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|2 23/eng/20230216
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| 049 |
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|a UAMI
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| 245 |
0 |
0 |
|a Naming What We Know, Classroom Edition
|b Threshold Concepts of Writing Studies /
|c Linda Adler-Kassner, Elizabeth Wardle.
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| 260 |
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|b University Press of Colorado.
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| 300 |
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|a 1 online resource (1 online resource 118 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 500 |
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|a Assessment Is an Essential Component of Learning to Write / Peggy O'Neill <div class='ch-level-3' class='start-page-68' class='sequence-36'>4.6. Writing Involves the Negotiation of Language Differences / Paul Kei Matsuda <div class='ch-level-3' class='start-page-71' class='sequence-37'>5.0. Writing Is (Also Always) a Cognitive Activity / Dylan B. Dryer <div class='ch-level-3' class='start-page-74' class='sequence-38'>5.1. Writing Is an Expression of Embodied Cognition / Charles Bazerman and Howard Tinberg <div class='ch-level-3' class='start-page-75' class='sequence-39'>5.2. Metacognition Is Not Cognition / Howard Tinberg <div class='ch-level-3' class='start-page-77' class='sequence-40'>5.3. Habituated Practice Can Lead to Entrenchment / Chris M. Anson <div class='ch-level-3' class='start-page-78' class='sequence-41'>5.4. Reflection Is Critical for Writers' Development / Kara Taczak <div class='ch-level-1' class='start-page-82' class='sequence-42'>Index.
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| 500 |
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|a Writing Provides a Representation of Ideologies and Identities / Victor Villanueva <div class='ch-level-3' class='start-page-59' class='sequence-30'>4.0. All Writers Have More to Learn / Shirley Rose <div class='ch-level-3' class='start-page-61' class='sequence-31'>4.1. Text Is an Object Outside of Oneself That Can Be Improved and Developed / Charles Bazerman and Howard Tinberg <div class='ch-level-3' class='start-page-62' class='sequence-32'>4.2. Failure Can Be an Important Part of Writing Development / Collin Brooke and Allison Carr <div class='ch-level-3' class='start-page-64' class='sequence-33'>4.3. Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort / Kathleen Blake Yancey <div class='ch-level-3' class='start-page-66' class='sequence-34'>4.4. Revision Is Central to Developing Writing / Doug Downs <div class='ch-level-3' class='start-page-67' class='sequence-35'>4.5.
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| 500 |
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|a Writing Is Performative / Andrea A. Lunsford <div class='ch-level-3' class='start-page-44' class='sequence-23'>2.6. Texts Get Their Meaning from Other Texts / Kevin Roozen <div class='ch-level-3' class='start-page-48' class='sequence-24'>3.0. Writing Enacts and Creates Identities and Ideologies / Tony Scott <div class='ch-level-3' class='start-page-50' class='sequence-25'>3.1. Writing Is Linked to Identity / Kevin Roozen <div class='ch-level-3' class='start-page-52' class='sequence-26'>3.2. Writers' Histories, Processes, and Identities Vary / Kathleen Blake Yancey <div class='ch-level-3' class='start-page-54' class='sequence-27'>3.3. Writing Is Informed by Prior Experience / Andrea A. Lunsford <div class='ch-level-3' class='start-page-55' class='sequence-28'>3.4. Disciplinary and Professional Identities Are Constructed through Writing / Heidi Estrem <div class='ch-level-3' class='start-page-57' class='sequence-29'>3.5.
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| 500 |
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|a Writing Involves Making Ethical Choices / John Duffy <div class='ch-level-3' class='start-page-32' class='sequence-16'>1.9. Writing Is a Technology through Which Writers Create and Recreate Meaning / Collin Brooke and Jeffrey T. Grabill <div class='ch-level-3' class='start-page-35' class='sequence-17'>2.0. Writing Speaks to Situations through Recognizable Forms / Charles Bazerman <div class='ch-level-3' class='start-page-37' class='sequence-18'>2.1. Writing Represents the World, Events, Ideas, and Feelings / Charles Bazerman <div class='ch-level-3' class='start-page-39' class='sequence-19'>2.2. Genres Are Enacted by Writers and Readers / Bill Hart-Davidson <div class='ch-level-3' class='start-page-40' class='sequence-20'>2.3. Writing Is a Way of Enacting Disciplinarity / Neal Lerner <div class='ch-level-3' class='start-page-42' class='sequence-21'>2.4. All Writing Is Multimodal / Cheryl E. Ball and Colin Charlton <div class='ch-level-3' class='start-page-43' class='sequence-22'>2.5.
