LEADER 05637nam 2200493 450 001 9910795634503321 005 20230521114932.0 010 $a1-60732-578-0 035 $a(CKB)5510000000041390 035 $a(OCoLC)1253563203 035 $a(MdBmJHUP)musev2_85376 035 $a(MiAaPQ)EBC7203701 035 $a(Au-PeEL)EBL7203701 035 $a(OCoLC)1303466198 035 $a(EXLCZ)995510000000041390 100 $a20230521d2016 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNaming what we know $ethreshold concepts of writing studies /$fLinda Adler-Kassner and Elizabeth Wardle 205 $aClassroom edition. 210 1$aLogan :$cUtah State University Press,$d[2016] 210 4$dİ2016 215 $a1 online resource (xxxi, 85 pages) 311 1 $a1-60732-577-2 320 $aIncludes bibliographical references and index. 327 $gIntroduction :$tComing to terms : Composition / rhetoric, threshold concepts, and a disciplinary core /$rKathleen Blake Yancey --$tNaming what we know : The project of this book /$rLinda Adler-Kassner and Elizabeth Wardle --$tThreshold concepts of writing --$tMetaconcept : Writing is an activity and a subject of study /$rElizabeth Wardle and Linda Adler-Kassner --$gConcept 1 :$tWriting is a social and rhetorical activity --$tWriting is a social and rhetorical activity /$rKevin Roozen --$tWriting is a knowledge-making activity /$rHeidi Estrem --$tWriting adresses, invokes, and / or creates audiences /$rAndrea A. Lunsford --$tWriting expresses and shares meaning to be reconstructed by the reader /$rCharles Bazerman --$tWords get their meanings from other words /$rDylan B. Dryer --$tWriting mediates activity /$rDavid R. Russell --$tWriting is not natural /$rDylan B. Dryer --$tAssessing writing shapes contexts and instruction /$rTony Scott and Asao B. Inoue --$tWriting involves making ethical choices /$rJohn Duffy --$tWriting is a technology through which writers create and recreate meaning /$rCollin Brooke and Jeffrey T. Grabill --$gConcept 2 :$tWriting speaks to situations through recognizable forms --$tWriting speaks to situations through recognizable forms /$rCharles Bazerman --$tWriting represents the world, events, ideas, and feelings /$rCharles Bazerman --$tGenres are enacted by writers and readers /$rBill Hart-Davidson --$tWriting is a way of enacting disciplinarity /$rNeal Lerner --$tAll writing is multimodal /$rCheryl E. Ball and Colin Charlton --$tWriting is performative /$rAndrea A. Lunsford --$tTexts get their meaning from other texts /$rKevin Roozen --$gConcept 3 :$tWriting enacts and creates identities and ideologies --$tWriting enacts and creates identities and ideologies /$rTony Scott --$tWriting is linked to identity /$rKevin Roozen --$tWriters' histories, processes, and identities vary /$rKathleen Blake Yancey --$tWriting is informed by prior experience /$rAndrea A. Lunsford --$tDisciplinary and professional identities are constructed through writing /$rHeidi Estrem --$tWriting provides a representation of ideologies and identities /$rVictor Villanueva --$gConcept 4 : All writers have more to learn --$tAll writers have more to learn /$rShirley Rose --$tText is an object outside of oneself that can be improved and developed /$rCharles Bazerman and Howard Tinberg --$tFailure can be an important part of writing development /$rCollin Brooke and Allison Carr --$tLearning to write effectively requires different kinds of practice, time, and effort /$rKathleen Blake Yancey --$tRevision is central to developing writing /$rDoug Downs --$tAssessment is an essential component of learning to write /$rPeggy O'Neill --$tWriting involves the negotiation of language differences /$rPaul Kei Matsuda --$gConcept 5 :$tWriting is (also always) a cognitive activity --$tWriting is (also always) a cognitive activity /$rDylan B. Dryer --$tWriting is an expression of embodied cognition /$rCharles Bazerman and Howard Tinberg --$tMetacognition is not cognition /$rHoward Tinberg --$tHabituated practice can lead to entrenchment /$rChris M. Anson --$tReflection is critical for writers' development /$rKara Taczak. 330 $aNaming What We Know, Classroom Edition 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. This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work in writing studies. Developed from the highly regarded original edition in response to grassroots demand from teachers in writing programs around the United States and written by some of the field's most active researchers and teachers, the classroom edition is clear and accessible for an audience of even first-year writing students. 606 $aEnglish language$xComposition and exercises$xStudy and teaching (Higher)$zUnited States 606 $aEnglish language$xRhetoric$xStudy and teaching (Higher)$zUnited States 615 0$aEnglish language$xComposition and exercises$xStudy and teaching (Higher) 615 0$aEnglish language$xRhetoric$xStudy and teaching (Higher) 676 $a808/.042071 700 $aAdler-Kassner$b Linda$0801342 702 $aWardle$b Elizabeth$g(Elizabeth Ann), 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910795634503321 996 $aNaming what we know$93826128 997 $aUNINA