| Preface |
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| Introduction: Coming to Terms: Composition/Rhetoric, Threshold Concepts, and a Disciplinary Core |
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xvii | |
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Naming What We Know: The Project of this Book |
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1 | (14) |
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THRESHOLD CONCEPTS OF WRITING |
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Metaconcept: Writing Is an Activity and a Subject of Study |
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15 | (2) |
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Concept 1 Writing Is a Social and Rhetorical Activity |
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1.0 Writing Is a Social and Rhetorical Activity |
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17 | (2) |
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1.1 Writing Is a Knowledge-Making Activity |
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19 | (1) |
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1.2 Writing Addresses, Invokes, and/or Creates Audiences |
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20 | (1) |
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1.3 Writing Expresses and Shares Meaning to Be Reconstructed by the Reader |
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21 | (2) |
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1.4 Words Get Their Meanings from Other Words |
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23 | (3) |
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1.5 Writing Mediates Activity |
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26 | (1) |
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1.6 Writing Is Not Natural |
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27 | (2) |
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1.7 Assessing Writing Shapes Contexts and Instruction |
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29 | (2) |
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1.8 Writing Involves Making Ethical Choices |
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31 | (1) |
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1.9 Writing Is a Technology through Which Writers Create and Recreate Meaning |
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32 | (3) |
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Concept 2 Writing Speaks to Situations through Recognizable Forms |
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2.0 Writing Speaks to Situations through Recognizable Forms |
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35 | (2) |
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2.1 Writing Represents the World, Events, Ideas, and Feelings |
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37 | (2) |
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2.2 Genres Are Enacted by Writers and Readers |
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39 | (1) |
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2.3 Writing Is a Way of Enacting Disciplinarity |
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40 | (2) |
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2.4 All Writing Is Multimodal |
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42 | (1) |
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2.5 Writing Is Performative |
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43 | (1) |
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2.6 Texts Get Their Meaning from Other Texts |
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44 | (4) |
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Concept 3 Writing Enacts and Creates Identities and Ideologies |
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3.0 Writing Enacts and Creates Identities and Ideologies |
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48 | (2) |
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3.1 Writing Is Linked to Identity |
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50 | (2) |
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3.2 Writers' Histories, Processes, and Identities Vary |
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52 | (2) |
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3.3 Writing Is Informed by Prior Experience |
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54 | (1) |
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3.4 Disciplinary and Professional Identities Are Constructed through Writing |
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55 | (2) |
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3.5 Writing Provides a Representation of Ideologies and Identities |
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57 | (2) |
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Concept 4 All Writers Have More to Learn |
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4.0 All Writers Have More to Learn |
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59 | (2) |
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4.1 Text Is an Object Outside of Oneself That Can Be Improved and Developed |
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61 | (1) |
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4.2 Failure Can Be an Important Part of Writing Development |
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62 | (2) |
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4.3 Learning to Write Effectively Requires Different Kinds of Practice, Time, and Effort |
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64 | (2) |
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4.4 Revision Is Central to Developing Writing |
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66 | (1) |
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4.5 Assessment Is an Essential Component of Learning to Write |
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67 | (1) |
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4.6 Writing Involves the Negotiation of Language Differences |
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68 | (3) |
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Concept 5 Writing Is (Also Always) a Cognitive Activity |
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5.0 Writing Is (Also Always) a Cognitive Activity |
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71 | (3) |
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5.1 Writing Is an Expression of Embodied Cognition |
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74 | (1) |
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5.2 Metacognition Is Not Cognition |
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75 | |
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Lisainfo e-raamatute kohta