Our e-book is free for download. 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. All rights reserved. Such shifting and expanding understandings of audience and of the ways writers interact with, address, invoke, become, and create audiences raise new and important questions about the ethics of various communicative acts and call for pedagogies that engage students in exploring their own roles as ethical and effective readers/audiences/writers/speakers/listeners in the twenty-first century. To calculate the overall star rating and percentage breakdown by star, we dont use a simple average. These ebooks can only be redeemed by recipients in the US. Please try again. Please use a different way to share. The book is extremely helpful enabling me to think through many writing concepts in composition studies. Read about Search Operators for some powerful new tools. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); View wordpressdotcoms profile on Twitter. , a textbook that represents a movement to reimagine first-year composition as a serious content course that teaches transferable research-based knowledge about writing. They also connect themselves to others as they engage with the laws about their products written by legislatures and the decisions of lawsuits associated with medications that have been settled or may be pending. Often, we view our expressions as deeply personal, arising from inmost impulses. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. window.dataLayer = window.dataLayer || []; She served as chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF). , Item Weight "Writing Enacts and Creates Identities and Ideologies.". While writers can confirm that the written words feel consistent with their state of mind, readers can never read the writer's mind to confirm they fully share that state of mind. There was a problem loading your book clubs. This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work . Change), You are commenting using your Facebook account. Elizabeth Wardleis the Howe Professor of English and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University in Oxford, Ohio. items: 4 If your book is not available on EZBorrow, you can request it through ILLiad (ebooks unavailable). As I am writing this brief piece, for example, I am imagining or invoking an audience of students and teachers even as I am addressing the actual first readers of my writing, which in this case are the editors of this volume. The potential of making and sharing meaning provides both the motive and guiding principle of our work in writing and helps us shape the content of our communications. items: 3 PDF Review of Naming What We Know: Threshold Concepts of - ResearchGate 2715 North Charles StreetBaltimore, Maryland, USA 21218. March 5, 2022 [READ PDF] Naming What We Know, Classroom Edition: Threshold Concepts of Writing Studies BY Linda Adler-Kassner on Audiobook Full Volumes `Download/Read EPUB Naming What We Know, Classroom Edition: Threshold Concepts of Writing Studies by Linda Adler-Kassner on Iphone Full Chapters. autoPlay: 3000, In their anthology Naming What We Know, Includes initial monthly payment and selected options. Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them. , Paperback counter-intuitive or even intellectually absurd at face . As I work to craft this explanation of writing as a social and rhetorical activity, I am implicitly and explicitly responding to and being influenced by the many people involved in this project, those with whom I have shared earlier drafts, and even those whose scholarship I have read over the past thirteen years. As their writing develops, they can express or articulate meanings more fully and precisely concerning a wider range of experiences, with wider audiences and with greater consequences. This is a perfectly serviceable definition, but the way it has been phrased glosses right over this threshold concept. In the kitchen, cup is probably a unit of measure; in certain sporting circles, cup is the diminutive for the championship trophy (e.g., the Stanley Cup). The testimony from people working in the field is so valuable to new students like me. She is coeditor of Changing Conceptions, Changing Practices; Naming What We Know; (Re)Considering What We Know; Composition, Rhetoric, and Disciplinarity; and Writing about Writing, now in its fourth edition. Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required. Common cultural conceptions of the act of writing often emphasize magic and discovery, as though ideas are buried and the writer uncovers them, rather than recognizing that "the act of, ideas, not finding them, is at the heart of significant writing" (Flower and Hayes 1980, 22; see also 1.9, "Writing Is a Technology through Which Writers Create and Recreate Meaning"). With Linda Adler-Kassner, she is co-editor of Naming What We Know: Threshold Concepts of Writing Studies (2015), winner of the WPA Award for Outstanding Contribution to the Discipline (2016), and of (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy; with Rita Malenczyk, Susan Miller-Cochran, and . world. : NAMING WHAT WE KNOW: The Project of This Book (pp. Writing is often defined by what it is: a text, a product; less visible is what it can do: generate new thinking (see 1.5, "Writing Mediates Activity"). The father crafting birthday wishes to his daughter might recall and