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dc.contributor.authorHill, Jenen_US
dc.date.accessioned2008-06-30T12:59:08Zen_US
dc.date.accessioned2013-10-08T18:33:22Z
dc.date.available2008-06-30T12:59:08Zen_US
dc.date.available2013-10-08T18:33:22Z
dc.date.issued1997en_US
dc.identifier.other0009_HillJen1997en_US
dc.identifier.urihttps://hdl.handle.net/1813/10936en_US
dc.descriptionA winner of the John S. Knight Assignment Sequence Prize, this sequence originates from English 105, Women and Writing: Science Writes Women/Women Write Science. In a four-week sequence that concludes with a research paper, students do archival research in Cornell's Kroch Library on early women scientists of Cornell University. Brief in-class and preparatory writing, often with hypothetical audiences and purposes, prepares students for the kinds of thinking and writing that they will need. The sequence is designed to keep analytical writing foregrounded while students do independent research; to build on close reading skills developed earlier in the semester; and to enable students to link their research to the greater questions of the course. 12 page pdfen_US
dc.subjectrhetorical situationen_US
dc.subjectgender studiesen_US
dc.subjectoral presentationen_US
dc.subjectthesis developmenten_US
dc.titleInvestigating Women: Science, Gender, and Educationen_US
dc.typelearning objecten_US


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