. Unable to add item to List. Learn more about the program. has been largely successful, but is not without 320: { Read about Search Operators for some powerful new tools. Chapter 31: 3.1 Writing Is Linked to Identity - Naming What We Know Our e-book is free for download. nav: true, Summary: Using it Wisely - The Writing Center Our Advanced Search tool lets you easily search multiple fields Excerpt. We write to think. 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. The technical writers at a pharmaceutical company work to provide consumers of medications with information they need about dosages and potential side effects. nature, transformative: they shape the ways professionals threshold concepts and the writing of this book were Reprinted by permission. 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. 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. 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. 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. Writers are always doing the rhetorical work of addressing the needs and interests of a particular audience, even if unconsciously. Publisher Naming What We Know: Threshold Concepts of Writing Studies Chapter 37: 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed < Prev Chapter Jump to Chapter Next Chapter > 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed CHARLES BAZERMAN AND HOWARD TINBERG gtag('config', 'G-VPL6MDY5W9'); Naming What We Know, Classroom Edition: Threshold Concepts of Writing Studies, Chapter 9: Metaconcept: Writing Is an Activity and a Subject of Study, Chapter 11: 1.0 Writing is a Social and Rhetorical Activity, Chapter 12: 1.1 Writing is a Knowledge-Making Activity, Chapter 13: 1.2 Writing Addresses, Invokes, and/or Creates Audiences, Chapter 14: 1.3 Writing Expresses and Shares Meaning to be Reconstructed by the Reader, Chapter 15: 1.4 Words Get Their Meanings from Other Words, Chapter 16: 1.5 Writing Mediates Activity, Chapter 18: 1.7 Assessing Writing Shapes Contexts and Instruction, Chapter 19: 1.8 Writing Involves Making Ethical Choices, Chapter 20: 1.9 Writing is a Technology through Which Writers Create and Recreate Meaning, Chapter 22: 2.0 Writing Speaks to Situations through Recognizable Forms, Chapter 23: 2.1 Writing Represents the World, Events, Ideas, and Feelings, Chapter 24: 2.2 Genres Are Enacted by Writers and Readers, Chapter 25: 2.3 Writing is a Way of Enacting Disciplinarity, Chapter 26: 2.4 All Writing is Multimodal, Chapter 28: 2.6 Texts Get Their Meaning from Other Texts, Chapter 30: 3.0 Writing Enacts and Creates Identities and Ideologies, Chapter 31: 3.1 Writing Is Linked to Identity, Chapter 32: 3.2 Writers Histories, Processes, and Identities Vary, Chapter 33: 3.3 Writing Is Informed by Prior Experience, Chapter 34: 3.4 Disciplinary and Professional Identities Are Constructed through Writing, Chapter 35: 3.5 Writing Provides a Representation of Ideologies and Identities, Chapter 37: 4.0 All Writers Have More to Learn, Chapter 38: 4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed, Chapter 39: 4.2 Failure Can Be an Important Part of Writing Development, Chapter 40: 4.3 Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort, Chapter 41: 4.4 Revision Is Central to Developing Writing, Chapter 42: 4.5 Assessment Is an Essential Component of Learning to Write, Chapter 43: 4.6 Writing Involves the Negotiation of Language Differences, Chapter 45: 5.0 Writing Is (Also Always) a Cognitive Activity, Chapter 46: 5.1 Writing Is an Expression of Embodied Cognition, Chapter 47: 5.2 Metacognition Is Not Cognition, Chapter 48: 5.3 Habituated Practice Can Lead to Entrenchment, Chapter 49: 5.4 Reflection Is Critical for Writers Development. 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. The technical writers at a pharmaceutical company draw collaboratively upon the ideas of others they work with as they read their colleagues' earlier versions of the information that will appear on the label. 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. discussion that ascribed threshold concepts to writing studiesnaming what we [presumably already] know. 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. 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. NAMING WHAT WE KNOW: The Project of This Book (pp. Using your mobile phone camera - scan the code below and download the Kindle app. Kindle Unlimited: Magazine subscriptions included. 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. 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. As readers we may increase our attention to reconstructing writers' meanings despite the fragility of words. Development, and Outreach, 13. Introduction:: COMING TO TERMS: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core, NAMING WHAT WE KNOW:: The Project of This Book, METACONCEPT:: Writing Is an Activity and a Subject of Study, Writing Is a Social and Rhetorical Activity, Writing Speaks to Situations through Recognizable Forms, Writing Enacts and Creates Identities and Ideologies, Writing Is (Also Always) a Cognitive Activity, THRESHOLD CONCEPTS AND STUDENT LEARNING OUTCOMES, THRESHOLD CONCEPTS IN FIRST-YEAR COMPOSITION, USING THRESHOLD CONCEPTS TO INFORM WRITING AND RHETORIC UNDERGRADUATE MAJORS:: The UCF Experiment, THRESHOLD CONCEPTS IN RHETORIC AND COMPOSITION DOCTORAL EDUCATION:: The Delivered, Lived, and Experienced Curricula, THRESHOLD CONCEPTS AT THE CROSSROADS:: Writing Instruction and Assessment, THRESHOLD CONCEPTS IN THE WRITING CENTER:: Scaffolding the Development of Tutor Expertise, EXTENDING THE INVITATION:: Threshold Concepts, Professional Development, and Outreach, CROSSING THRESHOLDS:: Whats to Know about Writing across the Curriculum. Extending the Invitation: Threshold Concepts, Professional This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work . }, Assessment, 11. }); } I am new to the study of writing and this book was assigned to me by a professor last semester. You can also use ILLiad to request chapter scans and articles. Naming What We Know: Threshold Concepts of Writing Studies PDF Her scholarship focuses on the teaching and learning of writing in various contexts, from first-year composition to writing in the disciplines. Top subscription boxes right to your door, 1996-2023, Amazon.com, Inc. or its affiliates, Learn more how customers reviews work on Amazon. These concepts characterize what On Kindle Scribe, you can add sticky notes to take handwritten notes in supported book formats. 