Naming What We Know Classroom Edition

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.

Author: Linda Adler-Kassner

Publisher: University Press of Colorado

ISBN: 9781607325789

Category: Language Arts & Disciplines

Page: 118

View: 293


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.

Naming What We Know

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 ...

Author: Linda Adler-Kassner

Publisher: University Press of Colorado

ISBN: 9780874219906

Category: Language Arts & Disciplines

Page: 256

View: 861


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.

Re Considering What We Know

Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that ...

Author: Linda Adler-Kassner

Publisher: University Press of Colorado

ISBN: 9781607329329

Category: Language Arts & Disciplines

Page: 354

View: 962


Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing. Part 1 raises questions about the ideologies of consensus that are associated with naming threshold concepts of a discipline. Contributions challenge the idea of consensus and seek to expand both the threshold concepts framework and the concepts themselves. Part 2 focuses on threshold concepts in action and practice, demonstrating the innovative ways threshold concepts and a threshold concepts framework have been used in writing courses and programs. Part 3 shows how a threshold concepts framework can help us engage in conversations beyond writing studies. (Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies. It will be of great interest to scholars and graduate students in writing studies, especially those who have previously engaged with Naming What We Know. Contributors: Marianne Ahokas, Jonathan Alexander, Chris M. Anson, Ian G. Anson, Sarah Ben-Zvi, Jami Blaauw-Hara, Mark Blaauw-Hara, Maggie Black, Dominic Borowiak, Chris Castillo, Chen Chen, Sandra Descourtis, Norbert Elliot, Heidi Estrem, Alison Farrell, Matthew Fogarty, Joanne Baird Giordano, James Hammond, Holly Hassel, Lauren Heap, Jennifer Heinert, Doug Hesse, Jonathan Isaac, Katie Kalish, Páraic Kerrigan, Ann Meejung Kim, Kassia Krzus-Shaw, Saul Lopez, Jennifer Helane Maher, Aishah Mahmood, Aimee Mapes, Kerry Marsden, Susan Miller-Cochran, Deborah Mutnick, Rebecca Nowacek, Sarah O’Brien, Ọlá Ọládipọ̀, Peggy O’Neill, Cassandra Phillips, Mya Poe, Patricia Ratanapraphart, Jacqueline Rhodes, Samitha Senanayake, Susan E. Shadle, Dawn Shepherd, Katherine Stein, Patrick Sullivan, Brenna Swift, Carrie Strand Tebeau, Matt Thul, Nikhil Tiwari, Lisa Tremain, Lisa Velarde, Kate Vieira, Gordon Blaine West, Anne-Marie Womack, Kathleen Blake Yancey, Xiaopei Yang, Madylan Yarc

Threshold Concepts on the Edge

Naming what we know classroom edition: Threshold concepts of writing studies. Boulder, CO: University Press of Colorado. Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for ...

Author: Julie A. Timmermans

Publisher: BRILL

ISBN: 9789004419971

Category: Education

Page: 422

View: 636


Threshold Concepts on the Edge explores new directions in threshold concept research and practice and is of relevance to teachers, learners, educational researchers and academic developers.

Reformers Teachers Writers

Naming What We Know: Threshold Concepts of Writing Studies. Logan: Utah State University Press. Adler-Kassner, Linda, and Elizabeth Wardle, eds. 2016. Naming What We Know: Threshold Concepts of Writing Studies, Classroom Edition.

Author: Neal Lerner

Publisher: University Press of Colorado

ISBN: 9781607328810

Category: Language Arts & Disciplines

Page: 179

View: 589


In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.

Languaging Relations for Transforming the Literacy and Language Arts Classroom

Naming what we know: Threshold concepts of writing studies. (The classroom edition). Boulder, CO: Utah State University Press. Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.

Author: Richard Beach

Publisher: Routledge

ISBN: 9781351036573

Category: Education

Page: 260

View: 808


Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generate new questions to make visible social, cultural, psychological, linguistic, and educational processes. Chapter authors explore diverse aspects of a languaging framework, the perspective of language as a series of ongoing and evolving interactional social actions and processes over time. Based on their research, the authors suggest directions for addressing substantive engagement as well as the marginalization, superficiality, and violence (symbolic and otherwise) that characterize the educational experience of so many students. Responding to the need to foster and support students’ intellectual, social, and affective worlds, this book showcases how languaging relations among teachers and students can deepen interactions and engagement with texts; enhance understandings of agency, personhood, and power relations in order to transform literacy, literature, and language arts classrooms; and improve the lives of teachers and students in educational settings.