consciously or unconsciously restate comments that his own parents included on the birthday cards he received as a child. She also served as director of writing programs at UCF and at the University of Dayton. Orion Pictures, 1984. itemsDesktopSmall: [979, 3], Naming Ions. University Press of Colorado - Naming What We Know a particular field that, once a person has grasped them, She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sitesfirst-year writing programs, WAC/WID programs, writing centers, writing majorsand for professional development to present this framework in action. Please try again. Beyond Convention: Genre Innovation in Academic Writing, World of Wonders: In Praise of Fireflies, Whale Sharks, and Other Astonishments, Naming What We Know, Classroom Edition: Threshold Concepts of Writing Studies, Naming What We Know: Threshold Concepts of Writing Studies, Toward a Composition Made Whole (Composition, Literacy, and Culture), First-Year Composition: From Theory to Practice (Lauer Series in Rhetoric and Composition), Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Heradministrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. Writers whose works have "gone viral" on the web know well what it means to create an audience that has been unintended and indeed unimagined. Our e-book is free for download. Description: Naming what we know : :: Library Catalog Search Threshold Concepts in Rhetoric and Composition Doctoral Education: The Delivered, Lived, and Experienced Curricula, 10. Shespeaks 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. Thinking of assigning first few modules to my AP Lang classes, Reviewed in the United States on September 7, 2018, Reviewed in the United States on September 23, 2017. After viewing product detail pages, look here to find an easy way to navigate back to pages you are interested in. Using your mobile phone camera - scan the code below and download the Kindle app. John Daly and Derek Gibson, producers. Kindle Unlimited: Magazine subscriptions included. Please try again. As an activity undertaken to bring new understandings, writing in this sense is not about crafting a sentence or perfecting a text but about mulling over a problem, thinking with others, and exploring new ideas or bringing disparate ideas together (see "Metaconcept: Writing Is an Activity and a Subject of Study"). itemsMobile: [479, 2], Help others learn more about this product by uploading a video! The notion of threshold concepts was developed by Jan Most of your paper should focus on your argument. across the university (such as writing centers and explained: "While this book is an effort to name what we Discover more of the authors books, see similar authors, read author blogs and more. Because it conflicts with the shorthand descriptions we use to talk and think about writing, understanding writing as a social and rhetorical activity can be troublesome in its complexity. in Naming What We Know. We can no longer assume, for example, that the audience members for an oral presentation are actually present. Excerpt. I found the book so rich in insight, that its best read piecemeal, the same way Id read a collection of poetry, so each concept gets sufficient time to roll around my head. Writing can connect with people on so many levels especially emotionally. The first part of the book defines and describes thirty-seven thres. responsive: { The concept that writing expresses and shares meaning is fundamental to participating in writing by writing we can articulate and communicate a thought, desire, emotion, observation, directive, or state of affairs to ourselves and others through the medium of written words. If asked on the spot to define the word, an English speaker might say, "Well, it's a smallish drinking vessel, something you'd use for hot drinks like coffee or tea, so probably ceramic rather than glass; usually it has a little handle so your hand doesn't too hot." You can also use ILLiad to request chapter scans and articles. It is like that old video of We Are the World, where Stevie Wonder gives way to Paul Simon who hands it off to Willie Nelson to Michael Jackson to Diana Ross, and oh, even Bob Dylan showed up. Reviewed in the United States on July 24, 2020, Reviewed in the United States on March 14, 2017, Easy to read and apply. , ISBN-13 Our Advanced Search tool lets you easily search multiple fields $(".owl-carousel").owlCarousel({ Bring your club to Amazon Book Clubs, start a new book club and invite your friends to join, or find a club thats right for you for free. Eligible for Return, Refund or Replacement within 30 days of receipt. It also analyzed reviews to verify trustworthiness. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA. For Ong, the audience for a speech is immediately present, right in front of the speaker, while readers are absent, removed. "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. 