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Index Page numbers that appear in bold indicate a table or illustration. Accreditation Board for Engineering and Technology, 91 African American students, 166 Agnew, Eleanor, 166 Albrecht, Karl, xi American Association of Colleges and Universities, 89 analysis, concept of, 214 anxiety, 72 application courses, 130 assessment: African American students and, 166; characteristics of, 29–31; experts, 158; large-scale and classroom-­ based, 164–65; nature of, 157; outcomes, 91–92; portfolios in, 165; reflection as, 167; reliability in, 162–64; summative and formative, 167; tests in relation to, 159; threshold concepts in, 9, 102, 158–64; validity in, 160–62; of WAC programs, 210. See also outcomes, learning assessment as essential (4.5), 67–68 assessments impact on contexts and instruction (1.7), 29–32 assignments: across the disciplines, 214–15; cognitive, 207–9; History 17b, 196–97, 199; PhD, 145, 146; scaffolding , 180–81 audiences: addressing, 17–19; ethics and, 31–32; as fiction, 20 audiences, invoking and creating (1.2), 20–21, 146 Austin, J. L., 44 automaticity, 77 Bakhtin, Mikhail, 24, 39 Ballie, Caroline, 190 Bazerman, Charles, 205 Beaufort, Anne, 205 Bennett, Camilla, 98 Berlin, James, 58 Bernstein, Daniel, xxv–xxvi, 186, 187, 194 Berthoff, Ann, 75 Beyer, Barrie, 208 Bitzer, Lloyd, 150 Blake, William, xiii, 76 Boise State University. See communication in the disciplines (CID) courses; University Learning Outcomes (ULO) Bowden, John A., 190 Brennan, Robert L., 159 Broad, Bob, 4, 164 Brooke, Collin, xxiii, xxviii, 146, 149 Bunnell, Sarah, xxv–xxvi, 186, 187, 194 Burger, Edward, 63 Burke, Kenneth, 43–44 capstone courses, 131–32, 139 Carey, James, 1 Carmichael, Patrick, 101, 188 Carr, Allison, xxiii, 146, 149 CID. See communication in the disciplines (CID) courses circulation as a key term, 150 civic writing, 125 “Classical Rhetoric and Technical Writing” (Lunsford), xxix classroom-based assessment, 164–65 close reading. See reading, close cognition, embodied (5.1), 74–75 cognition in relation to metacognition (5.2), 75–76 cognitive activity, writing as a (5.0), 71–74 Cohen, Patricia, 188, 194–95 Coker, Frances, 208 Coleridge, Samuel Taylor, 75 collaborators, writing, 62, 107 College Composition and Communication, xvii, xxix Common Core State Standards, 5 communication in the disciplines (CID) courses: meta-awareness in, 98–99; outcomes linked to, 96–97; threshold concepts in, 99–101 communities of practice, 4, 65, 200 conditional rhetorical space, 207 conferences, writing center, 177–78 Connors, Roberts, xxix, xxx(n2) Index   227 consequentional validity, 161–62 construct validity, 161 content of composition, xviii context and meaning, 24–25, 128–29 Cook, Elizabeth Hackendorn, 194 Cooper, Marilyn, 73 copyediting, 66 courses: application and practicum, 130–31; CID, 90, 98–99; credit for, 92; Digital Revolution and Convergence Culture, 144–45, 146, 150; electives , 138–39; History 17b, 187, 196–200; Internship, 128; Literacy and Technology, 130; major, 137–39; PhD, 143; practicum, 130–31; Professional Lives and Literacy Practices, 130; Professional Writing, 125, 126, 138; rhetorical studies, 128; Rhetorical Theory, 144, 150; Rhetoric and Civic Engagement, 126; threshold concepts for, 128, 129, 130; tutor-education programs, 175–77; Visual and Material Rhetorics, 130; Visual Rhetoric, 144– 45; Writing for Social Change, 126–27. See also curriculum development Creating the Cult: Image-Word in the Formation of Supremacist Community (Gage), 150 credit for student learning, 92 curiosity, teaching, 191–92 curriculum development: application and practicum courses, 130–31; core courses, 128–30; difficulties in, 133–36; doctoral, xxiii; for FYC, 106, 117–19; identity in relation to, 51; for a major, 123; NNT faculty and, 134–35; scaffolding in, 129–30; of threshold concepts, 132, 133; threshold concepts in, 8–9, 124–25, 126–27. See also courses; doctoral program in rhetoric and composition , Florida State University; major in writing and rhetoric, University of Central Florida CWPA Outcomes for First-Year Writing, 93 Dannels, Deanna, 207 declarative course content, 112–15 Decoding the Disciplines (DtD), 186, 189–90, 194 delivered curriculum, 142, 143, 146, 149 De Saussure, Ferdinand, 23–24 developmental, writing as, 212–13 differentiated practice, 65 Digeser, Beth DePalma, 192, 194 Digital Revolution and Convergence Culture course, 144–45, 146, 150 digital technologies: age of, 21; in expressing identities, 53; impact of, 65; multimodal aspects of, 42–43; social media, 33. See also technology and technologies disciplinarity, enacting (2.3): in CID courses , 97–98; concept of, 40–41; in faculty development, 190; in a PhD program, 151; in WAC, 205–6 disciplinary and professional identities through writing (3.4), 55–56 disciplines: engineering, 91, 95, 99, 100, 180–81; English...


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Subject Headings

  • English language -- Rhetoric -- Study and teaching.
  • Creative writing -- Study and teaching.
  • Academic writing -- Study and teaching.
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