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| 500 |
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|a Writing Is a Knowledge-Making Activity / Heidi Estrem <div class='ch-level-3' class='start-page-20' class='sequence-9'>1.2. Writing Addresses, Invokes, and/or Creates Audiences / Andrea A. Lunsford <div class='ch-level-3' class='start-page-21' class='sequence-10'>1.3. Writing Expresses and Shares Meaning to Be Reconstructed by the Reader / Charles Bazerman <div class='ch-level-3' class='start-page-23' class='sequence-11'>1.4. Words Get Their Meanings from Other Words / Dylan B. Dryer <div class='ch-level-3' class='start-page-26' class='sequence-12'>1.5. Writing Mediates Activity / David R. Russell <div class='ch-level-3' class='start-page-27' class='sequence-13'>1.6. Writing Is Not Natural / Dylan B. Dryer <div class='ch-level-3' class='start-page-29' class='sequence-14'>1.7. Assessing Writing Shapes Contexts and Instruction / Tony Scott and Asao B. Inoue <div class='ch-level-3' class='start-page-31' class='sequence-15'>1.8.
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| 500 |
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|a <div class='ch-level-1' class='start-page-v' class='sequence-1'>Contents <div class='ch-level-1' class='start-page-ix' class='sequence-2'>Preface <div class='ch-level-1' class='start-page-xvii' class='sequence-3'>Introduction: Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core / Kathleen Blake Yancey <div class='ch-level-1' class='start-page-1' class='sequence-4'>Naming What We Know: The Project of this Book / Linda Adler-Kassner and Elizabeth Wardle <div class='ch-level-1' class='start-page-13' class='sequence-5'>Threshold Concepts of Writing <div class='ch-level-2' class='start-page-15' class='sequence-6'>Metaconcept: Writing Is an Activity and a Subject of Study / Elizabeth Wardle and Linda Adler-Kassner <div class='ch-level-3' class='start-page-17' class='sequence-7'>1.0. Writing Is a Social and Rhetorical Activity / Kevin Roozen <div class='ch-level-3' class='start-page-19' class='sequence-8'>1.1.
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| 588 |
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|a Description based on print version record.
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| 590 |
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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| 650 |
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0 |
|a English language
|x Rhetoric
|x Study and teaching (Higher)
|z United States.
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| 650 |
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0 |
|a English language
|x Composition and exercises
|x Study and teaching (Higher)
|z United States.
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| 650 |
|
7 |
|a Language Arts & Disciplines
|x Composition & Creative Writing.
|2 bisacsh
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| 650 |
|
7 |
|a Language Arts & Disciplines
|x General.
|2 bisacsh
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| 650 |
|
7 |
|a English language
|x Composition and exercises
|x Study and teaching (Higher)
|2 fast
|
| 650 |
|
7 |
|a English language
|x Rhetoric
|x Study and teaching (Higher)
|2 fast
|
| 651 |
|
7 |
|a United States
|2 fast
|1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
|
| 700 |
1 |
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|a Wardle, Elizabeth,
|e editor.
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| 700 |
1 |
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|a Adler-Kassner, Linda,
|e editor.
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| 758 |
|
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|i has work:
|a NAMING WHAT WE KNOW, CLASSROOM EDITION;THRESHOLD CONCEPTS OF WRITING STUDIES (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCXD6RtwCqrBy3j6WKyHVWC
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
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|z 1-60732-577-2
|
| 856 |
4 |
0 |
|u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=7203701
|z Texto completo
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| 938 |
|
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|a ProQuest Ebook Central
|b EBLB
|n EBL7203701
|
| 994 |
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|a 92
|b IZTAP
|
