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Contents Preface Ray Land  xi Acknowledgments  xv Introduction: Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core Kathleen Blake Yancey   xvii Naming What We Know: The Project of this Book Linda Adler-Kassner and Elizabeth Wardle   1 Part 1: Th resh o ld Co nc epts of Wr it in g Metaconcept: Writing Is an Activity and a Subject of Study Elizabeth Wardle and Linda Adler-Kassner   15 Concept 1: Writing Is a Social and Rhetorical Activity 1.0 Writing Is a Social and Rhetorical Activity Kevin Roozen  17 1.1 Writing Is a Knowledge-Making Activity Heidi Estrem  19 1.2 Writing Addresses, Invokes, and/or Creates Audiences Andrea A. Lunsford   20 1.3 Writing Expresses and Shares Meaning to Be Reconstructed by the Reader Charles Bazerman  21 1.4 Words Get Their Meanings from Other Words Dylan B. Dryer   23 1.5 Writing Mediates Activity David R. Russell   26 vi   C ontents 1.6 Writing Is Not Natural Dylan B. Dryer   27 1.7 Assessing Writing Shapes Contexts and Instruction Tony Scott and Asao B. Inoue   29 1.8 Writing Involves Making Ethical Choices John Duffy  31 1.9 Writing Is a Technology through Which Writers Create and Recreate Meaning Collin Brooke and Jeffrey T. Grabill   32 Concept 2: Writing Speaks to Situations through Recognizable Forms 2.0 Writing Speaks to Situations through Recognizable Forms Charles Bazerman  35 2.1 Writing Represents the World, Events, Ideas, and Feelings Charles Bazerman  37 2.2 Genres Are Enacted by Writers and Readers Bill Hart-Davidson  39 2.3 Writing Is a Way of Enacting Disciplinarity Neal Lerner  40 2.4 All Writing Is Multimodal Cheryl E. Ball and Colin Charlton   42 2.5 Writing Is Performative Andrea A. Lunsford   43 2.6 Texts Get Their Meaning from Other Texts Kevin Roozen  44 Concept 3: Writing Enacts and Creates Identities and Ideologies 3.0 Writing Enacts and Creates Identities and Ideologies Tony Scott  48 3.1 Writing Is Linked to Identity Kevin Roozen  50 Contents   vii 3.2 Writers’ Histories, Processes, and Identities Vary Kathleen Blake Yancey   52 3.3 Writing Is Informed by Prior Experience Andrea A. Lunsford   54 3.4 Disciplinary and Professional Identities Are Constructed through Writing Heidi Estrem  55 3.5 Writing Provides a Representation of Ideologies and Identities Victor Villanueva  57 Concept 4: All Writers Have More to Learn 4.0 All Writers Have More to Learn Shirley Rose  59 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed Charles Bazerman and Howard Tinberg   61 4.2 Failure Can Be an Important Part of Writing Development Collin Brooke and Allison Carr   62 4.3 Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort Kathleen Blake Yancey   64 4.4 Revision Is Central to Developing Writing Doug Downs  66 4.5 Assessment Is an Essential Component of Learning to Write Peggy O’Neill  67 4.6 Writing Involves the Negotiation of Language Differences Paul Kei Matsuda   68 Concept 5: Writing Is (Also Always) a Cognitive Activity 5.0 Writing Is (Also Always) a Cognitive Activity Dylan B. Dryer   71 viii   C ontents 5.1 Writing Is an Expression of Embodied Cognition Charles Bazerman and Howard Tinberg   74 5.2 Metacognition Is Not Cognition Howard Tinberg  75 5.3 Habituated Practice Can Lead to Entrenchment Chris M. Anson   77 5.4 Reflection Is Critical for Writers’ Development Kara Taczak  78 Part 2: U sing Th resh o ld Co ncept s Introduction: Using Threshold Concepts Linda Adler-Kassner and Elizabeth Wardle   84 Using Threshold Concepts in Program and Curriculum Design 6 Threshold Concepts and Student Learning Outcomes Heidi Estrem  89 7 Threshold Concepts in First-Year Composition Doug Downs and Liane Robertson   105 8 Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors: The UCF Experiment J. Blake Scott and Elizabeth Wardle   122 9 Threshold Concepts in Rhetoric and Composition Doctoral Education: The Delivered, Lived, and Experienced Curricula Kara Taczak and Kathleen Blake Yancey   140 Enacting Threshold Concepts of Writing across the University 10 Threshold Concepts at the Crossroads: Writing Instruction and Assessment Peggy O’Neill  157 11 Threshold Concepts in the Writing Center: Scaffolding the Development of Tutor Expertise Rebecca S. Nowacek and Bradley Hughes   171 Contents   ix 12 Extending the Invitation: Threshold Concepts, Professional Development, and Outreach Linda Adler-Kassner and John Majewski   186 13 Crossing Thresholds: What’s to Know about Writing across the Curriculum Chris M. Anson   203 About the Authors  220...


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