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.
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| Other Authors: | , |
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| Format: | Book |
| Language: | English |
| Published: |
Logan :
Utah State University Press,
[2016]
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| Edition: | Classroom edition. |
| Subjects: |
Table of Contents:
- 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 .