(Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy
Editat de Linda Adler-Kassner, Elizabeth Wardleen Limba Engleză Paperback – 9 ian 2020 – vârsta ani
Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies.
(Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know.
Contributors:
Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc
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Specificații
ISBN-13: 9781607329312
ISBN-10: 160732931X
Pagini: 354
Ilustrații: 21
Dimensiuni: 152 x 229 x 23 mm
Greutate: 0.5 kg
Ediția:1
Editura: Utah State University Press
Colecția Utah State University Press
ISBN-10: 160732931X
Pagini: 354
Ilustrații: 21
Dimensiuni: 152 x 229 x 23 mm
Greutate: 0.5 kg
Ediția:1
Editura: Utah State University Press
Colecția Utah State University Press
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Recenzii
“An important contribution to the discipline and to professional development for both new teachers of first-year writing and faculty across the curriculum who teach writing-intensive or writing-embedded courses. (Re)Considering What We Know pulls back the curtain on the discipline’s identification of its threshold concepts and welcomes readers to explore the challenges and questions of naming what we know as a discipline while also illustrating how we can apply this framework to activities that support writing studies’ continued evolution.”
—Jessie Moore, Elon University
“(Re)Considering What We Know reflects what people are thinking and asking after a few years of working with threshold concepts in the real, material environments of postsecondary writing education.”
—Tony Scott, Syracuse University
—Jessie Moore, Elon University
“(Re)Considering What We Know reflects what people are thinking and asking after a few years of working with threshold concepts in the real, material environments of postsecondary writing education.”
—Tony Scott, Syracuse University
Notă biografică
Linda Adler-Kassner is professor of writing studies, associate dean of undergraduate education, and faculty director of the Center for Innovative Teaching, Research, and Learning at the University of California, Santa Barbara. Her research and teaching focus broadly on how literate agents and activities—such as writers, writing, and writing studies—are defined in contexts inside the academy and in public discourse. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA.
Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. She previously directed writing programs at the University of Dayton and the University of Central Florida. Her scholarship focuses on the teaching and learning of writing in various contexts, from first-year composition to writing in the disciplines. She is coeditor of Naming What We Know, Composition, Rhetoric, and Disciplinarity, and Writing about Writing, now in its fourth edition.
Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. She previously directed writing programs at the University of Dayton and the University of Central Florida. Her scholarship focuses on the teaching and learning of writing in various contexts, from first-year composition to writing in the disciplines. She is coeditor of Naming What We Know, Composition, Rhetoric, and Disciplinarity, and Writing about Writing, now in its fourth edition.
Descriere
(Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies.