Washington Dulles International Airport is one of the three major airports that transports passengers into and out of the Washington, D.C., metropolitan area. The beauty of the site is admired not only by millions who arrive and leave the area, but by local residents as well. After an extensive study of three separate locations in Virginia, Pres. Dwight D. Eisenhower agreed to the Chantilly site and later chose to rename the worlds first jet airport after his former secretary of state, John Foster Dulles. Renowned architect Eero Saarinen designed the magnificent building that serves as a gateway in and out of the United States. Today, the once peaceful farming area and small villages have turned into a fast-paced business world filled with thousands of new homes and residents.
The town of Herndon is situated on the western edge of Virginia's picturesque Fairfax County. In the 18th and early 19th centuries, this part of Fairfax County was primarily agricultural, and as additional settlers arrived farming flourished. Early residents found woods, flat open fields, outcroppings of rocks, and workable soil throughout the region. By 1857, the installation of the railroad line brought summer residents, commuters, and real estate developers to the area. Residential growth continued into the 20th century, as more Washington, D.C. workers chose Herndon as a convenient town from which they could commute to their jobs. From 1959 to 1961, the railroad line experienced busy years when it was used to haul sand and construction materials to build neighboring Dulles Airport, which opened in 1962. Although the region has become a center of Internet technology, with several high tech companies located in the area, Herndon still retains a small-town charm.
The Social and Cognitive Studies in Writing and Literacy Series, is devoted to books that bridge research, theory, and practice, exploring social and cognitive processes in writing and expanding our knowledge of literacy as an active constructive process--as students move from high school to college. This descriptive study of reading-to-write examines a critical point in every college student's academic performance: when he or she is faced with the task of reading a source, integrating personal ideas, and creating an individual text with a self-defined purpose. Offering an unusually comprehensive view of this process, the authors chart a group of freshmen as they study and write in their dormitories, recording their "think-aloud" strategies for reading, writing, and revising, their interpretation of the task, and their broader social, cultural, and contextual understanding of college writing. Flower, Stein, and colleagues convincingly conclude that the legacy of schooling in general makes the transition to college difficult and, more important, that the assumptions students hold and the strategies they use in undertaking this task play a significant role in their academic performance. Embracing a broad range of perspectives from rhetoric, composition, literacy research, literary and cultural theory, and cognitive psychology, this rigorous analysis treats reading-to-write as both a cognitive and social process. It will interest researchers and theoreticians in rhetoric and writing, teachers working with students in transition from high school to college, and educators involved in the links between cognition and the social process.
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