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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: | , |
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| 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 |
Tabla de Contenidos:
- 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.