Bibliografías temáticas / Community writing

Literatura académica sobre el tema "Community writing"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Community writing"

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O'Gorman, Francis. "Landscape, Writing, Community". Worldviews: Global Religions, Culture, and Ecology 5, n.º 1 (2001): 1–3. http://dx.doi.org/10.1163/156853501750191544.

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Shuman, R. Baird y Ross Talarico. "Writing across the Community". English Journal 85, n.º 2 (febrero de 1996): 80. http://dx.doi.org/10.2307/820624.

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Horowitz, Rosemary. "Writing in the community". Linguistics and Education 3, n.º 4 (1991): 385–87. http://dx.doi.org/10.1016/0898-5898(91)90016-c.

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Fishman, Jenn y Lauren Rosenberg. "Guest Editors' Introduction: Community Writing, Community Listening". Community Literacy Journal 13, n.º 1 (2018): 1–6. http://dx.doi.org/10.1353/clj.2018.0016.

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Cushman, Ellen. "2017 Conference on Community Writing Keynote Address: Place and Relationships in Community Writing". Community Literacy Journal 12, n.º 2 (2018): 17–26. http://dx.doi.org/10.1353/clj.2018.0002.

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Claiborne y S. Lyn. "Teaching Writing as Community Activism". Transformations: The Journal of Inclusive Scholarship and Pedagogy 27, n.º 1 (2017): 29. http://dx.doi.org/10.5325/trajincschped.27.1.0029.

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Kadanya, James Lokuuda. "Writing grammars for the community". Perspectives on Grammar Writing 30, n.º 2 (31 de marzo de 2006): 253–57. http://dx.doi.org/10.1075/sl.30.2.04kad.

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A language is a living soul to a community, a source of dignity and prestige for all people. Once it dies, the whole community dies. A written grammar can support a community by encouraging the use of a community language. Sometimes, however, grammars are ways that outsiders "mine" a local community for the outsiders' benefit, leaving the community of speakers with nothing. This paper discusses the need for linguistic grammars from the perspective of the community in which the language is used. Arguments for including local concerns in grammar writing are presented. One approach to writing a grammar that will serve the needs of linguists and the community is partnership. University professors, field linguists, retired field workers and others can work with local linguists to write grammars that will truly meet the needs of all.
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Hess, Susan K. "Review: Writing in the Community". Adult Learning 4, n.º 6 (julio de 1993): 29. http://dx.doi.org/10.1177/104515959300400614.

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Joly, Brenda M. "Writing Community-Centered Evaluation Reports". Health Promotion Practice 4, n.º 2 (abril de 2003): 93–97. http://dx.doi.org/10.1177/1524839902250749.

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HUCKIN, THOMAS N. "Technical Writing and Community Service". Journal of Business and Technical Communication 11, n.º 1 (enero de 1997): 49–59. http://dx.doi.org/10.1177/1050651997011001003.

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Tesis sobre el tema "Community writing"

1

DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.

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Crawford, James E. "Writing Center Practices in Tennessee Community Colleges". Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.

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The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.
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Reavie, Maryanne M. "Building a writing community, the role of children's talk during the writing process". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30541.pdf.

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Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.
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Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.

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Urban Education
Ph.D.
This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.
Temple University--Theses
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Wiens, Jason. "The Kootenay School of Writing, history, community, poetics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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Clinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.

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Jarrin, Lucia A. "Teaching more than writing : a writing and community building project for Liceo Internacional Quito, Ecuador /". Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/6/.

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Krumheuer, Aaron Taylor. "LAVALAND ZINE: Community Writing and the Arts in Athens". Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1340130693.

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Montaño, Jesus A. "Writing a nation : figuring community in late medieval England/". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819010986812.

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Libros sobre el tema "Community writing"

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Wallen, Margaret. A writing community. London: School Curriculum Development Committee, 1987.

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Rhetorics for community action: Public writing and writing publics. Lanham: Lexington Books, 2011.

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3

Sara, Garnes, ed. Writing lives: Exploring literacy and community. New York: St. Martin's Press, 1996.

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Marjorie, Ford, ed. Writing for change: A community reader. New York: McGraw-Hill, 1995.

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Garnes, Sara. Writing lives: Exploring literacy and community. New York: St. Martin's Press, 1996.

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Gundlach, Robert A. Writing and reading in the community. Berkeley, Ca: Center for the Study of Writing, 1989.

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Heynen, Jim. Writing about home: A handbook for writing a community encyclopedia. Portland, Or: Northwest Writing Institute of Lewis & Clark College, 1991.

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L, Bloem Patricia, ed. The writer's community. New York: St. Martin's Press, 1995.

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9

Community writing: Researching social issues through composition. Mahwah, N.J: Lawrence Erlbaum Associates, 2001.

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10

1950-, Smith Hadley M., ed. Reading and writing in the academic community. 3a ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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Capítulos de libros sobre el tema "Community writing"

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Thomas, P. L. "Writing Community". En Politics, Participation & Power Relations, 153–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-743-1_10.

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Lingard, Lorelei y Christopher Watling. "Cultivating a Writing Community". En Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers, 201–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71363-8_29.

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Young, Ross y Felicity Ferguson. "Create a community of writers". En Writing for Pleasure, 86–93. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429268984-11.

