Learning to Write/Writing to Learn

Lester, Nancy, Mayher, John S., Pradl, Gordon

ISBN 10: 0867090731 / ISBN 13: 9780867090734

Editore: Heinemann, 1983

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Used book that is in clean, average condition without any missing pages.

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Dati bibliografici

• Titolo: Learning to Write/Writing to Learn
• Editore: Heinemann
• Data di pubblicazione: 1983
• Lingua: Inglese
• ISBN 10: 0867090731
• ISBN 13: 9780867090734
• Rilegatura: Brossura
• Edizione: terza edizione
• Condizione: Good
• Peso: 0,52 libbre

Descrizione articolo

Riassunto

<p><i>Learning to Write/Writing to Learn</i> provides a basic guide to writing as a way of learning, drawing the reader into an expanded notion of what writing is and how it is created. As you read the chapters, the ideas seem at first only a synthesis of masters like Elbow, Emig, Murray, Graves, Britton, and Moffett. But upon closer look, there is more to the book than a litany of already published ideas. Mayher, Lester, and Pradl use their own means of organization to extend the dialogue to present concerns. The book is like a long description of what a good writing class, writing group, or writing institute can be. </p>

Informazioni sugli autori

<p>John S. Mayher has taught junior high school in Massachusetts and high school in California. He has been a professor of English Education at New York University since 1969, where he teaches courses in the theoretical practice of language teaching and learning.</p> <p>Gordon M. Pradl, a professor of English education at New York University, has taught junior and senior high school and served on the editorial board of the Harvard Educational Review.</p>

John S. Mayher has taught junior high school in Massachusetts and high school in California. He has been a professor of English Education at New York University since 1969, where he teaches courses in the theoretical practice of language teaching and learning.

Gordon M. Pradl, a professor of English education at New York University, has taught junior and senior high school and served on the editorial board of the Harvard Educational Review.