Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: A Cross-National Study of Written Argumentation Instruction in Secondary School Textbooks
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Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: A Cross-National Study of Written Argumentation Instruction in Secondary School Textbooks (2009)
EN PB NWISBN: 9783639120479 bzw. 3639120477, in Englisch, 144 Seiten, VDM Verlag Dr. Müller, Taschenbuch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 24 hours.
Von Händler/Antiquariat, Amazon.com.
This book targets the intersection of two areas: comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education. Paperback, Label: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller, Produktgruppe: Book, Publiziert: 2009-02-17, Studio: VDM Verlag Dr. Müller.
Von Händler/Antiquariat, Amazon.com.
This book targets the intersection of two areas: comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education. Paperback, Label: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller, Produktgruppe: Book, Publiziert: 2009-02-17, Studio: VDM Verlag Dr. Müller.
2
Understanding Rhetorical Traditions, Rethinking Writing Pedagogies
DE PB NWISBN: 9783639120479 bzw. 3639120477, in Deutsch, Vdm Verlag Dr. Müller, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
buecher.de GmbH & Co. KG, [1].
This book targets the intersection of two areas:comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education.2009. 144 S. 220 mmVersandfertig in 6-10 Tagen, Softcover.
buecher.de GmbH & Co. KG, [1].
This book targets the intersection of two areas:comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education.2009. 144 S. 220 mmVersandfertig in 6-10 Tagen, Softcover.
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Understanding Rhetorical Traditions, Rethinking Writing Pedagogies
DE NWISBN: 9783639120479 bzw. 3639120477, in Deutsch, VDM Verlag Dr. Müller, Saarbrücken, Deutschland, neu.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, 11, zzgl. Versandkosten.
This book targets the intersection of two areas:comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education.
This book targets the intersection of two areas:comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education.
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Understanding Rhetorical Traditions, Rethinking Writing Pedagogies - A Cross-National Study of Written Argumentation Instruction in Secondary School Textbooks
DE PB NWISBN: 9783639120479 bzw. 3639120477, in Deutsch, VDM Verlag Dr. Möller, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: This book targets the intersection of two areas: comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education. Englisch, Taschenbuch.
Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: This book targets the intersection of two areas: comparative research on writing instruction and argumentative/persuasive writing pedagogies in secondary schools. By mapping the historical context for written argumentation instruction as a school genre at the secondary level in the U.S. and China, with a focus on the 20th century and thereafter, the author identifies the hybrid nature of the school genre shaped by complex social, theoretical, and curricular factors. Then she compares and contrasts the key concepts and directives for written argumentation instruction in the textbooks. Some focal points such as purpose, the relationship between philosophy and rhetoric, logic, the place of emotion, and perceptions of the writer and the audience are compared and contrasted. Finally the author discusses the implications of the findings for rethinking written argumentation instruction in the 21st century, calling for coupling of formal logic and dialectical logic and reconsidering the place of emotion. This book should be useful to scholars and professionals in intercultural communication, rhetoric and composition, and education. Englisch, Taschenbuch.
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Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: A Cross-National Study of Written Argumentation Instruction in Secondary School Textbooks (2009)
DE PB NW RPISBN: 9783639120479 bzw. 3639120477, in Deutsch, VDM Verlag Dr. Müller, Taschenbuch, neu, Nachdruck.
Von Händler/Antiquariat, English-Book-Service - A Fine Choice [1048135], Mannheim, Germany.
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6
Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: A Cross-National Study of Written Argumentation Instruction in Secondary School Textbooks (2009)
EN NWISBN: 9783639120479 bzw. 3639120477, in Englisch, 144 Seiten, VDM Verlag Dr. Müller, neu.
Lieferung aus: Frankreich, Habituellement expédié sous 24 h.
Von Händler/Antiquariat, Amazon.fr.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, Amazon.fr.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
7
Understanding Rhetorical Traditions, Rethinking Writing Pedagogies: A Cross-National Study of Written Argumentation Instruction in Secondary School Textbooks (2009)
EN PB NWISBN: 9783639120479 bzw. 3639120477, in Englisch, 144 Seiten, VDM Verlag Dr. Müller, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandfertig in 1 - 2 Werktagen.
Von Händler/Antiquariat, VARIADO.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, VARIADO.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
8
Understanding Rhetorical Traditions, Rethinking Writing Pedagogies (2009)
DE PB NWISBN: 9783639120479 bzw. 3639120477, in Deutsch, VDM, Taschenbuch, neu.
Lieferung aus: Österreich, zzgl. Versandkosten.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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