Introducing English Studies

Naming What We Know: Threshold Concepts in Writing Studies, Classroom Edition. Boulder: University Press of Colorado, 2016. Collects essays from leading scholars in Rhetoric and Composition about fundamental ...

Author: Tonya Krouse

Publisher: Bloomsbury Publishing

ISBN: 9781350055421

Category: Literary Criticism

Page: 296

View: 865


From literary studies to digital humanities, Introducing English Studies is a complete introduction to the many fields and sub-disciplines of English studies for majors starting out in the subject for the first time. The book covers topics including: · history of English language and linguistics · literature and literary criticism · cinema and new media Studies · composition and rhetoric · creative and professional writing · critical theory · digital humanities The book is organized around the central questions of the field and includes case studies demonstrating how assignments might be approached, as well as annotated guides to further reading to support more in-depth study. A glossary of key critical terms helps readers locate essential definitions quickly when studying and writing and revising essays. A supporting companion website also offers sample assignments and activities, examples of student writing, career guidance and weblinks.

Toward an Inclusive Creative Writing

Composition theorists Linda Adler-Kassner and Elizabeth Wardle's edited collection Naming What We Know was ... The resulting text, and its accompanying classroom edition, demonstrates how to encapsulate key beliefs about writing in a ...

Author: Janelle Adsit

Publisher: Bloomsbury Publishing

ISBN: 9781350023888

Category: Language Arts & Disciplines

Page: 208

View: 460


The creative writing workshop has existed since the early part of the 20th century, but does it adequately serve the students who come to it today? While the workshop is often thought of as a form of student-centered pedagogy, it turns out that workshop conversations serve to marginalize a range of aesthetic orientations and the cultural histories to which they belong. Given the shifting demographics of higher education, it is time to re-evaluate the creative writing curriculum and move literary writing pedagogy toward a more inclusive, equitable model. Toward an Inclusive Creative Writing makes the argument that creative writing stands upon problematic assumptions about what counts as valid artistic production, and these implicit beliefs result in exclusionary pedagogical practices. To counter this tendency of creative writing, this book proposes a revised curriculum that rests upon 12 threshold concepts that can serve to transform the teaching of literary writing craft. The book also has a companion website offering supplemental materials such as lesson plans and course materials.

Creating a Transnational Space in the First Year Writing Classroom

... and a variety of concepts articulated in Naming What We Know. Opportunities for language diversity in classrooms was of course important to these hiring discussions, but it was even more important to articulate all the opportunities ...

Author: W. Ordeman

Publisher: Vernon Press

ISBN: 9781648892042

Category: Reference

Page: 187

View: 778


During the first twenty years of the new millennium, many scholars turned their attention to translingualism, an idea that focuses on the merging of language in distinct social and spatial contexts to serve unique, mutually constitutive, and temporal purposes. This volume joins the more recent shift in pedagogical studies towards an altogether distinct phenomenon: transnationalism. By developing a framework for transnational pedagogical practice, this volume demonstrates the exclusive opportunities afforded to freshmen writers who write in transnational spaces that act as points of fusion for several cultural, lingual, and national identities. With reference to recent works on translingualism and transnationalism, this volume is an attempt to conceptualize effective writing pedagogy in freshman writing courses, which are becoming more and more transnational. It also provides educators and first year writing administrators with practical pedagogical tools to help them use their transnational spaces as a means of achieving their desired learning outcomes as well as teaching students threshold concepts of composition studies. This volume will be particularly useful for first year writing faculty at colleges and universities as well as writing program administrators to create a more effective curriculum that addresses these needs in classroom settings. All scholars with a doctorate in Rhetoric and Composition, English as a Second Language, Translation Studies, to name a few, will also find this a valuable resource.

Using Tension as a Resource

What happens with these conceptions once preservice teachers enter their own classrooms? English methods instructors are limited ... Naming what we know: Threshold concepts of writing studies. Boulder, CO: University Press of Colorado ...

Author: Heidi L. Hallman

Publisher: Rowman & Littlefield

ISBN: 9781475845495

Category: Education

Page: 210

View: 261


This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. It features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences.

Digital Storytelling in Higher Education

The average classroom teacher, or community-based facilitator, much less the participant storytellers, is not constructing his ... In L. Adler-Kassner & E. Wardle (Eds.), Naming what we know: Threshold concepts of writing studies (pp.

