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Naming what we know: threshold concepts of writing studies

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dc.contributor.authorAdler-Kassner, Linda, editor
dc.contributor.authorWardle, Elizabeth, editor
dc.contributor.authorUtah State University Press, publisher
dc.date.accessioned2021-09-15T17:55:28Z
dc.date.available2021-09-15T17:55:28Z
dc.date.issued2016
dc.descriptionIncludes bibliographical references and index.
dc.description.abstractNaming What We Know, Classroom Edition 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. This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work in writing studies. Developed from the highly regarded original edition in response to grassroots demand from teachers in writing programs around the United States and written by some of the field's most active researchers and teachers, the classroom edition is clear and accessible for an audience of even first-year writing students.--Provided by publisher.
dc.description.tableofcontentsIntroduction: coming to terms: composition/rhetoric, threshold concepts, and a disciplinary core / Kathleen Blake Yancey -- Naming what we know: the project of this book / Linda Adler-Kassner and Elizabeth Wardle -- Metaconcept: writing is an activity and a subject of study / Elizabeth Wardle and Linda Adler-Kassner -- Concept 1: 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 -- Concept 2: 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 -- Concept 3: 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 -- Concept 4: 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 -- Concept 5: 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.
dc.format.mediumborn digital
dc.format.mediumbooks
dc.identifier.urihttps://hdl.handle.net/10217/233911
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofUtah State University Press
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rightsAll rights reserved. User is responsible for compliance. Please contact University Press of Colorado at https://upcolorado.com/our-books/rights-and-permissions for use information.
dc.rights.accessAccess is limited to the Adams State University, Colorado State University, Colorado State University Pueblo, Community College of Denver, Fort Lewis College, Metropolitan State University Denver, Regis University, University of Alaska Fairbanks, University of Colorado Boulder, University of Colorado Colorado Springs, University of Colorado Denver, University of Denver, University of Northern Colorado, University of Wyoming, Utah State University and Western Colorado University communities only.
dc.subject.lcshEnglish language -- Composition and exercises -- Study and teaching (Higher) -- United States
dc.subject.lcshEnglish language -- Rhetoric -- Study and teaching (Higher) -- United States
dc.titleNaming what we know: threshold concepts of writing studies
dc.typeText

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