{"title":"隐喻3:转换:接触区的联盟学习:技术交流与写作研究中的包容与叙事探究","authors":"N. Jones","doi":"10.58680/ce202030756","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":51657,"journal":{"name":"COLLEGE ENGLISH","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"11","resultStr":"{\"title\":\"Metaphor 3: Transforming: Coalitional Learning in the Contact Zones: Inclusion and Narrative Inquiry in Technical Communication and Composition Studies\",\"authors\":\"N. Jones\",\"doi\":\"10.58680/ce202030756\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":51657,\"journal\":{\"name\":\"COLLEGE ENGLISH\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2020-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"11\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"COLLEGE ENGLISH\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.58680/ce202030756\",\"RegionNum\":3,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LITERATURE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"COLLEGE ENGLISH","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.58680/ce202030756","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LITERATURE","Score":null,"Total":0}
Metaphor 3: Transforming: Coalitional Learning in the Contact Zones: Inclusion and Narrative Inquiry in Technical Communication and Composition Studies
期刊介绍:
College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Each issue also includes opinion pieces, review essays, and letters from readers. Contributions may work across traditional field boundaries; authors represent the full range of institutional types. (Published September, November, January, March, May, and July)