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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. 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.

Table of Contents

  1. Cover
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  1. Title Page, Copyright
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  1. Contents
  2. pp. v-x
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  1. Preface
  2. Ray Land
  3. pp. xi-xiv
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  1. Acknowledgments
  2. pp. xv-xvi
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  1. Introduction: Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core
  2. Kathleen Blake Yancey
  3. pp. xvii-xxxiv
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  1. Naming What We Know: The Project of This Book
  2. Linda Adler-Kassner and Elizabeth Wardle
  3. pp. 1-12
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  1. Part 1: Threshold Concepts of Writing
  2. pp. 13-14
  1. Metaconcept: Writing Is an Activity and a Subject of Study
  2. Elizabeth Wardle and Linda Adler-Kassner
  3. pp. 15-16
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  1. Concept 1: Writing Is a Social and Rhetorical Activity
  2. pp. 17-34
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  1. Concept 2: Writing Speaks to Situations through Recognizable Forms
  2. pp. 35-47
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  1. Concept 3: Writing Enacts and Creates Identities and Ideologies
  2. pp. 48-58
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  1. Concept 4: All Writers Have More to Learn
  2. pp. 59-70
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  1. Concept 5: Writing Is (Also Always) a Cognitive Activity
  2. pp. 71-82
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  1. Part 2: Using Threshold Concepts
  2. pp. 83-83
  1. Introduction: Using Threshold Concepts
  2. Linda Adler-Kassner and Elizabeth Wardle
  3. pp. 84-88
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  1. 6. Threshold Concepts and Student Learning Outcomes
  2. Heidi Estrem
  3. pp. 89-104
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  1. 7. Threshold Concepts in First-Year Composition
  2. Doug Downs and Liane Robertson
  3. pp. 105-121
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  1. 8. Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors: The UCF Experiment
  2. J. Blake Scott and Elizabeth Wardle
  3. pp. 122-139
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  1. 9. Threshold Concepts in Rhetoric and Composition Doctoral Education: The Delivered, Lived, and Experienced Curricula
  2. Kara Taczak and Kathleen Blake Yancey
  3. pp. 140-156
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  1. 10. Threshold Concepts at the Crossroads: Writing Instruction and Assessment
  2. Peggy O’Neill
  3. pp. 157-170
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  1. 11. Threshold Concepts in the Writing Center: Scaffolding the Development of Tutor Expertise
  2. Rebecca S. Nowacek and Bradley Hughes
  3. pp. 171-185
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  1. 12. Extending the Invitation: Threshold Concepts, Professional Development, and Outreach
  2. Linda Adler-Kassner and John Majewski
  3. pp. 186-202
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  1. 13. Crossing Thresholds: What’s to Know about Writing across the Curriculum
  2. Chris M. Anson
  3. pp. 203-219
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  1. About the Authors
  2. pp. 220-225
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  1. Index
  2. pp. 226-232
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Additional Information

ISBN
9780874219906
Related ISBN
9780874219890
MARC Record
OCLC
911593897
Pages
256
Launched on MUSE
2015-07-17
Language
English
Open Access
No
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