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. Naming What We Know opens a dialogue about the concepts that writing scholars and t Disclaimer: ZOBOKO.COM is a free e-book repository. items: 6, Concept #1: Writing is a Social and Rhetorical Activity Writers of all kinds from self-identified writers to bloggers to workplace teams to academic researchers have had the experience of coming upon new ideas as a result of writing. Walter Ong (1975) referred to this history in his 1975 "The Writer's Audience is Always a Fiction," connecting the audience in oral performances with readers of written performances and exploring the ways in which the two differ. While a writer's meanings arise out of the expression of internal thought, the meanings attributed by a reader arise from the objects, experiences, and words available to that reader. The framing of this concept is typically human oriented, as the connotations of "social" and "rhetorical" remain human centered. Co Nte Nts No Tags, Be the first to tag this record! $(document).ready(function () { Her research and teaching focus broadly on how literate agents and activitiessuch as writers, writing, and writing studiesare defined in contexts inside the academy and in public discourse. threshold concept.) Includes bibliographical references and index. She previously directed writing programs at the University of Dayton and the University of Central Florida. With Doug Downs, she is the coauthor ofWriting 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. 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. I would purchase all my books as ebooks if they did this. loop: true, book. field-specific tensions related to author representation Linda Adler-Kassner and Elizabeth Wardle (2015) curated a Understanding and identifying how writing is in itself an act of thinking can help people more intentionally recognize and engage with writing as a creative activity, inextricably linked to thought. and so on.) This means that the writer needs an audience for his writing to be acknowledged and that the writing needs to have a text (a message) for the audience to connect with it. This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work . Awareness of this potential starts early in emergent literacy experiences and continues throughout one's writing life but takes on different force and depth as one continues through life. If you want to search for multiple variations of a word, you can substitute a special symbol We dont share your credit card details with third-party sellers, and we dont sell your information to others. 2023 Project MUSE. (LogOut/ nature, transformative: they shape the ways professionals The conflict represents a power struggle between two Sudanese generals: Gen. Abdel Fattah Burhan and Gen. Mohammed Hamdan Dagalo. Step 5: Check the summary against the article. Wildcard Searching [{"displayPrice":"$19.95","priceAmount":19.95,"currencySymbol":"$","integerValue":"19","decimalSeparator":".","fractionalValue":"95","symbolPosition":"left","hasSpace":false,"showFractionalPartIfEmpty":true,"offerListingId":"5IDJapfc2Gpm1pNgphRt%2F4nF5F%2BX3FUNS7mFlDd8SO6HjeQyuLt4wbjc6RSsws%2BiOpZSROPq5oXtCSWl5WuDPusFdz7Sa%2FnGTQg97zJscSdw8XxKUd5PQ1Ao22hZtYPVxICfyezh7B4AXov%2FCoASxQ%3D%3D","locale":"en-US","buyingOptionType":"NEW"},{"displayPrice":"$8.50","priceAmount":8.50,"currencySymbol":"$","integerValue":"8","decimalSeparator":".","fractionalValue":"50","symbolPosition":"left","hasSpace":false,"showFractionalPartIfEmpty":true,"offerListingId":"5IDJapfc2Gpm1pNgphRt%2F4nF5F%2BX3FUNagQgu8qDuoh0P%2BFJ1xgtKw101HnV%2Fa%2FY%2FoVhOyNjcTse1R826VOPoHWSa5ONPAzZh9n6a4MrHBv33m34obotDQqsHzEzX9%2FdRG5edKO03AotiajI1XEvgfwDiwsrlxzQ%2B1YvhX2TdpbozpxtFA%2Bmcw%3D%3D","locale":"en-US","buyingOptionType":"USED"}]. There was a problem loading your book clubs. Development, and Outreach, 13. Writers whose works have "gone viral" on the web know well what it means to create an audience that has been unintended and indeed unimagined. October 22, 2015 / brianneradke. Naming What We Know. For Ong, the audience for a speech is immediately present, right in front of the speaker, while readers are absent, removed. In Naming What We Know Utah State University Press. Scholars in rhetoric and writing studies have extended this understanding of audience, explaining how writers can address audiences that is, actual, intended readers or listeners and invoke, or call up, imagined audiences as well. Now and Always,The Trusted Content Your Research Requires, Now and Always, The Trusted Content Your Research Requires, Built on the Johns Hopkins University Campus. 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. Try again. Redemption links and eBooks cannot be resold. knowledge: knowledge that is 'alien', or center: true, Reprinted by permission. It also might provide librarians with a model for how to talk to our non-librarian colleagues about the big ideas we all hope students will grasp without reducing them to a checklist to be covered in library sessions. The review concludes with a discussion of the Brooke, C. and Carr, A. [READ PDF] Naming What We Know, Classroom Edition: Threshold - Twitter }); It packs a lot of knowledge about writing into a small but rich package. and organi?e will find both organise and organize. discipline, it is also an effort and a call to extend Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries. nav: true, She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. Scott, Tony. "Writing Enacts and Creates Identities and Ideologies" , a textbook that represents a movement to reimagine first-year composition as a serious content course that teaches transferable research-based knowledge about writing. Writers often hesitate to share what they have expressed and may even keep private texts they consider most meaningful. When to write a summary. Sorry, there was a problem