Logan : Utah State University Press, [2015];©2015
Added to CLICnet on 05/05/2016

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Notes:

• 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 — Provided by publisher.
• Includes bibliographical references and index.
• Metaconcept: Writing Is an Activity and a Subject of Study / Elizabeth Wardle and Linda Adler-Kassner — Pt. I. Writing Is a Social and Rhetorical Activity — Writing Is a Social and Rhetorical Activity / Kevin Roozen — Writing Is a Knowledge-Making Activity / Heidi Estrem — Writing Addresses, Invokes, and/or Creates Audiences / Andrea A. Lunsford — Writing Expresses and Shares Meaning to Be Reconstructed by the Reader / Charles Bazerman — Words Get Their Meanings from Other Words / Dylan B. Dryer — Writing Mediates Activity / David R. Russell — Writing Is Not Natural / Dylan B. Dryer — Assessing Writing Shapes Contexts and lnstruction / Tony Scott and Asao B. Inoue — Writing Involves Making Ethical Choices / John Duffy — Writing Is a Technology through Which Writers Create and Recreate Meaning / Collin Brooke and Jeffrey T. Grabill — Pt. II. Writing Speaks to Situations through Recognizable Forms — Writing Speaks to Situations through Recognizable Forms / Charles Bazerman — Writing Represents the World, Events, Ideas, and Feelings / Charles Bazerman — Genres Are Enacted by Writers and Readers / Bill Hart-Davidson — Writing Is a Way of Enacting Disciplinarity / Neal Lerner — All Writing Is Multimodal / Cheryl E. Ball and Colin Charlton — Writing Is Performative / Andrea A. Lunsford — Texts Get Their Meaning from Other Texts / Kevin Roozen — Pt. III. Writing Enacts and Creates Identities and Ideologies — Writing Enacts and Creates Identities and Ideologies / Tony Scott — Writing Is Linked to Identity / Kevin Roozen — Writers’ Histories, Processes, and Identities Vary / Kathleen Blake Yancey — Writing Is Informed by Prior Experience / Andrea A. Lunsford — Disciplinary and Professional Identities Are Constructed through Writing / Heidi Estrem — Writing Provides a Representation of Ideologies and Identities / Victor Villanueva — Pt. IV. All Writers Have More to Learn — All Writers Have More to Learn / Shirley Rose — Text Is an Object Outside of Oneself That Can Be Improved and Developed /

Subjects:

• English language — Rhetoric — Study and teaching.
• Creative writing — Study and teaching.
• Academic writing — Study and teaching.
• Academic writing — Study and teaching. fast (OCoLC)fst00795104
• Creative writing — Study and teaching. fast (OCoLC)fst00882503
• English language — Rhetoric — Study and teaching. fast (OCoLC)fst00911595

Requested by Swanson, K.