Concepts in Composition

A textbook for composition pedagogy courses. It focuses on scholarship in rhetoric and composition that has influenced classroom teaching, in order to foster reflection on how theory impacts practice.

Author: Irene L. Clark

Publisher: Routledge

ISBN: 9781136657931

Category: Foreign Language Study

Page: 488

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Concepts in Composition: Theory and Practice in the Teaching of Writing is designed to foster reflection on how theory impacts practice, enabling prospective teachers to develop their own comprehensive and coherent conception of what writing is or should be and to consider how people learn to write. This approach allows readers to assume the dual role of both teacher and student as they enter the conversation of the discipline and become familiar with some of the critical issues. New to this second edition are: up-to-date primary source readings; a focus on collaborative writing practices and collaborative learning; additional assignments and classroom activities an emphasis on new media and information literacy and their impact on the teaching of writing These new directions will inform the content of this revision, reflecting significant advancements in the field. Each chapter addresses a particular theoretical concept relevant to classroom teaching and includes activities to help readers establish the connection between theoretical concepts and classroom lessons. Online resources include overviews, classroom handouts, exercises, a sample syllabus, and PowerPoint presentations. Bringing together scholars with expertise in particular areas of composition, this text will serve as an effective primer for students and eductors in the field of composition theory.

Concepts in Composition

This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.

Author: Irene L. Clark

Publisher: Routledge

ISBN: 9780429685804

Category: Language Arts & Disciplines

Page: 466

View: 172

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Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to Writing Studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.

Compositionality and Concepts in Linguistics and Psychology

This book is open access under a CC BY license. By highlighting relations between experimental and theoretical work, this volume explores new ways of addressing one of the central challenges in the study of language and cognition.

Author: James A. Hampton

Publisher: Springer

ISBN: 9783319459776

Category: Language Arts & Disciplines

Page: 337

View: 147

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By highlighting relations between experimental and theoretical work, this volume explores new ways of addressing one of the central challenges in the study of language and cognition. The articles bring together work by leading scholars and younger researchers in psychology, linguistics and philosophy. An introductory chapter lays out the background on concept composition, a problem that is stimulating much new research in cognitive science. Researchers in this interdisciplinary domain aim to explain how meanings of complex expressions are derived from simple lexical concepts and to show how these meanings connect to concept representations. Traditionally, much of the work on concept composition has been carried out within separate disciplines, where cognitive psychologists have concentrated on concept representations, and linguists and philosophers have focused on the meaning and use of logical operators. This volume demonstrates an important change in this situation, where convergence points between these three disciplines in cognitive science are emerging and are leading to new findings and theoretical insights. This book is open access under a CC BY license.

Composition Concepts for Band and Orchestra

This book is intended to introduce concepts about music composition to band and orchestra students of all ages and engage them in actual creative composing projects.

Author: Alexander Koops

Publisher: Rowman & Littlefield Publishers

ISBN: 9781475848922

Category: Music

Page: 172

View: 787

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This book is intended to introduce concepts about music composition to band and orchestra students of all ages and engage them in actual creative composing projects. The National Core Arts Standards (2014) emphasize that students should be engaged in the “creative practices of imagination, investigation, construction, and reflection in multiple contexts.” These lesson plans attempt to accomplish that challenge in the context of large group band and orchestra ensemble classes using composition activities and projects.

Information and Technology Literacy Concepts Methodologies Tools and Applications

Concepts in composition: Theory and practice in the teaching of writing. Mahwah, NJ: LEA Publishers. de Jong, J. H. A. L., & Verhoeven, L. (1992).

Author: Management Association, Information Resources

Publisher: IGI Global

ISBN: 9781522534181

Category: Computers

Page: 2349

View: 647

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People currently live in a digital age in which technology is now a ubiquitous part of society. It has become imperative to develop and maintain a comprehensive understanding of emerging innovations and technologies. Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications is an authoritative reference source for the latest scholarly research on techniques, trends, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications, this multi-volume book is ideally designed for academics, technology developers, researchers, students, practitioners, and professionals interested in the importance of understanding technological innovations.

The Oxford Handbook of Critical Concepts in Music Theory

In one sense, this lacuna points to an anachronistic concept of composition—of organically piecing together disparate parts—that is not substantially part ...

