1.  4
    Charles Bazerman (1995). Influencing and Being Influenced: Local Acts Across Large Distances. Social Epistemology 9 (2):189 – 199.
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  2.  8
    Charles Bazerman (1987). Literate Acts and the Emergent Social Structure of Science: A Critical Synthesis. Social Epistemology 1 (4):295 – 310.
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    Charles Bazerman, Kelly Simon, Patrick Ewing & Patrick Pieng (2013). Domain-Specific Cognitive Development Through Written Genres in a Teacher Education Program. Pragmatics and Cognition 21 (3):530-551.
    Previous studies of initiatives in Writing to Learn and Writing Across the Curriculum/Writing in the Disciplines, while showing gains in knowledge retention and improvement in general writing skills, have not yet investigated the more fundamental issue of how writing supports development of domain-specific forms of thinking. Written samples were gathered from prospective teachers engaged in a year-long program of classroom observation and participation designed to advance their understanding of student success and failure. Ethnographic and quantitative methods provided evidence that their (...)
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