wetzel grace (16 risultati)

Pamphlet. Condizione: Very Good. Vol 62, No 3, pp. 789-801, Illus, 4to, Extracted from orig vol, thus begins with title page, trimmed & stapled pamphlet, else VG.

paperback. Condizione: Very Good.

paperback. Condizione: Fine.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New.

Paperback. Condizione: New. Examining the rhetorical and pedagogical workof three turn-of-the-century newspaperwomen At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Women's Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshata Theumba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black ("Annie Laurie"). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communities-especially systematically marginalized voices-to speak, write, and teach alongside them. Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literary learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her "Little Jim" story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: new. Paperback. Examining the rhetorical and pedagogical workof three turn-of-the-century newspaperwomen At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Womens Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshata Theumba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black (Annie Laurie). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communitiesespecially systematically marginalized voicesto speak, write, and teach alongside them. Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literary learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her Little Jim story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism. Illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condizione: new.

Paperback. Condizione: Brand New. 264 pages. 9.00x6.00x0.68 inches. In Stock.

Condizione: New.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

Condizione: New.

Paperback. Condizione: new. New Copy. Customer Service Guaranteed.

Paperback. Condizione: new. Paperback. Examining the rhetorical and pedagogical workof three turn-of-the-century newspaperwomen At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Womens Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshata Theumba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black (Annie Laurie). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communitiesespecially systematically marginalized voicesto speak, write, and teach alongside them. Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literary learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her Little Jim story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism. Illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condizione: New. Examining the rhetorical and pedagogical workof three turn-of-the-century newspaperwomen At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Women's Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s. Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshata Theumba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black ("Annie Laurie"). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communities-especially systematically marginalized voices-to speak, write, and teach alongside them. Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literary learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her "Little Jim" story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism.