Additional Info:
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. (From the Publisher)

Table Of Content:
Editors’ Introduction: Threshold Concepts, Naming What We Know and Reconsidering our Shared Conceptions (Linda Adler-Kassner, Elizabeth Wardle)

PART 1: CHALLENGES, CRITIQUES, AND NEW CONCEPTIONS
Ch 1. Recognizing the Limits of Threshold Concept Theory (Elizabeth Wardle, Linda Adler-Kassner, Jonathan Alexander, Norbert Elliot, J.W. Hammond, Mya Poe, Jacqueline Rhodes, Anne-Marie Womack)
Ch 2. Literacy Is a Sociohistoric Phenomenon with the Potential to Liberate and Oppress (Kate Vieira, Lauren Heap, Sandra Descourtis, Jonathan Isaac, Samitha Senanayake, Brenna Swift, Chris Castillo, Ann Meejung Kim, Kassia Krzus-Shaw, Maggie Black, Ọlá Ọládipọ`, Xiaopei Yang, Patricia Ratanapraphart, Nikhil M. Tiwari, Lisa Velarde, Gordon Blaine West)
Ch 3. Thinking like a Writer: Threshold Concepts and First Year Writers in Open-Admissions Classrooms (Cassandra Phillips, Holly Hassel, Jennifer Heinert, Joanne Baird Giordano, and Katie Kalish)
Ch 4. Writing as Practiced and Studied Beyond "Writing Studies" (Doug Hese, Peggy O'Neill)
Ch 5. Phetoric as Persistently "Troublesome Knowledge": Implications for Disciplinarity (Jennifer Helene Maher)
Ch 6. The World Confronts Us with Uncertainty: Deep Reading as a Threshold Concept (Patrick Sullivan)
Ch 7. Expanding the Inquiry: What Everyday Writing with Drawing Helps Us Understand about Writing and about Writing-Based Threshold Concepts (Kathleen Blake Yancey)

PART 2: USING THRESHOLD CONCEPTS TO ENGAGE WITH WRITING TEACHERS AND STUDENTS
Ch 8. Doors between Disciplines: Threshold Concepts and the Community College Writing Program (Mark Blaauw-Hara, Carrie Strand Tebeau, Dominic Borowiak, Jami Blaauw-Hara)
Ch 9. Extending What We Know: Reflections on the Transformational Value of Threshold Concepts for Writing Studies Contingent Faculty (Lisa Tremain, Marianne Ahokas, Sarah Ben-Zvi, Kerry Marsden)
Ch 10. Threshold Concepts and Curriculum Redesign in First-Year Writing (Heidi Estrem, Dawn Shepherd, Susan E. Shadle)
Ch 11. Framing Graduate Teaching Assistant Preparation around Threshold Concepts of Writing Studies (Aimee C. Mapes, Susan Miller-Cochran)
Ch 12. Threshold Concepts and the Phenomenal Forms (Deborah Mutnick)
Ch 13. Grappling with Threshold Concepts over Time: A Perspective from Tutor Education (Rebecca Nowacek, Aishah Mahmood, Katherine Stein, Madylan Yarc, Saul Lopez, Matt Thul)
Ch 14. "I Can't Go On, I'll Go On": Liminality in Undergraduate Writing (Matthew Fogarty, Páraic Kerrigan, Sarah O'Brien, Alison Farrell)

PART 3 : THRESHOLD CONCEPTS AND WRITING: BEYOND THE DISCIPLINE
Ch 15. Rethinking Epistemologically Inclusive Teaching (Linda Adler-Kassner)
Ch 16. Using a Threshold Concepts Framework to Facilitate an Expertise-Based WAC Model for Faculty Development (Elizabeth Wardle)
Ch 17. Talking about Writing: A Study of Key Writing Terms Used Instructionally Across the Curriculum (Chris M. Anson, Chen Chen, Ian G. Anson)

Editors’ Conclusion: Expanding and Examining What We (Think We) Know (Linda Adler-Kassner, Elizabeth Wardle)

About the Authors