She frequently works with faculty across disciplines on articulating threshold concepts and making them more accessible for students. Excellent Resource for those entering the Writing Studies field, Reviewed in the United States on April 7, 2019. Boulder, Colorado: Utah State University Press, 2015. Description: Naming what we know : :: Library Catalog Search 600: { As writers we may work on the words with greater care and awareness of the needs of readers so as to share our expressions of meaning as best as we can with the limited resources of written language. 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. We dont share your credit card details with third-party sellers, and we dont sell your information to others. In Part 1 of the book, numerous scholars in rhetoric and Discover more of the authors books, see similar authors, read author blogs and more. John Daly and Derek Gibson, producers. 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. I am recommend this book to writing instructors of all languages and all levels. In Part 2, several select Therefore, every expression shared contains risk and can evoke anxiety. Even English speakers don't always use that sound to mean a smallish ceramic drinking vessel. 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. We didn't have to read the whole thing but I did anyway. 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. Threshold concepts are, by their own While this concept may be troublesome, understanding it has a variety of benefits. 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. 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. 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. Help others learn more about this product by uploading a video! among those threshold concepts as recognized by the reviewers, 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"). more precise results than World war II (without quotes). In Naming What We Know: Threshold Concepts of Writing Studies. 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. is probably a unit of measure; in certain sporting circles. 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. Step 3: Identify the key points in each section. : 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. Recognizing the deeply social and rhetorical dimensions of writing can help administrators and other stakeholders make better decisions about curricula and assessment. Please use a different way to share. 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. , Utah State University Press; Classroom edition (June 15, 2016), Language This characteristic of writing is captured in what is referred to as the classic rhetorical triangle, 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. Want to get more out of the basic search box? Heradministrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. , ISBN-10 Curriculum, Edited by Linda Adler-Kassner and Elizabeth Wardle. 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 concepts characterize what 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. literacy, biological sciences, and mathematics (Flanagan, She served as chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF). Anson, and Victor Villanueva) named and defined a total of This book is useful for people studying composition theory, but also for teachers at any level. Project MUSE - Naming What We Know Naming What We Know: Threshold Concepts of Writing Studies PDF 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. , Reading age Mailing address:University Press of Colorado1624 Market St Ste 226PMB 39883Denver, Colorado 80202-1559Phone:(720) 406-8849, An Insider's Guide for New Composition Teachers, Learning Thresholds in Writing, Composition, Rhetoric, and Literacy, The Intersections of Race and Class for Women in Academia, Changing Stories about Writing and Writers, edited by Linda Adler-Kassner and Elizabeth Wardle, Our Commitment to Diversity, Equity, Inclusion, and Justice, A Statement on Indigenous Land and Colonial Spaces, Composition, Rhetoric, and Disciplinarity. 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. [READ PDF] Naming What We Know, Classroom Edition: Threshold - Twitter Naming What We Know: Threshold Concepts of Writing Studies - Goodreads This threshold concept is best illustrated with an example of how a particular word is defined and understood. 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. threshold concepts and the writing of this book were 2023 Project MUSE. Summaries describing "Naming What We Know" - Go Bravely Where You astronomy the notion that the earth is roundnot flatis a 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. Writing is both relational and responsive, always in some way part of an ongoing conversation with others. Top subscription boxes right to your door, 1996-2023, Amazon.com, Inc. or its affiliates, Learn more how customers reviews work on Amazon. Advanced Searching As readers we may increase our attention to reconstructing writers' meanings despite the fragility of words. Writing about Writing, 4th Edition | Macmillan Learning US 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. It packs a lot of knowledge about writing into a small but rich package. 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. 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. The framing of this concept is typically human oriented, as the connotations of "social" and "rhetorical" remain human centered. concepts provided in Naming What We Know, first by It's filled with some really interesting ideas that make you think. Ed. Summaries describing "Naming What We Know" February 10, 2017 gusbanagos 1.0 Kevin Roozen states that when someone writers write, they write for a particular audience even if they don't realize it. Our payment security system encrypts your information during transmission. For Ong, the audience for a speech is immediately present, right in front of the speaker, while readers are absent, removed. function gtag(){dataLayer.push(arguments);} 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." : Summary. 