Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy

Author:   Cheryl Geisler
Publisher:   Taylor & Francis Inc
ISBN:  

9780805810684


Pages:   372
Publication Date:   01 June 1994
Format:   Paperback
Availability:   In Print   Availability explained
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Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy


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Full Product Details

Author:   Cheryl Geisler
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 2.30cm , Length: 22.90cm
Weight:   0.498kg
ISBN:  

9780805810684


ISBN 10:   0805810684
Pages:   372
Publication Date:   01 June 1994
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

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Geisler's review...is exemplary. It draws together work in such areas as the rhetoric of science, the nature of activity in the elementary school classroom, writing to learn, problem solving as a cognitive activity, and the history of the professions. -Technical Communication Quarterly ...offers a rich inquiry into the nature of expertise as a cultural phenomenon that should be of interest to teachers concerned with the historical organization of expertise in the academy and the ways in which this organization has provided for discontinuity between academic and indigenous literacy practices. -College Composition & Communication


"""Geisler's review...is exemplary. It draws together work in such areas as the rhetoric of science, the nature of activity in the elementary school classroom, writing to learn, problem solving as a cognitive activity, and the history of the professions."" —Technical Communication Quarterly ""...offers a rich inquiry into the nature of expertise as a cultural phenomenon that should be of interest to teachers concerned with the historical organization of expertise in the academy and the ways in which this organization has provided for discontinuity between academic and indigenous literacy practices."" —College Composition & Communication"


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Cheryl Geisler

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