Author: Grete Jamissen

Publisher: Springer

ISBN: 9783319510583

Category: Education

Page: 399

View: 108


This book broadens the scope and impact of digital storytelling in higher education. It outlines how to teach, research and build communities in tertiary institutions through the particular form of audio-visual communication known as digital storytelling by developing relationships across professions, workplaces and civil society. The book is framed within the context of ‘The Four Scholarships’ developed by the Carnegie Foundation for the advancement and redefining of teaching, including the scholarships of discovery, integration, application, and teaching and learning. Across four sections, this volume considers the potential of digital storytelling to improve, enhance and expand teaching, learning, research, and interactions with society. Written by an international range of academics, researchers and practitioners, from disciplines spanning medicine, anthropology, education, social work, film and media studies, rhetoric and the humanities, the book demonstrates the variety of ways in which digital storytelling offers solutions to key challenges within higher education for students, academics and citizens. It will be compelling reading for students and researchers working in education and sociology.

Teachers on the Edge

Naming What We Know came out a little over a year after Yancey, Robertson, and Taczak«s Writing Across Contexts. ... Contexts provides a little bit more of a structured curriculum, or ideas that are more closely tied to the classroom.

Author: John Boe

Publisher: Routledge

ISBN: 9781351974301

Category: Language Arts & Disciplines

Page: 498

View: 516


For over 25 years, the journal Writing on the Edge has published interviews with influential writers, teachers, and scholars. Now, Teachers on the Edge: The WOE Interviews, 1989–2017 collects the voices of 39 significant figures in writing studies, forming an accessible survey of the modern history of rhetoric and composition. In a conversational style, Teachers on the Edge encourages a remarkable group of teachers and scholars to tell the stories of their influences and interests, tracing the progress of their contributions. This engaging volume is invaluable to graduate students, writing teachers, and scholars of writing studies.

A Rhetoric of Reflection

Naming What We Know: Threshold Concepts in Writing Studies. Logan: Utah State University Press. ... In How People Learn: Brain, Mind, Experience, and School: Expanded Edition, 31–50. ... “Reflection in the Electronic Writing Classroom.

Author: Kathleen Yancey

Publisher: University Press of Colorado

ISBN: 9781607325161

Category: Language Arts & Disciplines

Page: 338

View: 953


Reflection in writing studies is now entering a third generation. Dating from the 1970s, the first generation of reflection focused on identifying and describing internal cognitive processes assumed to be part of composing. The second generation, operating in both classroom and assessment scenes in the 1990s, developed mechanisms for externalizing reflection, making it visible and thus explicitly available to help writers. Now, a third generation of work in reflection is emerging. As mapped by the contributors to A Rhetoric of Reflection, this iteration of research and practice is taking up new questions in new sites of activity and with new theories. It comprises attention to transfer of writing knowledge and practice, teaching and assessment, portfolios, linguistic and cultural difference, and various media, including print and digital. It conceptualizes conversation as a primary reflective medium, both inside and outside the classroom and for individuals and collectives, and articulates the role that different genres play in hosting reflection. Perhaps most important in the work of this third generation is the identification and increasing appreciation of the epistemic value of reflection, of its ability to help make new meanings, and of its rhetorical power—for both scholars and students. Contributors: Anne Beaufort, Kara Taczak, Liane Robertson, Michael Neal, Heather Ostman, Cathy Leaker, Bruce Horner, Asao B. Inoue, Tyler Richmond, J. Elizabeth Clark, Naomi Silver, Christina Russell McDonald, Pamela Flash, Kevin Roozen, Jeff Sommers, Doug Hesse

Creating Digital Literacy Spaces for Multilingual Writers

2020 Educause Horizon ReportTM | Teaching and Learning Edition (2020) See ... -you-should-know-about-flipped-classrooms. ... Adler-Kassner, L. and Wardle, E. (2015) Naming What We Know: Threshold Concepts of Writing Studies.

Author: Joel Bloch

Publisher: Multilingual Matters

ISBN: 9781800410817

Category: Language Arts & Disciplines

Page: 296

View: 659


This book argues for the value of digital literacy in the multilingual writing classroom. Against the background of huge changes in literacy practices prompted by online communication, and a growing acceptance of a broader definition of academic literacy that encompasses multimodality, the book examines the relationship between digital and print literacies and addresses the design of literacy spaces for multilingual classrooms. The author critically evaluates the latest developments in the use of technology in multilingual writing spaces, and focuses on the role of teachers in their design; it also addresses areas that are not often discussed in relation to multilingual students, from blogging to publishing and intellectual property. The book will help teachers meet the challenges created by rapidly shifting technology, as well as making an innovative contribution to research on multilingual writing classrooms.

