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Book
vi, 122 p. : ill. ; 25 cm.
Biology Library (Falconer), Marine Biology Library (Miller)
Status of items at Biology Library (Falconer)
Biology Library (Falconer) Status
Stacks
T11 .L52864 2011 Unknown
Status of items at Marine Biology Library (Miller)
Marine Biology Library (Miller) Status
Stacks
T11 .L52864 2011 Unknown
Book
vii, 288 p. : ill.
  • Teaching approaches: introducing intercultural communication to classroom situations : an integrated framework for teaching international communication / Yvonne Cleary
  • Seeing difference: teaching intercultural communication through visual rhetoric / Charles Kostelnick
  • Technical communication in india: through the lens of intercultural rhetoric / Poornima Padmanabhan
  • Globalizing the technical communications classroom: killing two birds with one stone / Emily A. Thrush and Angela Thevenot
  • Curricular perspectives: designing and developing courses and programs in intercultural communication : incorporating "shock and aha!" into curriculum design: internationalizing technical communication courses / Shelley L. Smith and Victoria M. Mikelonis
  • Teaching technical communication to american students in a study-abroad program / Deborah C. Andrews and Brent Henze
  • Global revisions: (re)thinking the future of technical and professional communication competencies / James Melton
  • Teaching technical communication in france: challenges and prospects / Dacia Dressen-Hammouda
  • Teaching technical communication in india / Makarand (Mak) Pandit
  • Connecting instruction to professional practices: merging the workplace with the classroom : between the lines: reading contextually in the international internship / Lyn F. Gattis
  • Iso standards and cross-cultural communication: materials for teachers / Thomas L. Warren
  • Technical communication in israel: training for the bleeding edge / Leah Guren
  • An overview of technical communication education in new zealand / Richard Draper.
  • Teaching approaches: introducing intercultural communication to classroom situations : an integrated framework for teaching international communication / Yvonne Cleary
  • Seeing difference: teaching intercultural communication through visual rhetoric / Charles Kostelnick
  • Technical communication in india: through the lens of intercultural rhetoric / Poornima Padmanabhan
  • Globalizing the technical communications classroom: killing two birds with one stone / Emily A. Thrush and Angela Thevenot
  • Curricular perspectives: designing and developing courses and programs in intercultural communication : incorporating "shock and aha!" into curriculum design: internationalizing technical communication courses / Shelley L. Smith and Victoria M. Mikelonis
  • Teaching technical communication to american students in a study-abroad program / Deborah C. Andrews and Brent Henze
  • Global revisions: (re)thinking the future of technical and professional communication competencies / James Melton
  • Teaching technical communication in france: challenges and prospects / Dacia Dressen-Hammouda
  • Teaching technical communication in india / Makarand (Mak) Pandit
  • Connecting instruction to professional practices: merging the workplace with the classroom : between the lines: reading contextually in the international internship / Lyn F. Gattis
  • Iso standards and cross-cultural communication: materials for teachers / Thomas L. Warren
  • Technical communication in israel: training for the bleeding edge / Leah Guren
  • An overview of technical communication education in new zealand / Richard Draper.
Book
xv, 241 p. : ill. ; 24 cm.
This collection of essays focuses on both how and why assessment serves as a key element in the teaching and practice of technical and professional communication. The collection is organized to form a dual approach: on the one hand, it offers a landscape view of the activities involved in assessment - examining how it works at institutional, program, and classroom levels; on the other, it surveys the implications of using assessment for formulating, maintaining, and extending the teaching and practice of technical communication. The book offers teachers, students, scholars, and practitioners alike evidence of the increasingly valuable role of assessment in the field, as it supports and enriches our thinking and practice. No other volume has addressed the demands of and the expectations for assessment in technical communication. Consequently, the book has two key goals. The first is to be as inclusive as is feasible for its size, demonstrating the global operation of assessment in the field. For this reason, descriptions of assessment practice lead to examinations of some key feature of the landscape captured by the term 'technical communication'. The second goal is to retain the public and cooperative approach that has characterized technical communication from the beginning. To achieve this, the book represents a 'conversation', with contributors chosen from among practicing, highly active technical communication teachers and scholars; and the chapters set up pairs of opening statement and following response. The overriding purpose of the volume, therefore, is to invite the whole community into the conversation about assessment in technical communication.
