"Negotiating "post" era writing pedagogies" by Hannah Sloan Holbrook

Date of Award

2005

Document Type

Thesis

Degree Name

Master of Arts in English Composition

Department

English

Abstract

This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.

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