Description:
Routledge, May 2002. Paper Back. Used - Very Good. This copy actually looks like a Brand New Book, but does have highlighting on a few pages. Guaranteed no additional damage, rips, tears, stains or writing. Ready to ship with delivery confirmation.
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Writing and Learning in Cross-national Perspective: Transitions From Secondary To Higher Education Paperback - 2002
by David Foster (Editor)
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- Title Writing and Learning in Cross-national Perspective: Transitions From Secondary To Higher Education
- Author David Foster (Editor)
- Binding Paperback
- Pages 366
- Volumes 1
- Language ENG
- Publisher Routledge, New York, New York, U.S.A.
- Date 2002-05-01
- Features Bibliography, Index
- ISBN 9780805844856 / 0805844856
- Weight 1.08 lbs (0.49 kg)
- Dimensions 9 x 6 x 0.76 in (22.86 x 15.24 x 1.93 cm)
- Library of Congress subjects Rhetoric
- Library of Congress Catalog Number 2002001023
- Dewey Decimal Code 808.042
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Writing and Learning in Cross-national Perspective: Transitions From Secondary To Higher Education
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Writing and Learning in Cross-national Perspective: Transitions From Secondary To Higher Education
by David Foster
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Paperback / softback. New. A discussion of the role of writing in various educational systems and cultures. The editors compare US post-secondary writing practices and pedagogies with those in other national systems, and suggest perspectives for cross-national study of learning/writing issues for all educational systems.
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Writing and Learning in Cross-national Perspective: Transitions From Secondary To Higher Education
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Writing and Learning in Cross-National Perspective: Transitions from Secondary to Higher Education
by Foster, David (Editor)/ Russell, David R. (Editor)
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Lawrence Erlbaum Assoc Inc, 2002. Paperback. New. 1st edition. 365 pages. 8.75x6.00x0.75 inches.
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Writing and Learning in Cross-national Perspective : Transitions From Secondary To Higher Education
by David Foster
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New. New Book; Fast Shipping from UK; Not signed; Not First Edition; Copublished with the National Council of Teachers of English. The editors compare U.S. postsecondary writing practices and pedagogies with those in other national systems, and suggest new perspectives for cross-national study of learnin
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