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. world. 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. 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. Logan: Utah State UP, 2015. As an academic text, accurate page numbers are important - this eBook does not have it. How to Write a Summary | Guide & Examples - Scribbr Naming What We Know: Threshold Concepts of Writing Studies 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. ", 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. Naming What We Know (in Writing Studies) | Request PDF - ResearchGate She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. PDF Review of Naming What We Know: Threshold Concepts of - ResearchGate make them perceive the field and its issues differently. ", Utah State University Press; 1st edition (June 15, 2015). She also served as director of writing programs at UCF and at the University of Dayton. Frequently asked questions about summarizing. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. I ended up having to buy a hard copy as well because my professor doesn't accept Kindle book citations for some reason. She also served as director of writing programs at UCF and at the University of Dayton. The classroom edition of Naming What We Know is designed to provide 'a quick entry point to . She also served as director of writing programs at UCF and at the University of Dayton. Use ILLiad for articles and chapter scans. In the days that followed, he was formally proclaimed Britain's new . responsive: { No Tags, Be the first to tag this record! What is happening in Sudan? The fierce conflict explained. Its stressed that the writer would be better off not holding back whats the most meaningful to them so that they reader can understand the writers state of mind even better. Excerpt. Naming What We Know. We write, Writing is both relational and responsive, always in some way part of an ongoing conversation with others. composition (including Kathleen Blake Yancey, Chris M. 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. and organi?e will find both organise and organize. This passage makes it clear that this aspect of writing is critical to their own development/growth. (LogOut/ 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. 600: { Writers often hesitate to share what they have expressed and may even keep private texts they consider most meaningful. items: 3 Naming What We Know, Classroom Edition - Google Books In working to accomplish their purposes and address an audience's needs, writers draw upon many other people. 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. Since the development of this concept, many other Writing involves the negotiation of language differences / Paul Kei Matsuda. 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. It is a bold endeavorone that 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. counter-intuitive or even intellectually absurd at face Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors: The UCF Experiment, 9. You're listening to a sample of the Audible audio edition. : Extending the Invitation: Threshold Concepts, Professional 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"). This is a perfectly serviceable definition, but the way it has been phrased glosses right over this threshold concept. If you want to search for multiple variations of a word, you can substitute a special symbol Scott casts writing as "ideological enactment," highlighting the social implications of the . Naming What We Know Review by Nick Stanovick - Prezi The vagaries of meaning also may become a resource for us as writers, whether we are poets evoking readers' projections of personal associations or lawyers creating loopholes and compromises. In one version, threshold . C o N C e P t 2 Writing Speaks to Situations through Recognizable Forms DOI: 10.7330/9780874219906.c002 2.0 WritiNg sPeaKs to si tU ati o N s throUgh reCo g N i zabLe fo rm s Charles Bazerman A fundamental problem in communication precedes the choosing of any words or shaping of any message: identifying the situation we are in . by. Andrea A. Lusford talks about the rhetoric triangle (which is a characteristic of writing). Writing is (also always) a cognitive activity / Dylan B. Dryer. In lieu of an abstract, here is a brief excerpt of the content:. When to write a summary. : , Dimensions 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"--. 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. threshold concept.) Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves. 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. Our Advanced Search tool lets you easily search multiple fields : Summary. 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. 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. She talks about how writing can make people think in any kind of setting no matter what. Please try again. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries. You might use summary to provide background, set the stage, or illustrate supporting evidence, but keep it very brief: a few sentences should do the trick. Readers share only the words to which each separately attributes meanings. $(document).ready(function () { For example, "World war II" (with quotes) will give itemsDesktop: [1199, 3], These shorthand descriptions tend to collapse the activity of writing into the act of single writer inscribing a text. 2 of Naming, they seem much more contingentpresented here not as canonical statement, but rather as articulation of shared beliefs provid-ing multiple ways of helping us name what we know and how we can use what we know in the service of writing. Naming What We Know: Threshold Concepts of Writing Studies, Introduction: Coming to Terms: Composition/Rhetoric, Threshold