Elisabeth L Miller (16 results)

Condition: Good. First Printing. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Good. First Printing. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

hardcover. Condition: Very Good. University Press of Kentucky, c.1998, 1st., 8vo., cloth, 166pp. VG in VG- dj $.

Condition: good. Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present.

Condition: New.

Condition: As New. Unread book in perfect condition.

Soft cover. Condition: Very Good. 1st Edition. A very nice copy 7 X 9.5" 217 pages. Cover has very slight edgewear, a recipe for Spiced Parsnip Cupcakes has been neatly hand-written onto page 96, otherwise very clean and well bound. This book shows you how to turn ordinary vegetables into extraordinary desserts. Twenty-four different vegetables add unique flavors and rich textures to this collection of 125 (plus1 extra) delicious recipes - while adding fiber, vitamins and minerals. Vegetable Desserts gives a complete overview of featured vegetables, including history, seasonality and tips on selecting and storing them. It also includes complete nutrition information for each recipe.…

Condition: New.

Condition: As New. Unread book in perfect condition.

Hardback. Condition: New. Disability and literacy are often understood as incompatible. Disability is taken to be a sign of illiteracy, and illiteracy to be a sign of disability. These oppositions generate damaging consequences for disabled students (and those labeled as such) who are denied full literacy education and for nonliterate adults who are perceived as lacking intelligence, knowledge, and ability. What It Means to Be Literate turns attention to disabled writers themselves, exposing how the cultural oppositions between disability and literacy affect how people understand themselves as literate and even as fully human. Drawing on interviews with individuals who have experienced strokes and brain injuries causing the language disability aphasia, Elisabeth L. Miller argues for the importance of taking a disability materiality approach to literacy that accounts for the embodied, material experiences of disabled people writing and reading. This approach reveals how aphasic writers' literate practices may reinscribe, challenge, or even exceed scripts around the body in literacy (how brains, hands, eyes, mouths, voice boxes, and more operate to make reading and writing happen) as well as what and how spaces, activities, tools, and materials matter in literate practice. Miller pushes for a deeper understanding of how individuals' specific bodies always matter for literate practice and identity, enabling researchers to better account for, and counter, ableist literate norms.…

Condition: New. Elisabeth L. Miller is an Associate Professor of English and Director of the Writing and Speaking in the Disciplines Program and the Writing and Speaking Initiative at the University of Nevada, Reno, USA.Maureen McBride is the Direct.

Buch. Condition: Neu. Neuware - Disability and literacy are often understood as incompatible. Disability is taken to be a sign of illiteracy, and illiteracy to be a sign of disability. These oppositions generate damaging consequences for disabled students (and those labeled as such) who are denied full literacy education and for nonliterate adults who are perceived as lacking intelligence, knowledge, and ability. What It Means to Be Literate turns attention to disabled writers themselves, exposing how the cultural oppositions between disability and literacy affect how people understand themselves as literate and even as fully human. Drawing on interviews with individuals who have experienced strokes and brain injuries causing the language disability aphasia, Elisabeth L. Miller argues for the importance of taking a disability materiality approach to literacy that accounts for the embodied, material experiences of disabled people writing and reading. This approach reveals how aphasic writers' literate practices may reinscribe, challenge, or even exceed scripts around the body in literacy (how brains, hands, eyes, mouths, voice boxes, and more operate to make reading and writing happen) as well as what and how spaces, activities, tools, and materials matter in literate practice. Miller pushes for a deeper understanding of how individuals' specific bodies always matter for literate practice and identity, enabling researchers to better account for, and counter, ableist literate norms.…

Condition: very_good. Book is in very good condition and may include minimal underlining highlighting. The book can also include "From the library of" labels. May not contain miscellaneous items toys, dvds, etc. . We offer 100% money back guarantee and 24 7 customer service.

Hardback. Condition: New. Disability and literacy are often understood as incompatible. Disability is taken to be a sign of illiteracy, and illiteracy to be a sign of disability. These oppositions generate damaging consequences for disabled students (and those labeled as such) who are denied full literacy education and for nonliterate adults who are perceived as lacking intelligence, knowledge, and ability. What It Means to Be Literate turns attention to disabled writers themselves, exposing how the cultural oppositions between disability and literacy affect how people understand themselves as literate and even as fully human. Drawing on interviews with individuals who have experienced strokes and brain injuries causing the language disability aphasia, Elisabeth L. Miller argues for the importance of taking a disability materiality approach to literacy that accounts for the embodied, material experiences of disabled people writing and reading. This approach reveals how aphasic writers' literate practices may reinscribe, challenge, or even exceed scripts around the body in literacy (how brains, hands, eyes, mouths, voice boxes, and more operate to make reading and writing happen) as well as what and how spaces, activities, tools, and materials matter in literate practice. Miller pushes for a deeper understanding of how individuals' specific bodies always matter for literate practice and identity, enabling researchers to better account for, and counter, ableist literate norms.…

Condition: New. Elisabeth L. Miller is an Associate Professor of English and Director of the Writing and Speaking in the Disciplines Program and the Writing and Speaking Initiative at the University of Nevada, Reno, USA.Maureen McBride is the Direct.

Condition: New. &Uumlber den AutorElisabeth L. Miller is assistant professor of English and director of the Writing and Speaking in the Disciplines Program at University of Nevada, Reno. She researches and teaches about literacy, disability, .