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  1. Before Shaughnessy
    Basic Writing at Yale and Harvard, 1920-1960
    Published: 2009
    Publisher:  Southern Illinois University Press, Carbondale

    In Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960, Kelly Ritter uses materials from the archives at Harvard and Yale and contemporary theories of writing instruction to reconsider the definition of basic writing and basic writers... more

    Location:
    Hochschule Aalen, Bibliothek
    Signature:
    E-Book EBSCO
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    Location:
    Hochschule Esslingen, Bibliothek
    Signature:
    E-Book Ebsco
    Inter-library loan:
    No inter-library loan

    Location:
    Saarländische Universitäts- und Landesbibliothek
    Inter-library loan:
    No inter-library loan

    Location:
    Universitätsbibliothek der Eberhard Karls Universität
    Inter-library loan:
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    In Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960, Kelly Ritter uses materials from the archives at Harvard and Yale and contemporary theories of writing instruction to reconsider the definition of basic writing and basic writers within a socio-historical context. Ritter challenges the association of basic writing with only poorly funded institutions and poorly prepared students. Using Yale and Harvard as two sample case studies, Ritter shows that basic writing courses were alive and well, even in the Ivy League, in the early twentieth century. She argues not only that bas

     
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  2. Beyond Dichotomy
    Synergizing Writing Center and Classroom Pedagogies
    Author: Corbett, Steven J.
    Published: 2015; ©2015
    Publisher:  Parlor Press, LLC, Anderson

    This book offers multi-method case studies of course-based tutoring and one-to-one tutorials in developmental first-year writing courses at two universities. The author makes an argument for more peer-to-peer learning situations for developmental... more

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    Location:
    Hochschulbibliothek Friedensau
    Signature:
    Online-Ressource
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    This book offers multi-method case studies of course-based tutoring and one-to-one tutorials in developmental first-year writing courses at two universities. The author makes an argument for more peer-to-peer learning situations for developmental writers and more detailed studies of what goes on in these peer-centered environments. Front cover -- Series page -- Title page -- Copyright page -- Dedication -- Contents -- Acknowledgments -- Introduction Sharing Pedagogical Authority: Practice Complicates Theory when Synergizing Classroom, Small-Group, and One-to-One Writing Instruction -- Chapter One Tutoring Style, Tutoring Strategy: Course-Based Tutoring and the History, Rhetoric, and Reality of the Directive/Nondirective Instructional Continuum -- Chapter Two Methods and Methodology: Locating Places, People, and Analytical Frames -- Chapter Three Macro- and Micro-Analyses of One-to-One Tutorials: Case Studies at the University of Washington -- Chapter Four Conflict and Care while Tutoring in the Classroom: Case Studies at the University of Washington and Southern Connecticut State University -- Chapter Five Conclusion: Toward Teacher/Student, Classroom/Center Hybrid Choices -- Works Cited -- Appendix -- Index -- About the Author -- Back cover.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781602356320
    Series: Perspectives on Writing
    Subjects: English language -- Rhetoric -- Study and teaching (Higher) -- Case studies; Report writing -- Study and teaching (Higher) -- Case studies; Writing centers -- Case studies; Interdisciplinary approach in education -- Case studies
    Scope: 1 online resource (161 pages)
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