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Edited by Alice S. Horning, Deborah-Lee Gollnitz, and Cynthia R. Haller
Arguing that literacy instruction is the work of all teachers, K-12 and beyond, this collection offers replicable strategies to help educators think about how and when students learn the skills of reading, synthesizing information, and drawing inferences across multiple texts. What Is College Reading? will be of interest and practical use to any educator facing the need to offer more for students as they exit their high school career and begin the journey of post-secondary education.
By Charles Bazerman
The first in a two-volume set, A Rhetoric of Literate Action is written for "the experienced writer with a substantial repertoire of skills, and now would find it useful to think in more fundamental strategic terms about what they want their texts to accomplish, what form the texts might take, how to develop specific contents, and how to arrange the work of writing."
By Charles Bazerman
The second in a two-volume set, A Theory of Literate Action draws on work from the social sciences—and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science— to "reconceive rhetoric fundamentally around the problems of written communication rather than around rhetoric's founding concerns of high stakes, agonistic, oral public persuasion" (p. 3).
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