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 this conversation while simultaneously raising questions about the ideas around threshold concepts. New contributions introduce additional 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, P�raic 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, Ọl� Ọl�dipọ̀, 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
Linda Adler-Kassner is professor of writing studies, associate dean of undergraduate education, and faculty director of the Center for Innovative Teaching, Research, and Learning at the University of California, Santa Barbara. Her research and teaching focus broadly on how literate agents and activities--such as writers, writing, and writing studies--are defined in contexts inside the academy and in public discourse. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA.
Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. She previously directed writing programs at the University of Dayton and the University of Central Florida. Her scholarship focuses on the teaching and learning of writing in various contexts, from first-year composition to writing in the disciplines. She is coeditor of Changing Conceptions, Changing Practices; Naming What We Know; (Re)Considering What We Know; Composition, Rhetoric, and Disciplinarity; and Writing about Writing, now in its fourth edition. Professor Wardle is also the series editor for the Utah State University Press series Writing Research, Pedagogy, and Policy.
