Kairos 23.2: Simpson & Stanovick, Review of Naming What We Know - Index Step 5: Check the summary against the article. Writing is (also always) a cognitive activity / Dylan B. Dryer. When consumers of information can, quite suddenly, become producers as well, then it's hard to tell who is the writer, who the audience. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA. This book is useful for people studying composition theory, but also for teachers at any level. In Naming What We Know, (see this post for an introduction to the book) the contributors tackle this first principle by including several subconcepts. 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Victor Villanueva's Section 3.5 of Naming What We Know, "Writing Provides a Representation of Ideologies and Identities" can be synopsized in three statements: Number 1: Writers (and especially rhetorical writers) foreground their identities, truncating their life experience and adopting a persona, before addressing the page. Even English speakers don't always use that sound to mean a smallish ceramic drinking vessel. We don't simply think first and then write (see 1.6, "Writing Is Not Natural"). Writing Addresses, Invokes, and/or Creates Audiences. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); View wordpressdotcoms profile on Twitter. Development of Tutor Expertise, 12. See the help page for more details. 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. Change). I am recommend this book to writing instructors of all languages and all levels. }, Selecting "Reject unnecessary cookies" limits the data that's stored to what's strictly necessary for using the site. and previously inaccessible way of thinking about something" (p. 1). I ended up having to buy a hard copy as well because my professor doesn't accept Kindle book citations for some reason. 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: The Project of This Book (pp. by. James Cameron, director. 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 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. items: 6, It packs a lot of knowledge about writing into a small but rich package. has been largely successful, but is not without Help others learn more about this product by uploading a video! 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. 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. In their introduction, Adler-Kassner and Wardle explained: "While this book is an effort to name what we know to ourselves and to students and faculty new to our discipline, it is also an effort and a call to extend discussions about . Cancel anytime. 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." 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. 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. Linda Adler-Kassner and Elizabeth Wardle. Even an option to "turn on accurate page numbers" that would draw a line across the middle of the page with the page number would acceptable. It's filled with some really interesting ideas that make you think. 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. authors explained the threshold concepts' natures and Heradministrative experiences fed her ongoing interest in how students learn and how they transfer what they learn in new settings. The Terminator. itemsMobile: [479, 2], Writing is both relational and responsive, always in some way part of an ongoing conversation with others. While this concept may be troublesome, understanding it has a variety of benefits. We didn't have to read the whole thing but I did anyway. Writers are always doing the rhetorical work of addressing the needs and interests of a particular audience, even if unconsciously. 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. Please try again. threshold concept.) 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. The idea of "threshold concepts" seems to be picking up steam in the world of composition, writing studies, education, etc. We can no longer assume, for example, that the audience members for an oral presentation are actually present. discussion that ascribed threshold concepts to writing studiesnaming what we [presumably already] know. Change), You are commenting using your Facebook account. If your book is not available on EZBorrow, you can request it through ILLiad (ebooks unavailable). With Doug Downs, she is the coauthor of. Failure Can Be an Important Part of Writing Development. 2023 ZOBOKO.COM all rights reserved. Concepts, and a Disciplinary Core, Naming What We Know: The Project of This Book, Metaconcept: Writing Is an Activity and a Subject of Study, Concept 1: Writing Is a Social and Rhetorical Activity, Concept 2: Writing Speaks to Situations through Recognizable Forms, Concept 3: Writing Enacts and Creates Identities and Ideologies, Concept 4: All Writers Have More to Learn, Concept 5: Writing Is (Also Always) a Cognitive Activity, 6. . 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. 320: { The idea that writing expresses and shares meaning to be reconstructed by the reader can be troublesome because there is a tension between the expression of meaning and the sharing of it. Now and Always,The Trusted Content Your Research Requires, Now and Always, The Trusted Content Your Research Requires, Built on the Johns Hopkins University Campus. She also served as director of writing programs at UCF and at the University of Dayton. , ISBN-10 Development, and Outreach, 13. items: 4 Step 2: Break the text down into sections. Description: Naming what we know : :: Library Catalog Search 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. This edition focuses on the working definitions of thirty-seven threshold concepts that run throughout the research, teaching, assessment, and public work . threshold concepts and the writing of this book were 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. loop: true, Unable to add item to List. 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. Linda Adler-Kassner is professor of writing studies and associate dean of undergraduate education at University of California, Santa Barbara. Project MUSE - Naming What We Know threshold concepts as "akin to a portal, opening up a new 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.