(source: Nielsen Book Data)
This collection of essays focuses on both how and why assessment serves as a key element in the teaching and practice of technical and professional communication. The collection is organized to form a dual approach: on the one hand, it offers a landscape view of the activities involved in assessment - examining how it works at institutional, program, and classroom levels; on the other, it surveys the implications of using assessment for formulating, maintaining, and extending the teaching and practice of technical communication. The book offers teachers, students, scholars, and practitioners alike evidence of the increasingly valuable role of assessment in the field, as it supports and enriches our thinking and practice. No other volume has addressed the demands of and the expectations for assessment in technical communication. Consequently, the book has two key goals. The first is to be as inclusive as is feasible for its size, demonstrating the global operation of assessment in the field. For this reason, descriptions of assessment practice lead to examinations of some key feature of the landscape captured by the term 'technical communication'. The second goal is to retain the public and cooperative approach that has characterized technical communication from the beginning. To achieve this, the book represents a 'conversation', with contributors chosen from among practicing, highly active technical communication teachers and scholars; and the chapters set up pairs of opening statement and following response. The overriding purpose of the volume, therefore, is to invite the whole community into the conversation about assessment in technical communication.
(source: Nielsen Book Data)
Engineering Library (Terman)
Status of items at Engineering Library (Terman)
Engineering Library (Terman) Status
Stacks
T10.5 .A84 2010 Unknown
Book
viii, 231 p. : ill. ; 23 cm.
  • The secret origins of writing centers
  • Writing in the science laboratory: opportunities lost
  • The writing of school science
  • The two poles of writing lab history: Minnesota and Dartmouth
  • Project English and the quest for federal funding
  • Drawing to learn science: lessons of Agassiz
  • The laboratory in theory: from mental discipline to situated learning
  • The laboratory in practice: a study of a biological engineering class.
  • The secret origins of writing centers
  • Writing in the science laboratory: opportunities lost
  • The writing of school science
  • The two poles of writing lab history: Minnesota and Dartmouth
  • Project English and the quest for federal funding
  • Drawing to learn science: lessons of Agassiz
  • The laboratory in theory: from mental discipline to situated learning
  • The laboratory in practice: a study of a biological engineering class.
Education Library (Cubberley)
Status of items at Education Library (Cubberley)
Education Library (Cubberley) Status
Stacks
PE1404 .L47 2009 Unknown
Book
x, 182 p. : ill ; 28 cm.
Education Library (Cubberley)
Status of items at Education Library (Cubberley)
Education Library (Cubberley) Status
Stacks
LB1585.3 .Q47 2008 Unknown
Book
xvi, 395 p. : ill. ; 24 cm.
  • Preface 1 The How, When, and Why of Mathematics Spotlight: George Polya Tips on Doing Homework 2 Logically Speaking 3 Introducing the Contrapositive and Converse 4 Set Notation and Quantifiers Tips on Quantification 5 Proof Techniques Tips on Definitions 6 Sets Spotlight: Paradoxes 7 Operations on Sets 8 More on Operations on Sets 9 The Power Set and the Cartesian Product Tips on Writing Mathematics 10 Relations Tips on Reading Mathematics 11 Partitions Tips on Putting It All Together 12 Order in the Reals Tips: You Solved it. Now What? 13 Functions, Domain, and Range Spotlight: The Definition of Function 14 Functions, One-to-one, and Onto 15 Inverses 16 Images and Inverse Images Spotlight: Minimum or Infimum 17 Mathematical Induction 18 Sequences 19 Convergence of Sequences of Real Numbers 20 Equivalent Sets 21 Finite Sets and an Infinite Set 22 Countable and Uncountable Sets 23 Metric Spaces 24 Getting to Know Open and Closed Sets 25 Modular Arithmetic 26 Fermat's Little Theorem Spotlight: Public and Secret Research 27 Projects Tips on Talking about Mathematics 27.1 Picture Proofs 27.2 The Best Number of All 27.3 Set Constructions 27.4 Rational and Irrational Numbers 27.5 Irrationality of $e$ and $\pi $ 27.6 When does $f^{-1} = 1/f$? 27.7 Pascal's Triangle 27.8 The Cantor Set 27.9 The Cauchy-Bunyakovsky-Schwarz Inequality 27.10 Algebraic Numbers 27.11 The RSA Code Spotlight: Hilbert's Seventh Problem 28 Appendix 28.1 Algebraic Properties of $\@mathbb {R}$ 28.2 Order Properties of $\@mathbb {R}$ 28.3 Polya's List References Index.