Author: Alexander Rehding

Publisher: Oxford University Press

ISBN: 9780190077600

Category: Music

Page: 600

View: 467

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Music Theory has a lot of ground to cover. Especially in introductory classes a whole range of fundamental concepts are introduced at fast pace that can never be explored in depth or detail, as other new topics become more pressing. The short time we spend with them in the classroom belies the complexity (and, in many cases, the contradictions) underlying these concepts. This book takes the time to tarry over these complexities, probe the philosophical assumptions on which these concepts rest, and shine a light on all their iridescent facets. This book presents music-theoretical concepts as a register of key terms progressing outwards from smallest detail to discussions of the music-theoretical project on the largest scale. The approaches individual authors take range from philosophical, historical, or analytical to systematic, cognitive, and critical-theorical-covering the whole diverse spectrum of contemporary music theory. In some cases authors explore concepts that have not yet been widely added to the theorist's toolkit but deserve to be included; in other cases concepts are expanded beyond their core repertory of application. This collection does not shy away from controversy. Taken in their entirety, the essays underline that music theory is on the move, exploring new questions, new repertories, and new approaches. This collection is an invitation to take stock of music theory in the early twenty-first century, to look back and to encourage discussion about its future directions. Its chapters open up a panoramic view of the contemporary music-theoretical landscape with its expanding repertories and changing guiding questions, and offers suggestions as to where music theory is headed in years to come.

Writing the Community

This volume is part of a series of 18 monographs on service learning and the academic disciplines.

Author: Linda Adler-Kassner

Publisher: Stylus Publishing, LLC.

ISBN: 9781563770067

Category: Education

Page: 203

View: 498

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This volume is part of a series of 18 monographs on service learning and the academic disciplines. These essays highlight some of the benefits and problems of service-learning in the college composition curriculum and present further areas for study. Following the Introduction, "Service-Learning and Composition at the Crossroads," by Linda Adler-Kassner, Robert Crooks, and Ann Watters, and an Introduction, "Service-Learning: Help for Higher Education in a New Millennium?" by Lillian Bridwell-Bowles, the essays are: "Writing across the Curriculum and Community Service Learning: Correspondences, Cautions, and Futures" (Tom Deans); "Community Service Writing: Problems, Challenges, Questions" (Nora Bacon); "Community Service and Critical Teaching" (Bruce Herzberg); "Rhetoric Made Real: Civic Discourse and Writing beyond the Curriculum" (Paul Heilker); "Democratic Conversations: Civic Literacy and Service-Learning in the American Grains" (David D. Cooper and Laura Julier); "Partners in Inquiry: A Logic for Community Outreach" (Linda Flower); "Service-Learning: Bridging the Gap between the Real World and the Composition Classroom" (Wade Dorman and Susann Fox Dorman); "Systems Thinking, Symbiosis, and Service: The Road to Authority for Basic Writers" (Rosemary L. Arca); "Combining the Classroom and the Community: Service-Learning in Composition at Arizona State University" (Gay W. Brack and Leanna R. Hall); "The Write for Your Life Project: Learning To Serve by Serving To Learn" (Patricia Lambert Stock and Janet Swenson); and "On Reflection: The Role of Logs and Journals in Service-Learning Courses" (Chris M. Anson). Appended are a 39-item annotated bibliography and a list of program descriptions by institution. (All papers contain references.) (SM)

Re Considering What We Know

Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that ...

Author: Linda Adler-Kassner

Publisher: University Press of Colorado

ISBN: 9781607329329

Category: Language Arts & Disciplines

Page: 354

View: 633

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Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing. Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies. (Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know. Contributors: Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc

Contemporary Composition Studies

This volume provides alphabetically arranged entries for 108 scholars and 128 terms and concepts central to composition studies.

Author: Edith H. Babin

Publisher: Greenwood Publishing Group

ISBN: 0313300879

Category: Language Arts & Disciplines

Page: 330

View: 194

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Composition studies is a rapidly growing and constantly changing field. At present, however, graduate students and writing teachers have little choice of current reference works that define key terms in the field and provide information about the scholars and researchers who have shaped and are shaping the discipline. This volume provides alphabetically arranged entries for 108 scholars and 128 terms and concepts central to composition studies. The entries for individuals chronicle the history of their contributions to the field, while the entries for terms record term development over time. The book includes generous bibliographical information and an appendix of scholars from other disciplines who have contributed to composition studies.

Teaching Language Composition and Literature

Some of the new plans focus on the development of concepts rather than on a
body of information to be mastered . Learning activities are directed toward
helping the student grasp key concepts in language , composition , and literature
 ...

Author: Mary Elizabeth Fowler

Publisher:

ISBN: UCAL:B4582952

Category: English language

Page: 435

View: 891

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Threshold Concepts in Practice

Potential threshold concepts in English composition Concept Column A Column B Column C % Who agree % Who say Difference they can complete the task they are ...

