
2227. Marckwardt, Albert Henry (Ed.). (1968). Language and language learning: Papers relating to the Anglo-American Seminar on the Teaching of English at Dartmouth College, New Hampshire, 1966.. Champaign, IL: National Council of Teachers of English.
Keywords: Dartmouth Seminar, language-learning, learning-theory, language-learning
2228. Marcus, George E. (ed.). (1999). Paranoia within reason: A casebook on conspiracy as explanation. Chicago, IL: Chicago University Press.
Keywords: argumentation, explanation, reasoning, conspiracy, paranoid
2229. Marcus, George E. (Ed.). (1992). Rereading cultural anthropology. Durham, NC: Duke University Press.
Keywords: discourse-analysis, cultural anthropology, disciplinary
2230. Marinelli, Diane (Ed.); Northern Illinois University. (1979). Competency-based adult education/English as a second language modules: Health. Springfield, IL: Illinois State Board of Education, Adult and Continuing Education Section [ERIC Document Reproduction Service, ED 193 432].
Keywords: adult-ed, ESL, competency-based, social, health, pedagogy, module, competency
2231. Mariniello, Silvestra; Paul A. Bove (Ed.). (1998). Gendered agents: Women & institutional knowledge. Durham, NC: Duke University Press.
Keywords: women, gendered, agency, institution
2232. Mark A. Clarke; Jean Handscombe (Eds.). (1983). On TESOL '82: Pacific perspectives on language learning and teaching. Washington, D. C.: Teachers of English to Speakers of Other Languages.
Keywords: ESL, language-learning
2233. Mark, Melvin M.; R. Lance Shotland (Ed.). (1987). Multiple methods in program evaluation (New directions for program evaluation, No. 35). San Francisco, CA: Jossey-Bass.
Keywords: multiple measures, program-evaluation
2234. Markkanen, Raija; Hartmut Schroder (Eds.). (1997). Hedging and discourse: Approaches to the analysis of a pragmatic phenomenon in academic texts. Berlin; New York: Walter de Gruyter.
Keywords: academic, text-analysis, hedging, pragmatics, pragmatic
2235. Marklund, Inger; Marianne Carlsson (Eds.); National Swedish Board of Education [Stockholm]. (1986). IEA written composition study. ERIC Document Reproduction Service, ED 271 762. School Research Newsletter, No. 2 (March).
Keywords: assessment, international, cross-national, mode, test-design, survey-design, IEA
2236. Martens, Kay (Ed.); State University of New York, Two Year College Student Development Center. (1976). Critical questions; a report of the projects utilizing cognitive style information in New York State two-year colleges. Project Priority: Occupational Emphasis. ERIC Document Reproduction Service, ED 136 875.
Keywords: cognitive-style, New York State, two-year, occupational, workplace, review-of-scholarship, crucial, occupational, Project Priority, style
2237. Martin, Harold C. (Ed.). (1959). Style in prose fiction: English Institute Essays. New York: Columbia University Press.
Keywords: style, prose, institute, style
2238. Martin, J. R.; Robert Veel (Eds.). (1998). Reading science: Critical and functional perspectives on discourses of science. London; New York: Routledge.
Keywords: critique, discourse-analysis, science-writing, functional
2239. Martin, Larry G.; Elice E. Rogers (Eds.). (2004). Adult education in an urban context: Problems, practices, and programming for inner-city communities (New directions for adult and continuing education, No. 101). San Francisco, CA: Jossey-Bass.
Keywords: adult-ed, urban, inner-city, community, urban
2240. Martin, Lyn Elizabeth M. (Ed.). (1997). The challenge of Internet literacy: The instruction-Web convergence [special issue of Internet Reference Services Quarterly, 2.2/3-4]. New York: Haworth Press.
Keywords: literacy, internet, pedagogy, computer, convergence, services
2241. Martin, Randy (Ed.). (1997). Academic labor. Durham, NC: Duke University Press.
Keywords: English-profession, faculty, economic, labor, work-conditions, adult-ed, literacy
2242. Martin, Randy (Ed.). (1998). Chalk-lines: The politics of work in the managed university. Durham, NC: Duke University Press.
Keywords: academy, work-conditions, stratification, hierarchy, political, job-conditions
2243. Martinez, LE. (Ed.). (1984). Collected essays on the written word and the word processor: From the Delaware Valley Writing Council's spring conference, Frebruary 25, 1984. Villanova, PA: Villanova University.
Keywords: word-processing, word-processing
2244. Martin-Jones, Marilyn; Kathryn Jones (Eds.). (2000). Multilingual literacies: Reading and writing different worlds. Amsterdam: John Benjamins.
Keywords: literacy, multilingual, read-write
2245. Martins, David S. (Ed.). (2015). Transnational Writing Program Administration. Logan: Utah State University Press.
Annotation: While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.
Keywords: transnational, WPA, FYC, border, US-Mexico, Bahamas, global, Lebanon, Singapore, two-year, translingual
2246. Martlew, Margaret (Ed.). (1983). The psychology of written language: Developmental and educational perspectives. Chichester, England; New York: John Wiley and Sons.
Keywords: composing, discourse, psychological, development, education
2247. Martorana, S. V.; William Toombs; David W. Breneman (Eds.). (1975). Graduate education and community colleges: Cooperative approaches to community college staff development: Proceedings of a conference, November, 11-12, 1974, Airlie, Virginia. Washington, D. C.: National Board on Graduate Education.
Keywords: two-year, graduate, staff, retraining, cooperative, faculty
2248. Marullo, Sam; Bob Edwards (Eds.). (2000). Service-learning pedagogy as universities' response to troubled times. Thousand Oaks, CA: Sage.
Keywords: service-learning, pedagogy, needs-analysis, pedagogy
2249. Mason, Jana W. (Ed.). (1989). Reading and writing connections. Boston, MA: Allyn & Bacon.
Keywords: read-write, school
2250. Mason, Robert C.; William H. Young (Eds.). (1992). Challenge and change: Creating a new era of collaboration in adult continuing education. DeKalb, IL: LEPS Press, Northern Illinois University.
Keywords: adult-ed, collaboration, change, pedagogy

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