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Naming What We Know : Threshold Concepts of Writing Studies /
""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."--
| Otros Autores: | , |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Logan :
Utah State University Press,
[2015]
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Naming What We Know : |b Threshold Concepts of Writing Studies / |c edited by Linda Adler-Kassner, Elizabeth Wardle. |
| 264 | 1 | |a Logan : |b Utah State University Press, |c [2015] | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 2015 | |
| 264 | 4 | |c ©[2015] | |
| 300 | |a 1 online resource (256 pages): |b illustrations ; | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Metaconcept: Writing is an activity and a subject of study / Elizabeth Wardle and Linda Adler-Kassner -- pt. I. Writing is a social and rhetorical activity -- Writing is a social and rhetorical activity / Kevin Roozen -- Writing is a knowledge-making activity / Heidi Estrem -- Writing addresses, invokes, and/or creates audiences / Andrea A. Lunsford -- Writing expresses and shares meaning to be reconstructed by the reader / Charles Bazerman -- Words get their meanings from other words / Dylan B. Dryer -- Writing mediates activity / David R. Russell -- Writing is not natural / Dylan B. Dryer -- Assessing writing shapes contexts and instruction / Tony Scott and Asao B. Inoue -- Writing involves making ethical choices / John Duffy -- Writing is a technology through which writers create and recreate meaning / Collin Brooke and Jeffrey T. Grabill -- pt. II. Writing speaks to situations through recognizable forms -- Writing speaks to situations through recognizable forms / Charles Bazerman -- Writing represents the world, events, ideas, and feelings / Charles Bazerman -- Genres are enacted by writers and readers / Bill Hart-Davidson -- Writing is a way of enacting disciplinarity / Neal Lerner -- All writing is multimodal / Cheryl E. Ball and Colin Charlton -- Writing is performative / Andrea A. Lunsford -- Texts get their meaning from other texts / Kevin Roozen -- pt. III. Writing enacts and creates identities and ideologies -- Writing enacts and creates identities and ideologies / Tony Scott -- Writing is linked to identity / Kevin Roozen -- Writers' histories, processes, and identities vary / Kathleen Blake Yancey -- Writing is informed by prior experience / Andrea A. Lunsford -- Disciplinary and professional identities are constructed through writing / Heidi Estrem -- Writing provides a representation of ideologies and identities / Victor Villanueva -- pt. IV. All writers have more to learn -- All writers have more to learn / Shirley Rose -- Text is an object outside of oneself that can be improved and developed / Charles Bazerman and Howard Tinberg -- Failure can be an important part of writing development / Collin Brooke and Allison Carr -- Learning to write effectively requires different kinds of practice, time, and effort / Kathleen Blake Yancey -- Revision is central to developing writing / Doug Downs -- Assessment is an essential component of learning to write / Peggy O'Neill -- Writing involves the negotiation of language differences / Paul Kei Matsuda -- pt. V. Writing is (also always) a cognitive activity -- Writing is (also always) a cognitive activity / Dylan B. Dryer -- Writing is an expression of embodied cognition / Charles Bazerman and Howard Tinberg -- Metacognition is not cognition / Howard Tinberg -- Habituated practice can lead to entrenchment / Chris M. Anson -- Reflection is critical for writers' development / Kara Taczak -- Introduction: Using threshold concepts / Linda Adler-Kassner and Elizabeth Wardle -- Threshold concepts and student learning outcomes / Heidi Estrem -- Threshold concepts in first-year composition / Doug Downs and Liane Robertson -- Using threshold concepts to inform writing and rhetoric undergraduate majors: the UCF experiment / J. Blake Scott and Elizabeth Wardle -- Threshold concepts in rhetoric and composition doctoral education: the delivered, lived, and experienced curricula / Kara Taczak and Kathleen Blake Yancey -- Threshold concepts at the crossroads: writing instruction and assessment / Peggy O'Neill -- Threshold concepts in the writing center: scaffolding the development of tutor expertise / Rebecca S. Nowacek and Bradley Hughes -- Extending the invitation: threshold concepts, professional development outreach / Linda Adler-Kassner and John Majewski -- Crossing thresholds: what's to know about writing across the curriculum / Chris M. Anson. | |
| 520 | |a ""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."-- |c Provided by publisher. | ||
| 588 | |a Description based on print version record. | ||
| 650 | 7 | |a English language |x Rhetoric |x Study and teaching. |2 fast |0 (OCoLC)fst00911595 | |
| 650 | 7 | |a Creative writing |x Study and teaching. |2 fast |0 (OCoLC)fst00882503 | |
| 650 | 7 | |a Academic writing |x Study and teaching. |2 fast |0 (OCoLC)fst00795104 | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Composition & Creative Writing. |2 bisacsh | |
| 650 | 6 | |a Écriture savante |x Étude et enseignement. | |
| 650 | 6 | |a Creation litteraire |x Étude et enseignement. | |
| 650 | 0 | |a Academic writing |x Study and teaching. | |
| 650 | 0 | |a Creative writing |x Study and teaching. | |
| 650 | 0 | |a English language |x Rhetoric |x Study and teaching. | |
| 655 | 7 | |a Electronic books. |2 local | |
| 700 | 1 | |a Wardle, Elizabeth |q (Elizabeth Ann), |e editor. | |
| 700 | 1 | |a Adler-Kassner, Linda, |e editor. | |
| 710 | 2 | |a Project Muse. |e distributor | |
| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/40635/ |
| 945 | |a Project MUSE - Custom Collection | ||
| 945 | |a Project MUSE - 2015 Higher Education | ||
| 945 | |a Project MUSE - 2015 Complete | ||