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Nelson, Cynthia. "Writing Culture, Writing Lives". En Auto/Biography and the Construction of Identity and Community in the Middle East, 201–14. New York: Palgrave Macmillan US, 2001. http://dx.doi.org/10.1007/978-1-349-62114-9_14.

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Kadanya, James Lokuuda. "Writing grammars for the community". En Benjamins Current Topics, 19–23. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/bct.11.03kad.

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Shea, Lynne-Marie y Debra A. Harkins. "Writing Grants for Community Building". En Helping to Promote Social Justice, 169–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003055587-16.

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Peach, Linden. "Community and Individuality". En The Prose Writing of Dylan Thomas, 61–86. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-09405-9_4.

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Ellerby, Lawrence y David Kolton. "Community treatment reports". En The forensic psychologist's report writing guide, 188–200. Abingdon, Oxon; New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315732152-18.

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May, Adrian. "Church Going? Religion and Community". En Tradition in Creative Writing, 141–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74776-3_12.

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Chen, Lingchei Letty. "Chinese American? American Chinese? Community Building as Subject Making". En Writing Chinese, 99–121. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982988_6.

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Actas de conferencias sobre el tema "Community writing"

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Aminzadeh, Roxana y Sima Karimloo Sayah. "PHILOSOPHICAL COMMUNITY OF ENQUIRY AND WRITING ABILITY". En International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0030.

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Darihastining, Susi, Heny Sulistyowati, Aang Fatihul Islam y Q. Umi Nur. "Writing Descriptive Text to Activate Learners’ Language and Cultural Schema". En International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.157.

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Arifani, Yudhi y Sri Suryanti. "Empowering Rural Teachers Teaching Reading and Writing Literacies Using a Blended Smart-Rectormu Model". En International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.174.

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Sholikah, Miftachus, Muhammad Ali Anwar, Muhibbudin, Dewi Fitrotus Sa’diyah, Yunis Hidayati y Bayu Permadi. "The Effectiveness of Writing Approach Viewed From Students’ Self-Confidence". En Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.85.

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Apriliyani, Ita y Madyo Maryoto. "The Relationship Between Coping Mechanisms and Stress Levels in Thesis Writing Among Undergraduate Nursing Students". En 1st International Conference on Community Health (ICCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200204.015.

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Setyowati, Lestari, Sony Sukmawan y Ana Ahsana El-Sulukiyyah. "The Inclusion of Environmental Education for the Second Year College Students’ Writing Class in Indonesian Context: “We Care”". En International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.086.

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Sukadana, I. Ketut, Diah Sudibya, Luh Suryani, Ni Made Ujianti y I. Wayan Sancaya. "Community Empowerment in Pararem Writing in Belatungan Village, Pupuan, Tabanan, Bali". En Proceedings of the First International Seminar Social Science, Humanities and Education, ISSHE 2020, 25 November 2020, Kendari, Southeast Sulawesi, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.25-11-2020.2306650.

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Loveland, Stephanie D. y Sheryl D. McGough. "A Learning Community: Teaching Technical Writing in the Chemical Engineering Unit Operations Laboratory". En Engineering Something More. Iowa City, Iowa: University of Iowa, 2014. http://dx.doi.org/10.17077/aseenmw2014.1028.

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McCain, Devin. "SMOOTH TRANSITIONS: ASSESSMENT AND ADVANCEMENT OF LEVEL 2 WRITING STUDENTS AT HOUSTON COMMUNITY COLLEGE". En International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end120.

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Jiang, Ai. "Strategies of Family, School and Community Linkage to Promote Writing Teaching in Grade One". En 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.67.

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Informes sobre el tema "Community writing"

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Reyes, Karen. Finding a new voice : the Oregon writing community between the world wars. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5486.

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Bedford, Juliet. SSHAP Roundtable: 2021 Ebola Outbreak in Guinea. Institute of Development Studies (IDS), marzo de 2021. http://dx.doi.org/10.19088/sshap.2021.019.

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SSHAP convened a virtual roundtable of expert advisors on Friday 12 March 2021 to discuss the outbreak of Ebola in Guinea declared on 14 February 2021. At the time of writing (19 March 2021), there have been 18 cases (14 confirmed, 4 probable), 9 deaths (including 5 in the community; CFR 50%) and 6 recoveries. Six of the 7 first cases identified were from the family of the first case, a 51-year-old nurse from Gouecke who died in N’Zérékoré on 28 January. Vaccination was launched on 23 February, and as of 17 March, 3,492 people had been vaccinated. The last new case was reported on 4 March 2021.
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Mager, Franziska y Silvia Galandini. Research Ethics: A practical guide. Oxfam GB, noviembre de 2020. http://dx.doi.org/10.21201/2020.6416.

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Any research must follow ethical principles, particularly when it involves people as participants and is likely to impact them. This is standard practice in academic research and a legal requirement in medical trials, but also applies to research carried out by Oxfam. Oxfam’s work focuses on vulnerable populations, and takes place under difficult circumstances. When research takes place in such vulnerable and fragile contexts, high ethical standards need to be met and tailored to the specific characteristics of each situation. Oxfam welcomes the adaptation of this guideline by other NGOs, community organizations and researchers working in fragile contexts and with vulnerable communities. The guideline should be read together with other relevant Oxfam and Oxfam GB policies and protocols, including the guidelines on Writing Terms of Reference for Research, Integrating Gender in Research Planning and Doing Research with Enumerators. A flowchart summarizing the guideline is also available to download on this page.
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