Writing about Writing 4th Edition by Elizabeth Wardle, ISBN-13: 978-1319195861
[PDF eBook eTextbook]
- Publisher: Bedford/St. Martin’s; Fourth edition (September 16, 2019)
- Language: English
- 720 pages
- ISBN-10: 1319195865
- ISBN-13: 978-1319195861
Since its initial publication, Writing about Writing has empowered tens of thousands of students to investigate assumptions about writing and to explore how writing works. It does so by making writing itself the subject of inquiry. Unique to Wardle and Downs’ approach, the text presents “threshold concepts” about writing―central ideas that writers need to understand in order to progress. As they come to a deeper understanding of these threshold concepts, students are able to transfer their understanding to any writing situation they encounter.
This new edition has been refined and improved based on input from instructors using the text. Now with more explicit instruction to support academic writers, a new Part One explains the value of investigating writing, introduces threshold concepts and the notion of transfer, details the elements of genre and rhetorical reading, and offers a guide for conducting writing studies research at a level appropriate for undergraduates. The readings chapters have been updated and streamlined, and as in past editions they are supported with introductions, scaffolded questions, and activities.
Elizabeth Wardle is Professor and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University (OH). She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of Dayton. These experiences fed her interest in how students learn and repurpose what they know in new settings. With Linda Adler-Kassner, she is co-editor of Naming What We Know: Threshold Concepts of Writing Studies, winner of the WPA Award for Outstanding Contribution to the Discipline (2016).
Doug Downs is an associate professor of rhetoric and composition in the Department of English at Montana State University. His research interests center on research-writing pedagogy both in first-year composition and across the undergraduate curriculum. He continues to work extensively with Elizabeth Wardle on writing-about-writing pedagogies and is currently studying problems of researcher authority in undergraduate research in the humanities.”
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