(Re)making/(re)marking: genre and markup in the writing classroom.
This dissertation presents the study of a novel approach to rhetorical genre studies (RGS) pedagogy through a framework I call explicit collaborative modeling, which asks students to use networked, digital writing practicesschema building and text encoding with eXtensible Markup Language (XML)to stu...
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| Online Access: | http://hdl.handle.net/2047/D20286657 |