Abstract

Abstract:

In many ways, the transformative character of developing critical consciousness reflects the dynamics of acquiring threshold concepts. Drawing from research into threshold concept acquisition, the author argues that critical first- year composition instruction can more effectively scaffold students into critical perspectives by linking critical pedagogy more closely with efforts to develop students’ rhetorical meta- awareness of writing.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 171-183
Launched on MUSE
2020-01-14
Open Access
No
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