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| 245 | 00 | $aNaming what we know :$bthreshold concepts of writing studies /$cedited by Linda Adler-Kassner, Elizabeth Wardle. |
| 264 | _1 | $aLogan :$bUtah State University Press,$c[2015] |
| 264 | _4 | $c©2015 |
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| 520 | $a""Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of "threshold concepts"--Concepts that are critical for epistemological participation in a discipline."--$cProvided by publisher. | |
| 504 | $aIncludes bibliographical references and index. | |
| 505 | 0_ | $aMetaconcept: Writing is an activity and a subject of study / Elizabeth Wardle and Linda Adler-Kassner -- pt. I. Writing is a social and rhetorical activity -- Writing is a social and rhetorical activity / Kevin Roozen -- Writing is a knowledge-making activity / Heidi Estrem -- Writing addresses, invokes, and/or creates audiences / Andrea A. Lunsford -- Writing expresses and shares meaning to be reconstructed by the reader / Charles Bazerman -- Words get their meanings from other words / Dylan B. Dryer -- Writing mediates activity / David R. Russell -- Writing is not natural / Dylan B. Dryer -- Assessing writing shapes contexts and instruction / Tony Scott and Asao B. Inoue -- Writing involves making ethical choices / John Duffy -- Writing is a technology through which writers create and recreate meaning / Collin Brooke and Jeffrey T. Grabill -- pt. II. Writing speaks to situations through recognizable forms -- Writing speaks to situations through recognizable forms / Charles Bazerman -- Writing represents the world, events, ideas, and feelings / Charles Bazerman -- Genres are enacted by writers and readers / Bill Hart-Davidson -- Writing is a way of enacting disciplinarity / Neal Lerner -- All writing is multimodal / Cheryl E. Ball and Colin Charlton -- Writing is performative / Andrea A. Lunsford -- Texts get their meaning from other texts / Kevin Roozen -- pt. III. Writing enacts and creates identities and ideologies -- Writing enacts and creates identities and ideologies / Tony Scott -- Writing is linked to identity / Kevin Roozen -- Writers' histories, processes, and identities vary / Kathleen Blake Yancey -- Writing is informed by prior experience / Andrea A. Lunsford -- Disciplinary and professional identities are constructed through writing / Heidi Estrem -- Writing provides a representation of ideologies and identities / Victor Villanueva -- pt. IV. All writers have more to learn -- All writers have more to learn / Shirley Rose -- Text is an object outside of oneself that can be improved and developed / Charles Bazerman and Howard Tinberg -- Failure can be an important part of writing development / Collin Brooke and Allison Carr -- Learning to write effectively requires different kinds of practice, time, and effort / Kathleen Blake Yancey -- Revision is central to developing writing / Doug Downs -- Assessment is an essential component of learning to write / Peggy O'Neill -- Writing involves the negotiation of language differences / Paul Kei Matsuda -- pt. V. Writing is (also always) a cognitive activity -- Writing is (also always) a cognitive activity / Dylan B. Dryer -- Writing is an expression of embodied cognition / Charles Bazerman and Howard Tinberg -- Metacognition is not cognition / Howard Tinberg -- Habituated practice can lead to entrenchment / Chris M. Anson -- Reflection is critical for writers' development / Kara Taczak -- Introduction: Using threshold concepts / Linda Adler-Kassner and Elizabeth Wardle -- Threshold concepts and student learning outcomes / Heidi Estrem -- Threshold concepts in first-year composition / Doug Downs and Liane Robertson -- Using threshold concepts to inform writing and rhetoric undergraduate majors: the UCF experiment / J. Blake Scott and Elizabeth Wardle -- Threshold concepts in rhetoric and composition doctoral education: the delivered, lived, and experienced curricula / Kara Taczak and Kathleen Blake Yancey -- Threshold concepts at the crossroads: writing instruction and assessment / Peggy O'Neill -- Threshold concepts in the writing center: scaffolding the development of tutor expertise / Rebecca S. Nowacek and Bradley Hughes -- Extending the invitation: threshold concepts, professional development outreach / Linda Adler-Kassner and John Majewski -- Crossing thresholds: what's to know about writing across the curriculum / Chris M. Anson. |
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| 700 | 1_ | $aAdler-Kassner, Linda,$eeditor. |
| 700 | 1_ | $aWardle, Elizabeth$q(Elizabeth Ann),$eeditor. |
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| 245 | 00 | $aNaming what we know :$bthreshold concepts of writing studies /$cedited by Linda Adler-Kassner, Elizabeth Wardle. |
