Utah State University Press
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Browsing Utah State University Press by Author "Adler-Kassner, Linda, author"
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Item Restricted Naming what we know: threshold concepts of writing studies(Colorado State University. Libraries, 2015) Adler-Kassner, Linda, author; Wardle, Elizabeth, author; Utah State University Press, publisherNaming 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.--Provided by publisher.Item Restricted Organic writing assessment: dynamic criteria mapping in action(Colorado State University. Libraries, 2009) Broad, Bob, author; Adler-Kassner, Linda, author; Alford, Barry, author; Detweiler, Jane, author; Estrem, Heidi, author; Harrington, Susanmarie, author; McBride, Maureen, author; Stalions, Eric, author; Weeden, Scott, author; Utah State University Press, publisherOrganic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory it shows DCM's flexibility, and presents an informed discussion of its limits and its potentials.Item Restricted Reframing writing assessment to improve teaching and learning(Colorado State University. Libraries, 2010) Adler-Kassner, Linda, author; O'Neill, Peggy, author; Utah State University Press, publisherAdler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate. Public discourse about writing instruction is currently driven by ideas of what instructors and programs "need to do," "should do," or "are not doing" and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality.Item Restricted The activist WPA: changing stories about writing and writers(Colorado State University. Libraries, 2008) Adler-Kassner, Linda, author; Utah State University Press, publisherOne wonders if there is any academic field that doesn't suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the aftermath of No Child Left Behind and the Spellings Commission. Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition's best principles. Adler-Kassner argues that the story of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.--Provided by publisher.