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 that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new 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, Páraic 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, Ọlá Ọládipọ̀, 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
Just as test design is framed by a particular context of use, so too must validation research focus on the adequacy of ... actions and consequences of the inferences drawn from test scores and performances; and 2. the focus of validity ...
The word “neighbor,” he says: includes all people living, for we are all linked together by a common nature, ... no distinction is here made between friend and foe, nor can the wickedness of people set aside the right of nature.6 Now ...
... we know may or may not be dominant and, thus, by itself may or may not produce something like the actually observed pattern—serve to explain this pattern?' (Earman and Roberts 1999, 451–2). The fact that something (the disposition) ...
... we know may or may not be dominant and, thus, by itself may or may not produce something like the actually observed pattern—serve to explain this pattern?' (Earman and Roberts 1999, 451–2). The fact that something (the disposition) ...
Reconsidering Our Communications Laws: Ensuring Competition and Innovation : Hearing Before the Committee on the Judiciary, United States Senate, One...
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This was not limited to the United States; English critic John Ruskin wrote of the English city as “a wilderness of spinning wheels instead of palaces; yet the people have not clothes.” 4. Fein 55–57. 5. Rykwert132. 6. Healey 1781. 7.
2006. Away from Her. Canada: Lionsgate Films. Post, Stephen G. 2000. The Moral Challenge of Alzheimer Disease: Ethical Issues from Diagnosis to Dying. Baltimore: Johns Hopkins University Press. Pratchett, Terry, and Charlie Russell.