| 264 | _1 | $aLogan ;$aBoulder, Colorado :$bUtah State University Press, an imprint of University Press of Colorado,$c[2015] |
| 300 | $a1 online resource (xxxi, 232 pages) | |
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| 504 | $aIncludes bibliographical references and index. | |
| 588 | 0_ | $aOnline resource; title from e-book title screen (JSTOR platform, viewed March 8, 2016). |
| 520 | $a"Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of "threshold concepts"--Concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field's most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites--first-year writing programs, WAC/WID programs, writing centers, writing majors--and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field"--$cProvided by publisher. | |
| 505 | 2_ | $aPreface / Ray Land -- Introduction: Coming to Terms: Composition/Rhetoric, Threahold Concepts, and a Disciplinary Core / Kathleen Blake Yancy -- Naming What We Know: The Project of this Book / Linda Adler-Kassner and Elizabeth Wardle -- Part 1. Threshold Concepts of Writing. Concept 1: Writing is a Social and Rhetorical Activity ; Concept 2: Writing Speaks to Situations through Recognizable Forms ; Concept 3: Writing Enacts and Creates Identities and Ideologies ; Concept 4: All Writers Have More to Learn ; Concept 5: Writing Is (Also Always) a Cognitive Activity -- Part 2. Using Threshold Concepts. Using Threshold Concepts In Program and Curriculum Design ; Enacting Threshold Concepts of Writing across the University. |
| 505 | 0_ | $aCover; Contents; Preface; Acknowledgments; Introduction: Coming to Terms; Naming What We Know: The Project of This Book; Part 1- Threshold Concepts of Writing; Metaconcept: Writing Is an Activity and a Subject of Study; Concept 1: Writing Is a Social and Rhetorical Activity; 1.0 Writing Is a Social and Rhetorical Ac tivity; 1.1 Writing Is a Knowledge-Making Activity; 1.2 Writing Addresses, Invokes, and/or Creates Audiences; 1.3 Writing Expresses and Shares Meaning to Be Reconstructed by the Reader; 1.4 Words Get Their Meanings from Other Words; 1.5 Writing Mediates Activity. |
| 505 | 8_ | $a1.6 Writing Is Not Natural1.7 Assessing Writing Shapes Contexts and Instruction; 1.8 Writing Involves Making Ethical Choices; 1.9 Writing Is a Technology through Which Writers Create and Recreate Meaning; Concept 2: Writing Speaks to Situations through Recognizable Forms; 2.0 Writing Speaks to Situations through Recognizable Forms; 2.1 Writing Represents the World, Events, Ideas, and Feelings; 2.2 Genres Are Enacted by Writers and Readers; 2.3 Writing Is a Way of Enacting Disciplinarity; 2.4 All Writing Is Multimodal; 2.5 Writing Is Performative; 2.6 Texts Get Their Meaning from Other Texts. |
| 505 | 8_ | $aConcept 3: Writing Enacts and Creates Identities and Ideologies3.0 Writing Enacts and Creates Identities and Ideologies; 3.1 Writing Is Linked to Identity; 3.2 Writers' Histories, Processes, and Identities Vary; 3.3 Writing Is Informed by Prior Experience; 3.4 Disciplinary and Professional Identities Are Constructed through Writing; 3.5 Writing Provides a Representationof Ideologies and Identities; Concept 4: All Writers Have More to Learn; 4.0 All Writers Have More to Learn; 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed. |
| 505 | 8_ | $a4.2 Failure Can Be an Important Part of Writing Development4.3 Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort; 4.4 Revision Is Central to Developing Writing; 4.5 Assessment Is an Essential Component of Learning to Write; 4.6 Writing Involves the Negotiation of Language Differences; Concept 5: Writing Is (Also Always) a Cognitive Activity; 5.0 Writing Is (Also Always) a Cognitive Activity; 5.1 Writing Is an Expression of Embodied Cognition; 5.2 Metacognition Is Not Cognition; 5.3 Habituated Practice Can Lead to Entrenchment. |
| 505 | 8_ | $a5.4 Reflection Is Critical for Writers' DevelopmentPart 2- Using Threshold Concepts; Introduction: Using Threshold Concepts; 6. Threshold Concepts and Student Learning Outcomes; 7. Threshold Concepts in First-Year Composition; 8. Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors; 9. Threshold Concepts in Rhetoric and Composition Doctoral Education; 10. Threshold Concepts at the Crossroads; 11. Threshold Concepts in the Writing Center; 12. Extending the Invitation; 13. Crossing Thresholds; About the Authors; Index. |
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| 700 | 1_ | $aAdler-Kassner, Linda,$eeditor. |
| 700 | 1_ | $aWardle, Elizabeth$q(Elizabeth Ann),$eeditor. |
| 700 | 1_ | $aLand, Ray,$ewriter of preface. |
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