Author: Ray Land

Publisher: Springer

ISBN: 9789463005128

Category: Education

Page: 362

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"Threshold Concepts in Practice brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework. In any discipline, there are certain concepts – the ‘jewels in the curriculum’ – whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view. These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a ‘liminal’ state of transition, a ‘betwixt and between’ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner’s development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts. This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education. Cover image: Detail from ‘Eve offering the apple to Adam in the Garden of Eden and the serpent’ c.1520–25. Lucas Cranach the Elder (1472–1553). Bridgeman Images. All rights reserved.

Naming What We Know

The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion ...

Author: Linda Adler-Kassner

Publisher: University Press of Colorado

ISBN: 9780874219906

Category: Language Arts & Disciplines

Page: 256

View: 330

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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

Concepts in Physical Metallurgy

Solidification starts at T 1 forming a solid solution of composition α 1. At T2 the liquid is L2 and the solid solution now forming is of composition α2.

Author: Lavakumar Avala

Publisher: Morgan & Claypool Publishers

ISBN: 9781681744735

Category: Technology & Engineering

Page: 169

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The progress of civilization can be, in part, attributed to their ability to employ metallurgy. This book is an introduction to multiple facets of physical metallurgy, materials science, and engineering. As all metals are crystalline in structure, it focuses attention on these structures and how the formation of these crystals are responsible for certain aspects of the material's chemical and physical behaviour. Concepts in Physical Metallurgy also discusses the mechanical properties of metals, the theory of alloys, and physical metallurgy of ferrous and non-ferrous alloys.

Design Concepts in Nutritional Epidemiology

Greenfield, H. and Southgate, D. A. T. (1985) A pragmatic approach to production of good quality food composition data. ASEAN Food J. 1: 47–54.

Author: Barrie M. Margetts

Publisher: OUP Oxford

ISBN: 9780191029424

Category: Medical

Page: 468

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In examining the relationship between nutritional exposure and disease aetiology, the importance of a carefully considered experimental design cannot be overstated. A sound experimental design involves the formulation of a clear research hypothesis and the identification of appropriate measures of exposure and outcome. It is essential that these variables can be measured with a minimum of error, whilst taking into account the effects of chance and bias, and being aware of the risk of confounding variables. The first edition of Design Concepts in Nutritional Epidemiology presented a throrough guide to research methods in nutritional epidemiology. Since publication of the 1st edition, we now have a much better understanding of the characteristics of nutritional exposure that need to be measured in order to answer questions about diet-disease relationships. The 2nd edition has been extensively revised to include the most up-to-date methods of researching this relationship. Included are new chapters on qualitative and sociological measures, anthropometric measures, gene-nutrient interactions, and cross-sectional studies. Design Concepts in Nutritional Epidemiology will be an essential text for nutritionists and epidemiologists, helping them in their quest to improve the quality of information upon which important public health decisions are made.

Upsetting Composition Commonplaces

In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them.

Author: Ian Barnard

Publisher: University Press of Colorado

ISBN: 9781492012979

Category: Language Arts & Disciplines

Page: 172

View: 943

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In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing. Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates. Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.

Graph Theoretic Concepts in Computer Science

A Cross-Composition Based on Large Obstructions. In Section4 we give an example of how properties of obstruction sets can be exploited to obtain kernel ...

Author: Andreas Brandstädt

Publisher: Springer

ISBN: 9783642450433

Category: Computers

Page: 430

View: 544

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This book constitutes the thoroughly refereed proceedings of the 39th International Workshop on Graph Theoretic Concepts in Computer Science, WG 2013, held in Lübeck, Germany, in June 2013. The 34 revised full papers presented were carefully reviewed and selected from 61 submissions. The book also includes two abstracts. The papers cover a wide range of topics in graph theory related to computer science, such as structural graph theory with algorithmic or complexity applications; design and analysis of sequential, parallel, randomized, parameterized and distributed graph and network algorithms; computational complexity of graph and network problems; computational geometry; graph grammars, graph rewriting systems and graph modeling; graph drawing and layouts; random graphs and models of the web and scale-free networks; and support of these concepts by suitable implementations and applications.

Transforming Information Literacy Instruction Threshold concepts in theory and practice

They present learning thresholds for composition that have to do with ... They find that these concepts are very closely related to those used by historians ...

Author: Amy R. Hofer

Publisher: ABC-CLIO

ISBN: 9781440841675

Category: Language Arts & Disciplines

Page: 255

View: 854

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This book provides information literacy practitioners with a thorough exploration of how threshold concepts can be applied to information literacy, identifying the important elements and connections between each concept and relating theory to practical methods that can transform how librarians teach. • Provides an essential, foundational text on the theory behind the new ACRL Framework for Information Literacy • Supplies librarians with the context to frame the work they do with information literacy in the same manner as faculty • Demonstrates how librarians sharing pedagogical approaches with faculty enable more cooperative projects, better faculty-librarian communication, and truly integrated librarian instruction