Teaching and Learning Threshold Concepts in a Writing Major: Liminality, Dispositions, and Program Design.
In this article, we discuss what it means to learn troublesome "threshold concepts" about writing that cannot be adequately grappled with in a single course or assignment. Here, two faculty members and a graduate of a writing major reflect on elements of the writing curriculum, the writing center pr...
| Publicado en: | Composition Forum Vol. 38; pp. 1 - 2 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Composition Forum
Spring2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | In this article, we discuss what it means to learn troublesome "threshold concepts" about writing that cannot be adequately grappled with in a single course or assignment. Here, two faculty members and a graduate of a writing major reflect on elements of the writing curriculum, the writing center practicum, and the learning dispositions and experiences the student brought to the program in order to consider what ongoing, deep learning of writing threshold concepts can look like, as well as how programmatic and pedagogical elements may afford and constrain such learning. |
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