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. 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. 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. 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. 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. As an academic text, accurate page numbers are important - this eBook does not have it. Cancel anytime. ", Recommended Reading for the Start of the Semester, Inside Higher Ed, "I recommend this book to librarians as well as to faculty right across the disciplines. items: 3 Try again. Utah State University Press, an imprint of University Press of Colorado, How we write : writing as creative design /, Transitions : writing in academic and workplace settings /, Worlds apart : acting and writing in academic and workplace contexts /, Teaching academic writing : a toolkit for higher education /, "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. : items: 6, Writing Is a Social and Rhetorical Activity. Sorry, there was a problem loading this page. Your recently viewed items and featured recommendations, No Import Fees Deposit & $9.52 Shipping to Italy. Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.Learn more how customers reviews work on Amazon. Boulder, Colorado: Utah State University Press, 2015. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. You can use double quotes to search for a series of words in a particular order. 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. Anson, and Victor Villanueva) named and defined a total of center: true, It also analyzed reviews to verify trustworthiness. Scott casts writing as "ideological enactment," highlighting the social implications of the . , ISBN-13 For Ong, the audience for a speech is immediately present, right in front of the speaker, while readers are absent, removed. discussions about what we know to audiences beyond ourselves" (p. 9). and academics understand their fields and, perhaps, the It also encompasses the countless people who have shaped the genres, tools, artifacts, technologies, and places writers act with as they address the needs of their audiences. Naming What We Know: Threshold Concepts of Writing Studies See the help page for more details. explained: "While this book is an effort to name what we Further, writers may resist the idea that their texts convey to readers something different than what the writers intended. they and David Perkins (1999) call "troublesome She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. Something went wrong. Writing about Writing, 4th Edition | Macmillan Learning US 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. When you select "Accept all cookies," you're agreeing to let your browser store that data on your device so that we can provide you with a better, more relevant experience. Writing is (also always) a cognitive activity / Dylan B. Dryer. complex. itemsDesktopSmall: [979, 3], Linda Adler-Kassner 3.68 56 ratings8 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. , a textbook that represents a movement to reimagine first-year composition as a serious content course that teaches transferable research-based knowledge about writing. potential use of these threshold concepts in Part 2 of the The motivations for articulating writing studies' threshold concepts and the writing of this book were complex. ("Erik") Meyer and Ray Land (2003); they described 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. Electronic access restricted to Villanova University patrons. Wildcard Searching 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. Russia-Ukraine war live: death toll rises in Uman and Dnipro after 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. It's filled with some really interesting ideas that make you think. 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. Perhaps even more important, the advent of digital and online literacies has blurred the boundaries between writer and audience significantly: the points of the once-stable rhetorical triangle seem to be twirling and shifting and shading into one another. Threshold Concepts in First-Year Composition, 8. Eds. Project MUSE - Naming What We Know 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 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, then, is always an attempt to address the needs of an audience. She also served as director of writing programs at UCF and at the University of Dayton. 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. . summary 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. Next, this review summarizes the among those threshold concepts as recognized by the reviewers, Most of your paper should focus on your argument. generate new thinking (see 1.5, "Writing Mediates Activity"). Writers often hesitate to share what they have expressed and may even keep private texts they consider most meaningful. 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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