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008 121227s1992 xxu| s |||| 0|eng d
020 |a9781461227960|9978-1-4612-2796-0
024 7 |a10.1007/978-1-4612-2796-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aP51-59.4
072 7|aCJ|2bicssc
072 7|aEDU029080|2bisacsh
072 7|aCJ|2thema
082 04|a418.0071|223
090 |aDK/14995
100 1 |aFitzgerald, Jill.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTowards Knowledge in Writing|h[electronic resource] :|bIllustrations from Revision Studies /|cby Jill Fitzgerald.
250 |a1st ed. 1992.
264 1|aNew York, NY :|bSpringer New York :|bImprint: Springer,|c1992.
300 |aXVII, 150 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |a1 Ways of Knowing and Models of Writing -- 2 Knowledge and Knowing in Revision Studies -- 3 Ways of Knowing and the Prospects of Methodological Synthesis: Problem Formulation -- 4 Ways of Knowing and the Prospects of Methodological Synthesis: Outcomes -- 5 Today and Tomorrow.
520 |aThis book reviews the shifting conceptions of writing and revision, noting the ways in which views of knowledge and knowing shape teaching and research. Fitzgerald, as a reading and writing researcher, recognizes that how we revise is shaped by how we read and respond to our unfolding texts. She argues that how we write and read is ultimately shaped by how we know-that is, how we seek to make sense of the world. How and why do we revise when we write? How do we differ in the extent or level of revisions due to differences in our purpose, mode of writing, perceptions of audience, or phase of development of our writing? What motivates us to revise-a need to clarify our expression, to rethink or alter our ideas, to influence our reader in certain ways, or to fulfill our own purposes? These questions have always intrigued composition theo­ rists and researchers; however, it is only in the past 15 years that researchers have seriously and systematically sought answers to these questions.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aLanguage and languages|xStudy and teaching.
650 0|aPsychology.
650 14|aLanguage Education.
650 24|aBehavioral Sciences and Psychology.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780387976235
776 08|iPrinted edition:|z9781461227977
776 08|iPrinted edition:|z9781461276746
856 40|uhttps://doi.org/10.1007/978-1-4612-2796-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)