  • (source: Nielsen Book Data)
This book, which is based on Polya's method of problem solving, aids students in their transition from calculus (or precalculus) to higher-level mathematics. The book begins by providing a great deal of guidance on how to approach definitions, examples, and theorems in mathematics. It ends by providing projects for independent study. Students will follow Polya's four step process: learn to understand the problem; devise a plan to solve the problem; carry out that plan; and look back and check what the results told them. Special emphasis is placed on reading carefully and writing well. The authors have included a wide variety of examples, exercises with solutions, problems, and over 40 illustrations, chosen to emphasize these goals. Historical connections are made throughout the text, and students are encouraged to use the rather extensive bibliography to begin making connections of their own. While standard texts in this area prepare students for future courses in algebra, this book also includes chapters on sequences, convergence, and metric spaces for those wanting to bridge the gap between the standard course in calculus and one in analysis.
(source: Nielsen Book Data)
  • Preface 1 The How, When, and Why of Mathematics Spotlight: George Polya Tips on Doing Homework 2 Logically Speaking 3 Introducing the Contrapositive and Converse 4 Set Notation and Quantifiers Tips on Quantification 5 Proof Techniques Tips on Definitions 6 Sets Spotlight: Paradoxes 7 Operations on Sets 8 More on Operations on Sets 9 The Power Set and the Cartesian Product Tips on Writing Mathematics 10 Relations Tips on Reading Mathematics 11 Partitions Tips on Putting It All Together 12 Order in the Reals Tips: You Solved it. Now What? 13 Functions, Domain, and Range Spotlight: The Definition of Function 14 Functions, One-to-one, and Onto 15 Inverses 16 Images and Inverse Images Spotlight: Minimum or Infimum 17 Mathematical Induction 18 Sequences 19 Convergence of Sequences of Real Numbers 20 Equivalent Sets 21 Finite Sets and an Infinite Set 22 Countable and Uncountable Sets 23 Metric Spaces 24 Getting to Know Open and Closed Sets 25 Modular Arithmetic 26 Fermat's Little Theorem Spotlight: Public and Secret Research 27 Projects Tips on Talking about Mathematics 27.1 Picture Proofs 27.2 The Best Number of All 27.3 Set Constructions 27.4 Rational and Irrational Numbers 27.5 Irrationality of $e$ and $\pi $ 27.6 When does $f^{-1} = 1/f$? 27.7 Pascal's Triangle 27.8 The Cantor Set 27.9 The Cauchy-Bunyakovsky-Schwarz Inequality 27.10 Algebraic Numbers 27.11 The RSA Code Spotlight: Hilbert's Seventh Problem 28 Appendix 28.1 Algebraic Properties of $\@mathbb {R}$ 28.2 Order Properties of $\@mathbb {R}$ 28.3 Polya's List References Index.
  • (source: Nielsen Book Data)
This book, which is based on Polya's method of problem solving, aids students in their transition from calculus (or precalculus) to higher-level mathematics. The book begins by providing a great deal of guidance on how to approach definitions, examples, and theorems in mathematics. It ends by providing projects for independent study. Students will follow Polya's four step process: learn to understand the problem; devise a plan to solve the problem; carry out that plan; and look back and check what the results told them. Special emphasis is placed on reading carefully and writing well. The authors have included a wide variety of examples, exercises with solutions, problems, and over 40 illustrations, chosen to emphasize these goals. Historical connections are made throughout the text, and students are encouraged to use the rather extensive bibliography to begin making connections of their own. While standard texts in this area prepare students for future courses in algebra, this book also includes chapters on sequences, convergence, and metric spaces for those wanting to bridge the gap between the standard course in calculus and one in analysis.
