Naming What We Know : Threshold Concepts of Writing Studies / inda Adler-Kassner , and Elizabeth Wardle.
Editor: Logan : Utah State University Press, 2015Fecha de copyright: ©2015Descripción: 1 online resource (267 pages)Tipo de contenido:- text
- computer
- online resource
- 9780874219906
- 808/.042071
- PE1404 .N35 2015
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
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| Libro electrónico | Biblioteca de Mayagüez Acceso en línea | PE1404 .N35 2015 (Navegar estantería(Abre debajo)) | Ebook c. 1 | Disponible | 50000003289435 | |||||||||||||
| Libro electrónico | Biblioteca Encarnación Valdés Acceso en línea | 808/.042071 (Navegar estantería(Abre debajo)) | Disponible | EBC3442949 |
Descripciones mejoradas de Syndetics:
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. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field's most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites--first-year writing programs, WAC/WID programs, writing centers, writing majors--and for professional development to present this framework in action.
Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.
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Cover -- Contents -- Preface -- Acknowledgments -- Introduction: Coming to Terms -- Naming What We Know: The Project of This Book -- Part 1- Threshold Concepts of Writing -- Metaconcept: Writing Is an Activity and a Subject of Study -- Concept 1: Writing Is a Social and Rhetorical Activity -- 1.0 Writing Is a Social and Rhetorical Ac tivity -- 1.1 Writing Is a Knowledge-Making Activity -- 1.2 Writing Addresses, Invokes, and/or Creates Audiences -- 1.3 Writing Expresses and Shares Meaning to Be Reconstructed by the Reader -- 1.4 Words Get Their Meanings from Other Words -- 1.5 Writing Mediates Activity -- 1.6 Writing Is Not Natural -- 1.7 Assessing Writing Shapes Contexts and Instruction -- 1.8 Writing Involves Making Ethical Choices -- 1.9 Writing Is a Technology through Which Writers Create and Recreate Meaning -- Concept 2: Writing Speaks to Situations through Recognizable Forms -- 2.0 Writing Speaks to Situations through Recognizable Forms -- 2.1 Writing Represents the World, Events, Ideas, and Feelings -- 2.2 Genres Are Enacted by Writers and Readers -- 2.3 Writing Is a Way of Enacting Disciplinarity -- 2.4 All Writing Is Multimodal -- 2.5 Writing Is Performative -- 2.6 Texts Get Their Meaning from Other Texts -- Concept 3: Writing Enacts and Creates Identities and Ideologies -- 3.0 Writing Enacts and Creates Identities and Ideologies -- 3.1 Writing Is Linked to Identity -- 3.2 Writers' Histories, Processes, and Identities Vary -- 3.3 Writing Is Informed by Prior Experience -- 3.4 Disciplinary and Professional Identities Are Constructed through Writing -- 3.5 Writing Provides a Representationof Ideologies and Identities -- Concept 4: All Writers Have More to Learn -- 4.0 All Writers Have More to Learn -- 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed -- 4.2 Failure Can Be an Important Part of Writing Development.
4.3 Learning to Write Effectively Requires Different Kinds of Practice , Time, and Effort -- 4.4 Revision Is Central to Developing Writing -- 4.5 Assessment Is an Essential Component of Learning to Write -- 4.6 Writing Involves the Negotiation of Language Differences -- Concept 5: Writing Is (Also Always) a Cognitive Activity -- 5.0 Writing Is (Also Always) a Cognitive Activity -- 5.1 Writing Is an Expression of Embodied Cognition -- 5.2 Metacognition Is Not Cognition -- 5.3 Habituated Practice Can Lead to Entrenchment -- 5.4 Reflection Is Critical for Writers' Development -- Part 2- Using Threshold Concepts -- Introduction: Using Threshold Concepts -- 6. Threshold Concepts and Student Learning Outcomes -- 7. Threshold Concepts in First-Year Composition -- 8. Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors -- 9. Threshold Concepts in Rhetoric and Composition Doctoral Education -- 10. Threshold Concepts at the Crossroads -- 11. Threshold Concepts in the Writing Center -- 12. Extending the Invitation -- 13. Crossing Thresholds -- About the Authors -- Index.
Description based on publisher supplied metadata and other sources.
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Reseñas proporcionadas por Syndetics
CHOICE Review
Adler-Kassner (Univ. of California, Santa Barbara) and Wardle (Univ. of Central Florida) have assembled a collection of essays on teaching composition courses. They point out that, as a field, composition studies has diverged since its first appearance, and no one has made real effort to come up with a central core of ideas and tenants for the those teaching the courses and working in the field. This book is an attempt to rectify that. The content is organized into two parts: "Threshold Concepts of Writing" and "Using Threshold Concepts." In the former, the editors present five "concepts," each treated with several essays; the latter includes eight essays on applying the concepts. The essays, all by well-known scholars in the field, flow into one another logically, offering insights and experience-based ideas on how best to teach college students to write and understand writing. Aimed primarily at those who teach--or are studying to teach--composition courses, the essays vary in terms of readability: some will be accessible to all, others to experts only. A useful tool. Summing Up: Recommended. Graduate students, researchers, faculty. --Robyn Stone, Mt. St. Joseph UniversityNotas de autor provistas por Syndetics
Linda Adler-Kassner is professor of writing studies and associate dean of undergraduate education at University of California, Santa Barbara. Her research and teaching focus broadly on how literate agents and activities--such as writers, writing, writing studies--are defined in contexts inside the academy and in public discourse. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. She frequently works with faculty across disciplines on articulating threshold concepts and making them more accessible for students. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment , Naming What We Know , and The Activist WPA .
Elizabeth Wardle is the Howe Professor of English and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University in Oxford, Ohio. She served as chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF). She also served as director of writing programs at UCF and at the University of Dayton. Her administrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. With Doug Downs, she is the coauthor of Writing about Writing , a textbook that represents a movement to reimagine first-year composition as a serious content course that teaches transferable research-based knowledge about writing. She speaks frequently around the country on writing program design, how to teach for transfer, and how to identify and engage students in the threshold concepts of various disciplines.