Naming what we know : threshold concepts of writing studies / edited by Linda Adler-Kassner, Elizabeth Wardle.
"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"--Provided by publisher.
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Logan :
Utah State University Press,
[2016]
|
| Edition: | Classroom edition. |
| Subjects: |
MARC
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| 011 | |a MARC Score : 10750(22250) : OK | ||
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| 020 | |a 9781607325772 |q paperback. | ||
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| 035 | |a (OCoLC)945948333 | ||
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| 245 | 0 | 0 | |a Naming what we know : |b threshold concepts of writing studies / |c edited by Linda Adler-Kassner, Elizabeth Wardle. |
| 250 | |a Classroom edition. | ||
| 264 | 1 | |a Logan : |b Utah State University Press, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a xxxi, 85 pages ; |c 23 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a volume |b nc |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Introduction: Coming to Terms; Naming What We Know: The Project of This Book -- Threshold Concepts of Writing; Metaconcept: Writing Is an Activity and a Subject of Study -- Concept 1: Writing Is a Social and Rhetorical Activity; Writing Is a Social and Rhetorical Activity; Writing Is a Knowledge-Making Activity; Writing Addresses, Invokes, and/or Creates Audiences; Writing Expresses and Shares Meaning to Be Reconstructed by the Reader; Words Get Their Meanings from Other Words; Writing Mediates Activity; Writing Is Not Natural; Assessing Writing Shapes Contexts and Instruction; Writing Involves Making Ethical Choices; Writing Is a Technology through Which Writers Create and Recreate Meaning -- Concept 2: Writing Speaks to Situations through Recognizable Forms; Writing Speaks to Situations through Recognizable Forms; Writing Represents the World, Events, Ideas, and Feelings; Genres Are Enacted by Writers and Readers; Writing Is a Way of Enacting Disciplinarity; All Writing Is Multimodal; Writing Is Performative; Texts Get Their Meaning from Other Texts -- Concept 3: Writing Enacts and Creates Identities and Ideologies Writing Enacts and Creates Identities and Ideologies; Writing Is Linked to Identity; Writers' Histories, Processes, and Identities Vary; Writing Is Informed by Prior Experience; Disciplinary and Professional Identities Are Constructed through Writing; Writing Provides a Representation of Ideologies and Identities -- Concept 4: All Writers Have More to Learn; All Writers Have More to Learn; Text Is an Object Outside of Oneself That Can Be Improved and Developed; Failure Can Be an Important Part of Writing Development Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort; Revision Is Central to Developing Writing; Assessment Is an Essential Component of Learning to Write; Writing Involves the Negotiation of Language Differences -- Concept 5: Writing Is (Also Always) a Cognitive Activity; Writing Is (Also Always) a Cognitive Activity; Writing Is an Expression of Embodied Cognition; Metacognition Is Not Cognition; Habituated Practice Can Lead to Entrenchment ;Reflection Is Critical for Writers' Development . | |
| 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"--Provided by publisher. | ||
| 520 | |a Naming 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. | ||
| 650 | 0 | |a English language |x Composition and exercises |x Study and teaching (Higher) |z United States. | |
| 650 | 0 | |a English language |x Rhetoric |x Study and teaching (Higher) |z United States. | |
| 700 | 1 | |a Adler-Kassner, Linda, |e editor. |9 254214 | |
| 700 | 1 | |a Wardle, Elizabeth |q (Elizabeth Ann), |e editor. |9 511482 | |
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