(source: Nielsen Book Data)
Math & Statistics Library
Status of items at Math & Statistics Library
Math & Statistics Library Status
Stacks
QA13 .D34 2003 Unknown
Book
vii, 152 p. : ill. ; 24 cm.
  • Acknowledgements Introduction the importance of language in science education Looking at the language of science Talk of the classroom language interactions between teachers and pupils Learning from reading Writing for learning in science Discussion in school science learning science through talking Writing text for learning science Practical ploys for the classroom Last thoughts... References Appendix Index.
  • (source: Nielsen Book Data)
Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.
(source: Nielsen Book Data)
  • Acknowledgements Introduction the importance of language in science education Looking at the language of science Talk of the classroom language interactions between teachers and pupils Learning from reading Writing for learning in science Discussion in school science learning science through talking Writing text for learning science Practical ploys for the classroom Last thoughts... References Appendix Index.
  • (source: Nielsen Book Data)
Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.
(source: Nielsen Book Data)
Education Library (Cubberley)
Status of items at Education Library (Cubberley)
Education Library (Cubberley) Status
Stacks
Q181 .W437 2001 Unknown
Book
xv, 122 p. ; 23 cm.
  • Preface. Chapter 1. The Work of Writing. Chapter 2. Contributing to the Professional Conversation. Defining Your Contribution. Getting Into the Conversation. Maintaining Your Vision. Chapter 3. Meeting Readers' Needs and Expectations. Creating Signposts and Roadmaps. Paying Attention to Genre Expectations. Making Sense of the Conventions. Dealing With Difficult Situations. Resisting the Temptation to Recycle. Chapter 4. Finding Your Professional Voice. Claiming Ownership of Your Writing. Exorcising the Grad Student Within. Making It Personal. Keeping It Under Control. Chapter 5. Starting, Revising, and Finishing. Getting Started. Learning to Like Revising. Getting It In the Mail. Afterword. Appendix A: Organizing a Writing Group. Appendix B: Sample Book Proposal Guidelines. Appendix C: A Few Good Books on Writing. References. Index.
  • (source: Nielsen Book Data)
Professional and academic writing is often seen as dull, dry, and as boring to write as it is to read. In The Work of Writing, Rankin challenges these assumptions by encouraging the professional writer to develop a strong writing voice and become fully engaged with the writing process, thus producing written work that is lively and engaging. This book will give academic practitioners and other professionals critical help in determining what to write, how to write it, and how to position their written works succesfully for the markets they wish to reach. Rather than a style manual, The Work of Writing focuses on the thinking, strategizing, and decision making that goes on in the heads of academic and professional writers. In doing so, it deals with the complex issues of purpose, audience, genre, and voice that all writers face. Drawing on collective experience of academic and professional readers as well as writers, Rankin offers a framework to help writers think about their writing in realistic, practical, and productive ways. The book offers specific examples and "real-life" scenarios that are familiar to all academic writers-and by extension, to practicing professionals as well.
(source: Nielsen Book Data)
  • Preface. Chapter 1. The Work of Writing. Chapter 2. Contributing to the Professional Conversation. Defining Your Contribution. Getting Into the Conversation. Maintaining Your Vision. Chapter 3. Meeting Readers' Needs and Expectations. Creating Signposts and Roadmaps. Paying Attention to Genre Expectations. Making Sense of the Conventions. Dealing With Difficult Situations. Resisting the Temptation to Recycle. Chapter 4. Finding Your Professional Voice. Claiming Ownership of Your Writing. Exorcising the Grad Student Within. Making It Personal. Keeping It Under Control. Chapter 5. Starting, Revising, and Finishing. Getting Started. Learning to Like Revising. Getting It In the Mail. Afterword. Appendix A: Organizing a Writing Group. Appendix B: Sample Book Proposal Guidelines. Appendix C: A Few Good Books on Writing. References. Index.
