Teaching and Learning Threshold Concepts in a Writing Major: Liminality, Dispositions, and Program Design

Autor/inn/en	Hall, R. Mark; Romo, Mikael; Wardle, Elizabeth
Titel	Teaching and Learning Threshold Concepts in a Writing Major: Liminality, Dispositions, and Program Design
Quelle	In: Composition Forum, 38 (2018), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7502
Schlagwörter	Writing Instruction; Fundamental Concepts; Writing (Composition); Majors (Students); Curriculum Development; Laboratories; Practicums; Program Design; Cognitive Style; Learning Processes; Prior Learning; Barriers; Writing Evaluation; Reflection; Writing Processes; Case Studies; Curriculum Design + Suchen Sie Ihr Suchwort? Schreibunterricht; Grundlagenplan; Konzept; Schreibübung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Laboratory; Laboratorium; Practicum; Praktikum; Praktika; Programme design; Programmaufbau; Programmplanung; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Vorkenntnisse; Case study; Fallstudie; Case Study; Lehrplangestaltung
Abstract	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. (As Provided).
Anmerkungen	Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01