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Naming What We Know

Author: Linda Adler-Kassner
Publisher: University Press of Colorado
ISBN: 145719547X
Size: 47.47 MB
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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.

Naming What We Know

Author: Linda Adler-Kassner
Publisher: University Press of Colorado
ISBN: 0874219906
Size: 17.26 MB
Format: PDF, Mobi
View: 6879
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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.

Naming What We Know

Author: Linda Adler-Kassner
Publisher: University Press of Colorado
ISBN: 0874219892
Size: 19.60 MB
Format: PDF, ePub
View: 7524
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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.

Naming What We Know Classroom Edition

Author: Linda Adler-Kassner
Publisher: University Press of Colorado
ISBN: 1607325780
Size: 44.43 MB
Format: PDF, Mobi
View: 1348
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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. 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.

Writing Studies Research In Practice

Author: Lee Nickoson
Publisher: SIU Press
ISBN: 0809331152
Size: 61.19 MB
Format: PDF, Kindle
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An essential reference for students and scholars exploring the methods and methodologies of writing research. What does it mean to research writing today? What are the practical and theoretical issues researchers face when approaching writing as they do? What are the gains or limitations of applying particular methods, and what might researchers be overlooking? These questions and more are answered by the writing research field’s leading scholars in Writing Studies Research in Practice: Methods and Methodologies. Editors Nickoson and Sheridan gather twenty chapters from leaders in writing research, spanning topics from ethical considerations for researchers, quantitative methods, and activity analysis to interviewing and communitybased and Internet research. While each chapter addresses a different subject, the volume as a whole covers the range of methodologies, technologies, and approaches—both old and new—that writing researchers use, and examines the ways in which contemporary writing research is understood, practiced, and represented. An essential reference for experienced researchers and an invaluable tool to help novices understand research methods and methodologies, Writing Studies Research in Practice includes established methods and knowledge while addressing the contemporary issues, interests, and concerns faced by writing researchers today.

Overcoming Barriers To Student Understanding

Author: Jan Meyer
Publisher: Routledge
ISBN: 113418994X
Size: 44.61 MB
Format: PDF, Docs
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It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.

Writing About Writing

Author: Elizabeth Wardle
Publisher: Macmillan Higher Education
ISBN: 1319071120
Size: 15.68 MB
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A milestone in the field of composition, Writing about Writing continues to be the only textbook to provide an approach that makes writing studies the center of the introductory writing course. Based on Wardle and Downs’s research and organized around major threshold concepts of writing, this groundbreaking book empowers students in all majors by showing them how to draw on what they know and engage with ongoing conversations about writing and literacy. The accessible writing studies research in Writing about Writing includes foundational research by scholars such as Nancy Sommers and Donald Murray, popular commentary on writing by authors such as Malcolm X and Anne Lamott, and emerging research from both scholars and student writers. Accessible explanations, scaffolded activities, and thoughtful questions help students connect to the readings and transfer their writing-related skills from first-year composition to writing situations in other college courses, work, and their everyday lives. The third edition makes studying writing even more accessible and teachable, with a new overview of rhetoric, a stronger focus on key threshold concepts, scaffolded reading guidance for challenging selections, and a new section in the instructor's manual with responses to frequently asked questions. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St. Martin's blog for teachers of writing). Go to community.macmillan.com.

Reframing Writing Assessment To Improve Teaching And Learning

Author: Linda Adler-Kassner
Publisher: Utah State University Press
ISBN: 9780874217988
Size: 63.10 MB
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Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate. Public discourse about writing instruction is currently driven by ideas of what instructors and programs “need to do,” “should do,” or “are not doing,” and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future educations, professional careers, and civic engagement. Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.

Writing Across Contexts

Author: Kathleen Yancey
Publisher: University Press of Colorado
ISBN: 0874219388
Size: 70.42 MB
Format: PDF
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Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.

Jaepl

Author: Joona Smitherman Trapp
Publisher:
ISBN: 9781602359376
Size: 63.26 MB
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Volume 22 - Winter 2016-2017 THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. CONTENTS OF VOLUME 22: Editors' Message ESSAYS: SPECIAL SECTION: DEEP READING STRATEGIES Jane Thompkins, Deep Reading Vajra Watson, Life as Primary Text: English Classrooms as Sites for Soulful Learning Trisha Ulmer, Using Pre-reading Strategies to Provide Historical Context in a Literature Course Grace Wetzel, 'The Most Peaceful I Ever Felt Writing' A Contemplative Approach to Essay Revision TEACHING AND LEARNING: Kate Chaterdon, Contemplative Neuroscience and the Teaching of Writing: Mindfulness as Mental Training Ondine Gage, Resisting a Restrictive Discourse Policy Michael Rifenburg, The Performance of Literate Practices: Rhetoric, Writing, and Stand-up Comedy Rosanne Carlo, Getting Centered: A Meditation on Creating Pottery and Teaching Writing Robbie Pinter, The Transformative Practice of Writing and Teaching Writing OUT OF THE BOX: Pamela B. Childers, Rattling Cages BOOK REVIEWS: Julie Nichols, Threshold Concepts, review of Brad E. Lucas, et al., Adler-Kassner, Linda, and Elizabeth Wardle, eds. Naming What We Know: Threshold Concepts of Writing Studies. Logan: Utah State University Press, 2015. Maureen Hall, review of Waxler, Robert P. The Risk of Reading: How Literature Helps Us to Understand Ourselves and the World. New York: Bloomsbury, 2014. Gae Lyn Henderson, review of Goodson, Ivor, and Scherto Gill. Critical Narrative as Pedagogy. New York: Bloomsbury, 2014. CONNECTING: Christy Wenger, Risks and Rewards of Purposeful Vulnerability Christina Martorana, Embracing Vulnerability in Teaching Jacquelyn E. Hoerman-Elliott, Writing as a Sea of Oms: A "This I Believe" Essay for Contemplative Writing in First-Year Composition Beth Godbee and Adrianne Wojcik, Decoding Each Other through Coding: Sharing Our Unlikely Research Collaboration Laurence Musgrove, Dress Up, Tree CONTRIBUTORS' BIOS