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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning (J-B TL Single ... (New Directions for Teaching & Learning) - Tapa blanda
Sinopsis
This volume provides instructors who teach writing with an array of strategies and philosophies about the way writing is learned, both in the context of a discipline and as an independent skill. Focusing primarily on the best ways to give feedback about written work, the authors describe a host of alternatives that have a solid foundation in research. This is the 69th issue of the journal New Directions for Teaching and Learning.
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Acerca del autor
MARY DEANE SORCINELLI is associate provost for faculty development and director of the Center for Teaching at the University of Massachusetts, Amherst. PETER ELBOW is professor of English and director of the writing program at the University of Massachusetts, Amherst.
De la contraportada
This volume provides instructors who teach writing with an array of strategies and philosophies about the way writing is learned, both in the context of a discipline and as an independent skill. Focusing primarily on the best ways to give feedback about written work, the authors describe a host of alternatives that have a solid foundation in research. This is the 69th issue of the journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
De la solapa interior
This volume provides instructors who teach writing with an array of strategies and philosophies about the way writing is learned, both in the context of a discipline and as an indepAndent skill. Focusing primarily on the best ways to give feedback about written work, the authors describe a host of alternatives that have a solid foundation in research. This is the 69th issue of the journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
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- EditorialJohn Wiley &Sons
- Año de publicación1997
- ISBN 10 0787998591
- ISBN 13 9780787998592
- EncuadernaciónTapa blanda
- IdiomaInglés
- Número de páginas168
- EditorSorcinelli Mary Deane
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning, Number 69
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Jossey-Bass, 1997
ISBN 10: 0787998591
ISBN 13: 9780787998592
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning, Number 69
Publicado por
Jossey-Bass, 1997
ISBN 10: 0787998591
ISBN 13: 9780787998592
Antiguo o usado
Paperback
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines Vol. 69 : New Directions for Teaching and Learning
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Wiley & Sons, Incorporated, John, 1997
ISBN 10: 0787998591
ISBN 13: 9780787998592
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning)
Publicado por
Jossey-Bass, 1997
ISBN 10: 0787998591
ISBN 13: 9780787998592
Antiguo o usado
Tapa blanda
Librería: SecondSale, Montgomery, IL, Estados Unidos de America
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Condición: Acceptable. Item in acceptable condition! Textbooks may not include supplemental items i.e. CDs, access codes etc. Nº de ref. del artículo: 00076957951
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning)
Publicado por
Jossey-Bass, 1997
ISBN 10: 0787998591
ISBN 13: 9780787998592
Antiguo o usado
Tapa blanda
Librería: SecondSale, Montgomery, IL, Estados Unidos de America
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning)
Publicado por
John Wiley &Sons (edition 1), 1997
ISBN 10: 0787998591
ISBN 13: 9780787998592
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Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines: New Directions for Teaching and Learning, Number 69
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