The motivations for articulating writing studies' threshold concepts and the writing of this book were complex. Readers share only the words to which each separately attributes meanings. Follow authors to get new release updates, plus improved recommendations. Not academia, self-congratulatory jargon. 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. . }, "Inside Higher Ed, "Essentially a collection of insights from the most experienced and most knowledgeable scholars and practitioners in the field of writing studies. 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. In addition, the deeply collaborative and social nature of literacy in a digital age not only calls into question earlier distinctions but allows for greater agency on the part of both writers and audiences. Naming what we know : threshold concepts of writing studies | Search This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work . "Writers are engaged in the work of making meaning for particular audiences and purposes" (pp. 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. Burhan leads the Sudanese military, the country's official army . Try again. Beyond the classroom, people can employ exploratory, inquiry-based writing tasks like free writing, planning, and mapping sometimes individual and often collaborative. 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. 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. 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. I am new to the study of writing and this book was assigned to me by a professor last semester. }); Heradministrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. Writing about Writing, 4th Edition | Macmillan Learning US Cup can even mean to hold something gingerly by not closing one's fingers about it, as one would cup an eggshell. Curriculum, Edited by Linda Adler-Kassner and Elizabeth Wardle. Step 1: Read the text. 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. In addition, the deeply collaborative and social nature of literacy in a digital age not only calls into question earlier distinctions but allows for greater agency on the part of both writers and audiences. 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. Kevin Roozen states that when someone writers write, they write for a particular audience even if they dont realize it. We don't simply think first and then write (see 1.6, "Writing Is Not Natural"). among those threshold concepts as recognized by the reviewers, center: true, Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors: The UCF Experiment, 9. studies and potential uses for the text. This characteristic of writing is captured in what is referred to as the classic. Linda Adler-Kassner, Elizabeth Wardle 4.02 125 ratings14 reviews 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. Utah State University Press, 2015. Excerpt. } Please try again. Naming What We Don't Know: Graduate Instructors and Declarative For example, "World war II" (with quotes) will give There was an error retrieving your Wish Lists. 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. threshold concepts and the writing of this book were Scott casts writing as "ideological enactment," highlighting the social implications of the . responsiveClass: true, 600: { Read about Search Operators for some powerful new tools. When consumers of information can, quite suddenly, become producers as well, then it's hard to tell who is the writer, who the audience. Previous: The Evaluation Effect: Making Judgments Heradministrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. Extending the Invitation: Threshold Concepts, Professional Development, and Outreach, 13. The three important elements to this are the writer, audience, and text. 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. Further, writers may resist the idea that their texts convey to readers something different than what the writers intended. In the days that followed, he was formally proclaimed Britain's new . center: true, lazyLoad: true, Naming What We Know - amazon.com Recognizing the deeply social and rhetorical dimensions of writing can help administrators and other stakeholders make better decisions about curricula and assessment. , ISBN-10 itemsMobile: [479, 2], . in Naming What We Know. }); nav: true, generate new thinking (see 1.5, "Writing Mediates Activity"). Help others learn more about this product by uploading a video! Back Button - WorldCat 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 creating 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"). Linda Adler-Kassner is professor of writing studies and associate dean of undergraduate education at University of California, Santa Barbara. nature, transformative: they shape the ways professionals Naming What We Know: Threshold Concepts of Writing Studies All of these available means of persuasion we take up when we write have been shaped by and through the use of many others who have left their traces on and inform our uses of those tools, even if we are not aware of it. has been largely successful, but is not without disciplines have named their own threshold concepts and He also establishes that expressing and sharing something in terms of writing are two different things. For readers, the words of the text index or point to accessible ideas, thoughts, and experiences through which they can reconstruct meanings based on what they already know (see 3.3, "Writing Is Informed by Prior Experience"). 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"). In Naming What We Know, (see this post for an introduction to the book) the contributors tackle this first principle by including several subconcepts. items: 6, 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. 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.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. Reviewed in the United States on August 10, 2021. Kairos 23.2: Simpson & Stanovick, Review of Naming What We Know - Index We may not be sure others will respond well to our thoughts or will evaluate us and our words favorably. Failure Can Be an Important Part of Writing Development. Use ILLiad for articles and chapter scans. 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. Project MUSE - Naming What We Know Naming What We Know by Linda Adler-Kassner, Elizabeth Wardle - Ebook | Scribd Enjoy millions of ebooks, audiobooks, magazines, and more, with a free trial Only $11.99/month after trial. items: 3 This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work . pt. items: 6, 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. Concepts, and a Disciplinary Core, Naming What We Know: The Project of This Book, Metaconcept: Writing Is an Activity and a Subject of Study, Concept 1: Writing Is a Social and Rhetorical Activity, Concept 2: Writing Speaks to Situations through Recognizable Forms, Concept 3: Writing Enacts and Creates Identities and Ideologies, Concept 4: All Writers Have More to Learn, Concept 5: Writing Is (Also Always) a Cognitive Activity, 6. While this concept may be troublesome, understanding it has a variety of benefits. 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.