  • (source: Nielsen Book Data)
Professional and academic writing is often seen as dull, dry, and as boring to write as it is to read. In The Work of Writing, Rankin challenges these assumptions by encouraging the professional writer to develop a strong writing voice and become fully engaged with the writing process, thus producing written work that is lively and engaging. This book will give academic practitioners and other professionals critical help in determining what to write, how to write it, and how to position their written works succesfully for the markets they wish to reach. Rather than a style manual, The Work of Writing focuses on the thinking, strategizing, and decision making that goes on in the heads of academic and professional writers. In doing so, it deals with the complex issues of purpose, audience, genre, and voice that all writers face. Drawing on collective experience of academic and professional readers as well as writers, Rankin offers a framework to help writers think about their writing in realistic, practical, and productive ways. The book offers specific examples and "real-life" scenarios that are familiar to all academic writers-and by extension, to practicing professionals as well.
(source: Nielsen Book Data)
SAL3 (off-campus storage)
Status of items at SAL3 (off-campus storage)
SAL3 (off-campus storage) Status
Stacks Request
PE1404 .R356 2001 Available
Book
viii, 262 p. : ill. ; 24 cm.
  • Introduction - Writing Classrooms as Activity Systems, Patrick Dias-- Write Where You Are - Situating Learning to Write in Unviersity and Workplace Settings, Aviva Freedman and Christine Adam-- Diplomats in the Basement - Graduate Engineering Students and Intercultural Communication, Ann Beer-- Writing and Design in Architectural Education, Peter Medway-- Bridging the Gap -University Based Writing Which is More Than Simulation, Aviva Freedman and Christine Adam-- Writing as a Way into Social Work -Genre Sets, Genre Systems and Distributed Cognition, Anthony Pare-- What Do We Learn From the Readers? Factors in Determining Successful Transitions Between Academic and Workplace Writing, Christine Adam-- Revising a Research Article - Dialogic Negotiation, Natasha Artemeva-- Organizational Cultures as Contexts for Learning to Write, Jane Ledwell-Brown-- Reinventing Expertise -Experienced Writers in the Workplace Encounter a New Genre, Graham Smart.
  • (source: Nielsen Book Data)
This volume explores how written communication is structured and functions within academic and workplace contexts, how and to what extent writing in the university is preparation for writing in the workplace, and how classroom and workplaces constitute arenas for learning to write. Working from a qualitative approach, the research reported in this volume concentrates on university disciplines concerned with professional preparation and on related work settings. The chapters capture various transitions from one rhetorical context to another; within the university; from one course to another; from university to workplace; and from one genre to another. In sequence, the chapters follow a movement outward from the classroom to the working world: chapter 1 offers an activity theory analysis of a university classroom, and chapter 10 uses genre theory to consider the process of learning a new genre in the workplace. In between, chapters provide glimpses into moments and locations that mark the transition from writing at school to writing at work. The volume marks an important step toward redefining how academic resources for work preparation should be redeployed and how workplace practices regarding writing might shift.
(source: Nielsen Book Data)
  • Introduction - Writing Classrooms as Activity Systems, Patrick Dias-- Write Where You Are - Situating Learning to Write in Unviersity and Workplace Settings, Aviva Freedman and Christine Adam-- Diplomats in the Basement - Graduate Engineering Students and Intercultural Communication, Ann Beer-- Writing and Design in Architectural Education, Peter Medway-- Bridging the Gap -University Based Writing Which is More Than Simulation, Aviva Freedman and Christine Adam-- Writing as a Way into Social Work -Genre Sets, Genre Systems and Distributed Cognition, Anthony Pare-- What Do We Learn From the Readers? Factors in Determining Successful Transitions Between Academic and Workplace Writing, Christine Adam-- Revising a Research Article - Dialogic Negotiation, Natasha Artemeva-- Organizational Cultures as Contexts for Learning to Write, Jane Ledwell-Brown-- Reinventing Expertise -Experienced Writers in the Workplace Encounter a New Genre, Graham Smart.
