by Richard Andrews (1995)
This text advocates bringing the teaching and learning of argument to the centre of the curriculum, based on the understanding that argument is essential to the development of thinking skills. Its scope is broad, analyzing the function of argument from early childhood education to university study.
Richard Andrews
This text advocates bringing the teaching and learning of argument to the centre of the curriculum, based on the understanding that argument is essential to the development of thinking skills. Its scope is broad, analyzing the function of argument from early childhood education to university study.
Joan Kelly, Eddye Eubanks
Relationships, home management, money, grooming, housing, interior design, clothing, food, career selection and applying for a job form the main topics of this home economics textbook.
Linda Flower
Based on five years of close observation of students, writing and collaborative planning -- the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan --foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning. Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric, education, and psychology, she portrays meaning making as a literate act and a constructive process. She challenges traditional definitions of literacy, adding to that concept the elements of social literate practices and personal literate acts. In Flowerʹs view, this social cognitive process is a source of tension and conflict among the multiple forces that shape meaning: the social and cultural context, the demands of discourse, and the writerʹs own goals and knowledge. -- Publisher description.
Janet Carey Eldred
"Sentimental Attachments opens and closes with important and passionate arguments about why teachers of composition must also be writers of what Eldred calls "lived experience." At its center, however, the book offers a series of lyrical, evocative, exploratory essays that address a range of essential and complex questions. Like others who defy the conventional view that we must hold the personal separate from the political - or the professional - Janet Carey Eldred believes that teachers of writing must compose themselves as they help others to compose."--Jacket.