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.
Recommended Citation
Holbrook, Hannah Sloan, "Negotiating "post" era writing pedagogies" (2005). Theses Digitization Project. 2660.
https://scholarworks.lib.csusb.edu/etd-project/2660