  • (source: Nielsen Book Data)
This volume explores how written communication is structured and functions within academic and workplace contexts, how and to what extent writing in the university is preparation for writing in the workplace, and how classroom and workplaces constitute arenas for learning to write. Working from a qualitative approach, the research reported in this volume concentrates on university disciplines concerned with professional preparation and on related work settings. The chapters capture various transitions from one rhetorical context to another; within the university; from one course to another; from university to workplace; and from one genre to another. In sequence, the chapters follow a movement outward from the classroom to the working world: chapter 1 offers an activity theory analysis of a university classroom, and chapter 10 uses genre theory to consider the process of learning a new genre in the workplace. In between, chapters provide glimpses into moments and locations that mark the transition from writing at school to writing at work. The volume marks an important step toward redefining how academic resources for work preparation should be redeployed and how workplace practices regarding writing might shift.
(source: Nielsen Book Data)
Education Library (Cubberley)
Status of items at Education Library (Cubberley)
Education Library (Cubberley) Status
Stacks
PE1404 .T76 2000 Unknown
Book
xix, 134 p. ; 24 cm.
This text traces the pedagogical evolution of technical communication in America as it grew out of engineering English requirements from roughly the turn of the century to 1950. It also examines specific patterns, texts and writers on the subject of technical communication.
(source: Nielsen Book Data)
This text traces the pedagogical evolution of technical communication in America as it grew out of engineering English requirements from roughly the turn of the century to 1950. It also examines specific patterns, texts and writers on the subject of technical communication.
(source: Nielsen Book Data)
SAL1&2 (on-campus shelving)
Status of items at SAL1&2 (on-campus shelving)
SAL1&2 (on-campus shelving) Status
Stacks Request
T11 .K96 2000 Unknown
Book
vii, 184 p. ; 23 cm.
This collection of essays focuses on uses of journal writing outside the liberal arts. It represents disciplines such as accounting, computer science, engineering and nursing. It offers readers strategies for building confident learners and numerous examples of students' writing.
(source: Nielsen Book Data)
This collection of essays focuses on uses of journal writing outside the liberal arts. It represents disciplines such as accounting, computer science, engineering and nursing. It offers readers strategies for building confident learners and numerous examples of students' writing.
(source: Nielsen Book Data)
SAL3 (off-campus storage)
Status of items at SAL3 (off-campus storage)
SAL3 (off-campus storage) Status
Stacks Request
PE1475 .J68 1999 Available
Book
xix, 102 p. : ill. ; 24 cm.
SAL1&2 (on-campus shelving)
Status of items at SAL1&2 (on-campus shelving)
SAL1&2 (on-campus shelving) Status
Stacks Request
T11 .K96 1996 Unknown
Book
186 p.
This volume explores adult work-world writing issues from the perspective of the five seasoned professional authors - all experienced in working with adults on complicated written communication problems. It covers five economic sectors which are writing-intensive and suggests curricular reforms.
(source: Nielsen Book Data)
This volume explores adult work-world writing issues from the perspective of the five seasoned professional authors - all experienced in working with adults on complicated written communication problems. It covers five economic sectors which are writing-intensive and suggests curricular reforms.
(source: Nielsen Book Data)
Green Library
Status of items at Green Library
Green Library Status
Stacks Find it
PE1404 .P665 1995 Unknown
Book
xv, 399 p. ; 24 cm.
SAL3 (off-campus storage)
Status of items at SAL3 (off-campus storage)
SAL3 (off-campus storage) Status
Stacks Request
PE1404 .W67 1989 Available
Book
xviii, 307 p. : ill. ; 24 cm.
SAL3 (off-campus storage)
Status of items at SAL3 (off-campus storage)
SAL3 (off-campus storage) Status
Stacks Request
PE1404 .W75 1989 Available
Sound recording
5 sound cassessttes (4 hrs., 13 min.) : analog + 1 manual (v, 174 p. : ill. ; 28 cm.)
A course designed to help chemists and chemical engineers improve their writing skills.
A course designed to help chemists and chemical engineers improve their writing skills.
SAL3 (off-campus storage)
Status of items at SAL3 (off-campus storage)
SAL3 (off-campus storage) Status
Stacks Request
ZCB 12 Available

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