Teaching Information Literacy and Writing Studies

... not simply skills, it is essential for instructors—in the library and in the writing classroom—to have a shared ... Identifying Complementary Threshold Concepts: The ACRL Framework in Conversation with Naming What We Know: Threshold ...

Author: Grace Veach

Publisher: Purdue University Press

ISBN: 9781612495477

Category: Language Arts & Disciplines

Page: 310

View: 99


This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

Empowering the Community College First Year Composition Teacher

Naming what we know: The project of this book. ... Naming what we know: Threshold concepts of writing studies (pp. 1–12). ... In N. Caplan & A. Johns (Eds.), Changing practices for the L2 writing classroom (pp. 2–23).

Author: Meryl Siegal

Publisher: University of Michigan Press

ISBN: 9780472129003

Category: Education

Page: 328

View: 199


Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.

Conceptions of Literacy

In Class in the Composition Classroom, edited by Genesea M. Carter and William H. Thelin. ... In Naming What We Know: Threshold Concepts of Writing Studies, edited by Linda Adler-Kassner and Elizabeth Wardle, 140–54.

Author: Meaghan Brewer

Publisher: University Press of Colorado

ISBN: 9781607329343

Category: Language Arts & Disciplines

Page: 209

View: 609


Addressing the often fraught and truncated nature of educating new writing instructors, Conceptions of Literacy proposes a theoretical framework for examining new graduate student instructors’ preexisting attitudes and beliefs about literacy. Based on an empirical study author Meaghan Brewer conducted with graduate students teaching first-year composition for the first time, Conceptions of Literacy draws on narratives, interviews, and classroom observations to describe the conceptions of literacy they have already unknowingly established and how these conceptions impact the way they teach in their own classrooms. Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize.

Creative Ways of Knowing in Engineering

In L. Adler-Kassner, & E. Wardle (Eds.), Naming what we know (p. 42). Boulder, CO: University Press of Colorado. Bazerman, C. (1988). ... Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.

Author: Diana Bairaktarova

Publisher: Springer

ISBN: 9783319493527

Category: Science

Page: 234

View: 883


This book offers a platform for engineering educators who are interested in implementing a “creative ways of knowing” approach to presenting engineering concepts. The case studies in this book reveal how students learn through creative engagement that includes not only design and build activities, but also creative presentations of learning, such as composing songs, writing poems and short stories, painting and drawing, as well as designing animations and comics. Any engineering educator will find common ground with the authors, who are all experienced engineering and liberal arts professors, who have taken the step to include creative activities and outlets for students learning engineering.

You Gotta BE the Book

If students can demonstrate their learning and meeting of standards through our classroom projects, real-world work, and actual archival knowledge documents; and can code their work to the standards, naming what they know and how they ...

Author: Jeffrey D. Wilhelm

Publisher: Teachers College Press

ISBN: 9780807757987

Category: Education

Page: 292

View: 199


This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, "You Gotta BE the Book" continues to help teachers meet new challenges including those of increasing cultural diversity. At the core of Wilhelm's foundational text is an in-depth account of what highly motivated adolescent readers actually do when they read, and how to help struggling readers take on those same stances and strategies. His work offers a robust model teachers can use to prepare students for the demands of disciplinary understanding and for literacy in the real world. The Third Edition includes new commentaries and tips for using visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. Book Features: A data-driven theory of literature and literary reading as engagement. A case for undertaking teacher research with students. An approach for using drama and visual art to support readers' comprehension. Guidance for assisting students in the use of higher-order strategies of reading (and writing) as required by next generation standards like the Common Core. Classroom interventions to help all students, especially reluctant ones, become successful readers.

Engaging 21st Century Writers with Social Media

Business and administrative communication (11th ed.). Boston: McGraw-Hill. ... In L. Adler-Kassner & E. Wardle (Eds.), Naming what we know: Threshold concepts of writing studies (pp. 20-21). ... Rethinking Twitter in the classroom.

Author: Bryant, Kendra N.

Publisher: IGI Global

ISBN: 9781522505631

Category: Computers

Page: 306

View: 394


Basic composition courses have become a fundamental requirement for the major of university degrees available today. These classes allow students to enhance their critical thinking, writing, and reading skills; however, frequent use of technology and online activity can be detrimental to students’ comprehension. Engaging 21st Century Writers with Social Media is a pivotal reference source for the latest research on the integration of social media platforms into academic writing classes, focusing on how such technology encourages writing and enables students to grasp basic composition skills in classroom settings. Highlighting emerging theoretical foundations and pedagogical practices, this book is ideally designed for educators, upper-level students, researchers, and academic professionals.