Teaching English in the Two-Year College
Dec 2009
Rhetorical Roulette: Does Writing-Faculty Overload Disable: Effective Response to Student Writing?
Abstract
This article describes a pilot study that suggests writing-faculty workload may affect the pedagogical focus and rhetorical effectiveness of written response to students’ essays.
- Journal
- Teaching English in the Two-Year College
- Published
- 2009-12-01
- DOI
- 10.58680/tetyc20099448
- CompPile
- Open Access
- Closed
- Topics
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- Export
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Citation context
Cited by in this index (3)
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Franz et al. (2024)College Composition and Communication
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Mische (2020)Pedagogy
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Cunningham (2019)Computers and Composition
References (0)
No references on file for this article.
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