loading this page. And, especially in a digital age, writing cannot only address and invoke but also create audiences: as a baseball announcer in the film Field of Dreams (based on W. P. Kinsella's Shoeless Joe) says, "If you build it, they will come." Everything you need to know about King Charles III's coronation window.dataLayer = window.dataLayer || []; know to ourselves and to students and faculty new to our thirty-seven threshold concepts. It helps people express their feelings to a point where they make better decisions about assessment. If teachers can help students consider their potential audiences and purposes, they can better help them understand what makes a text effective or not, what it accomplishes, and what it falls short of accomplishing. Victor Villanueva's Section 3.5 of Naming What We Know, "Writing Provides a Representation of Ideologies and Identities" can be synopsized in three statements: Number 1: Writers (and especially rhetorical writers) foreground their identities, truncating their life experience and adopting a persona, before addressing the page. This We say "I am writing an email" or "I am writing a note," suggesting that we are composing alone and with complete autonomy, when, in fact, writing can never be anything but a social and rhetorical act, connecting us to other people across time and space in an attempt to respond adequately to the needs of an audience. Scott, Tony. Shespeaks 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. and the framework's overall usefulness. What is happening in Sudan? The fierce conflict explained. 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 activitiessuch as writers, writing, writing studiesare defined in contexts inside the academy and in public discourse. (Our handout on argument will help you construct a good one.) Reviewed in the United States on November 2, 2016. Thus the need, he argues, for writers to fictionalize their audiences and, in turn, for audiences to fictionalize themselves that is, to adopt the role set out for them by the writer. 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"--. Bring your club to Amazon Book Clubs, start a new book club and invite your friends to join, or find a club thats right for you for free. It is a bold endeavorone that Not academia, self-congratulatory jargon. This passage makes it clear that this aspect of writing is critical to their own development/growth. "Essentially a collection of insights from the most experienced and most knowledgeable scholars and practitioners in the field of writing studies. Naming What We Don't Know: Graduate Instructors and Declarative Knowledge about Language | Request PDF Naming What We Don't Know: Graduate Instructors and Declarative Knowledge about. "Writers are engaged in the work of making meaning for particular audiences and purposes" (pp. Naming What We Know, Classroom Edition - Google Books 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. lazyLoad: true, 1-12) Linda Adler-Kassner and Elizabeth Wardle https://www.jstor.org/stable/j.ctt15nmjt7.6 Reading across the last fifty years of research, it is possible to make a case that our field has in many ways been concerned with its constitution as field. I ended up having to buy a hard copy as well because my professor doesn't accept Kindle book citations for some reason. To say that "a cup is a small ceramic drinking vessel" cannot be literally true, after all; the object used to serve hot drinks is not called into being by this sound, nor is there any reason for the phonemes symbolized by the three characters, to refer to this object (or to refer to it in English, at any rate; in German that object is referred to as. function gtag(){dataLayer.push(arguments);} Failure Can Be an Important Part of Writing Development. Naming 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. These shorthand descriptions tend to collapse the activity of writing into the act of single writer inscribing a text. She is author, coauthor, or coeditor of nine books, including, is the Howe Professor of English and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University in Oxford, Ohio. threshold concepts as "akin to a portal, opening up a new The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the fields most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. $(".owl-carousel").owlCarousel({ The digital age has brought with it the need for even closer consideration of audiences. Revision is central to developing writing / Doug Downs. considered their application, including information Readers share only the words to which each separately attributes meanings. We are sorry. Next, this review summarizes the Individually or in a richly interactive environment, in the classroom or workplace or at home, writers use writing to generate knowledge that they didn't have before. Threshold concepts are, by their own Project MUSE - Naming What We Know Assessment is an essential component of learning to write / Peggy O'Neill. which has at each of its points a key element in the creation and interpretation of meaning: writer (speaker, rhetor), audience (receiver, listener, reader), and text (message), all dynamically related in a particular context. Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of threshold conceptsconcepts that are critical for epistemological participation in a discipline. No matter how isolated a writer may seem as she sits at her computer, types on the touchpad of her smartphone, or makes notes on a legal pad, she is always drawing upon the ideas and experiences of countless others. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. Linda Adler-Kassner and Elizabeth Wardle. threshold concepts and the writing of this book were This characteristic of writing is captured in what is referred to as the classic. Considering writing as rhetorical helps learners understand the needs of an audience, what the audience knows and does not know, why audience members might need certain kinds of information, what the audience finds persuasive (or not), and so on. I found the book so rich in insight, that its best read piecemeal, the same way Id read a collection of poetry, so each concept gets sufficient time to roll around my head. Naming 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. Writing Provides a Representation of Ideologies and Identities This book is useful for people studying composition theory, but also for teachers at any level. }); Understanding and identifying how writing is in itself an act of thinking can help people more intentionally recognize and engage with writing as a creative activity, inextricably linked to thought. Brief content visible, double tap to read full content. Further, writers may resist the idea that their texts convey to readers something different than what the writers intended. Crossing Thresholds: Whats to Know about Writing across the } These strategies can help all writers increase their comprehension of subject material while also practicing with textual conventions in new genres. gtag('config', 'G-VPL6MDY5W9'); Naming What We Know: Threshold Concepts of Writing Studies, Chapter 5: Introduction: Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core, Chapter 6: Naming What We Know: The Project of this Book, Chapter 7: Part 1: Threshold Concepts of Writing, Chapter 8: Metaconcept: Writing Is an Activity and a Subject of Study, Chapter 9: Concept 1: Writing Is a Social and Rhetorical Activity, Chapter 10: 1.0 Writing Is a Social and Rhetorical Activity, Chapter 11: 1.1 Writing Is a Knowledge-Making Activity, Chapter 12: 1.2 Writing Addresses, Invokes, and/or Creates Audiences, Chapter 13: 1.3 Writing Expresses and Shares Meaning to Be Reconstructed by the Reader, Chapter 14: 1.4 Words Get Their Meanings from Other Words, Chapter 15: 1.5 Writing Mediates Activity, Chapter 17: 1.7 Assessing Writing Shapes Contexts and Instruction, Chapter 18: 1.8 Writing Involves Making Ethical Choices, Chapter 19: 1.9 Writing Is a Technology through Which Writers Create and Recreate Meaning, Chapter 20: Concept 2: Writing Speaks to Situations through Recognizable Forms, Chapter 21: 2.0 Writing Speaks to Situations through Recognizable Forms, Chapter 22: 2.1 Writing Represents the World, Events, Ideas, and Feelings, Chapter 23: 2.2 Genres Are Enacted by Writers and Readers, Chapter 24: 2.3 Writing Is a Way of Enacting Disciplinarity, Chapter 25: 2.4 All Writing Is Multimodal, Chapter 27: 2.6 Texts Get Their Meaning from Other Texts, Chapter 28: Concept 3: Writing Enacts and Creates Identities and Ideologies, Chapter 29: 3.0 Writing Enacts and Creates Identities and Ideologies, Chapter 30: 3.1 Writing Is Linked to Identity, Chapter 31: 3.2 Writers Histories, Processes, and Identities Vary, Chapter 32: 3.3 Writing Is Informed by Prior Experience, Chapter 33: 3.4 Disciplinary and Professional Identities Are Constructed through Writing, Chapter 34: 3.5 Writing Provides a Representation of Ideologies and Identities, Chapter 35: Concept 4: All Writers Have More to Learn, Chapter 36: 4.0 All Writers Have More to Learn, Chapter 37: 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed, Chapter 38: 4.2 Failure Can Be an Important Part of Writing Development, Chapter 39: 4.3 Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort, Chapter 40: 4.4 Revision Is Central to Developing Writing, Chapter 41: 4.5 Assessment Is an Essential Component of Learning to Write, Chapter 42: 4.6 Writing Involves the Negotiation of Language Differences, Chapter 43: Concept 5: Writing Is (Also Always) a Cognitive Activity, Chapter 44: 5.0 Writing Is (Also Always) a Cognitive Activity, Chapter 45: 5.1 Writing Is an Expression of Embodied Cognition, Chapter 46: 5.2 Metacognition Is Not Cognition, Chapter 47: 5.3 Habituated Practice Can Lead to Entrenchment, Chapter 48: 5.4 Reflection Is Critical for Writers Development, Chapter 49: Part 2: Using Threshold Concepts, Chapter 50: Introduction: Using Threshold Concepts, Chapter 51: Using Threshold Concepts in Program and Curriculum Design, Chapter 52: 6 Threshold Concepts and Student Learning Outcomes, Chapter 53: 7 Threshold Concepts in First-Year Composition, Chapter 54: 8 Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors, Chapter 55: 9 Threshold Concepts in Rhetoric and Composition Doctoral Education, Chapter 56: Enacting Threshold Concepts of Writing across the University, Chapter 57: 10 Threshold Concepts at the Crossroads, Chapter 58: 11 Threshold Concepts in the Writing Center: Scaffolding the Development of Tutor Expertise, Chapter 59: 12 Extending the Invitation: Threshold Concepts, Professional Development, and Outreach, Chapter 60: 13 Crossing Thresholds: Whats to Know about Writing across the Curriculum, Conceptos en Debate.
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