Elizabeth Wardle – författare

Reframe Your Ideas About Writing. Reclaim Your Power as a Writer. In Writing Rediscovered, author and writing scholar Elizabeth Wardle invites you to transform your approach to writing through nine powerful “threshold concepts.” These foundational ideas will reshape how you think, feel, and act as a writer. Rather than offering generic writing tips, this book dives deep into what's holding you back from seeing yourself as a writer. You'll challenge your beliefs about what writing is, who can be a writer, and what makes writing “good.” Dr. Wardle helps you reflect on past experiences with writing instruction and replace damaging ideas with more productive ones. Writing Rediscovered blends decades of research with accessible, interactive methods, offering practical tools to help you reshape your writing identity. Whether you're writing reports, emails, or poetry, this book will change how you approach writing. Inside the Book: Research-based strategies for building writing confidence and understanding your relationship with writing.Insights into how your experiences, emotions, body, and tools influence your writing process.Reflective activities to actively engage you in transforming your writing life.Exercises for developing your personal writing process and toolkit.Guidance for creating a Writer's Manifesto to shape your writing going forward.From the author of Writing About Writing—the groundbreaking textbook that revolutionized college writing instruction—Writing Rediscovered dismantles harmful myths about writing. As Director of the Howe Center for Writing Excellence at Miami University, Elizabeth Wardle brings decades of experience helping writers of all kinds redefine their relationship with writing. It's time to reframe your writing. Reclaim your voice. And rediscover the power of your words.

Reframe Your Ideas About Writing. Reclaim Your Power as a Writer. In Writing Rediscovered, author and writing scholar Elizabeth Wardle invites you to transform your approach to writing through nine powerful threshold concepts. These foundational ideas will reshape how you think, feel, and act as a writer. Rather than offering generic writing tips, this book dives deep into what's holding you back from seeing yourself as a writer. You'll challenge your beliefs about what writing is, who can be a writer, and what makes writing good. Dr. Wardle helps you reflect on past experiences with writing instruction and replace damaging ideas with more productive ones. Writing Rediscovered blends decades of research with accessible, interactive methods, offering practical tools to help you reshape your writing identity. Whether you're writing reports, emails, or poetry, this book will change how you approach writing. Inside the Book: Research-based strategies for building writing confidence and understanding your relationship with writing. Insights into how your experiences, emotions, body, and tools influence your writing process. Reflective activities to actively engage you in transforming your writing life. Exercises for developing your personal writing process and toolkit. Guidance for creating a Writer's Manifesto to shape your writing going forward. From the author of Writing About Writing the groundbreaking textbook that revolutionized college writing instruction Writing Rediscovered dismantles harmful myths about writing. As Director of the Howe Center for Writing Excellence at Miami University, Elizabeth Wardle brings decades of experience helping writers of all kinds redefine their relationship with writing. It's time to reframe your writing. Reclaim your voice. And rediscover the power of your words.

Reframe Your Ideas About Writing. Reclaim Your Power as a Writer. In Writing Rediscovered, author and writing scholar Elizabeth Wardle invites you to transform your approach to writing through nine powerful threshold concepts. These foundational ideas will reshape how you think, feel, and act as a writer. Rather than offering generic writing tips, this book dives deep into what's holding you back from seeing yourself as a writer. You'll challenge your beliefs about what writing is, who can be a writer, and what makes writing good. Dr. Wardle helps you reflect on past experiences with writing instruction and replace damaging ideas with more productive ones. Writing Rediscovered blends decades of research with accessible, interactive methods, offering practical tools to help you reshape your writing identity. Whether you're writing reports, emails, or poetry, this book will change how you approach writing. Inside the Book: Research-based strategies for building writing confidence and understanding your relationship with writing. Insights into how your experiences, emotions, body, and tools influence your writing process. Reflective activities to actively engage you in transforming your writing life. Exercises for developing your personal writing process and toolkit. Guidance for creating a Writer's Manifesto to shape your writing going forward. From the author of Writing About Writing the groundbreaking textbook that revolutionized college writing instruction Writing Rediscovered dismantles harmful myths about writing. As Director of the Howe Center for Writing Excellence at Miami University, Elizabeth Wardle brings decades of experience helping writers of all kinds redefine their relationship with writing. It's time to reframe your writing. Reclaim your voice. And rediscover the power of your words.

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 this conversation while simultaneously raising questions about the ideas around threshold concepts. New contributions introduce additional 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

Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability. Relating the experiences of faculty from disciplines as diverse as art history, economics, psychology, and philosophy, this book offers a theory- and research-based heuristic for helping faculty transform their courses and programs, as well as practical examples of the heuristic in action.  The authors draw on the threshold concepts framework, research in writing studies, and theories of learning, leadership, and change to deftly explore why faculty are often stymied in their efforts to design meaningful curricula for deep learning and how carefully scaffolded professional development for faculty teams can help make such change possible. This book is a powerful demonstration of how faculty members can be empowered when professional development leaders draw on a range of scholarship that is not typically connected.  In today’s climate, courses, programs, and institutions are often assessed by and rewarded for proxy metrics that have little to do with learning, with grave consequences for students. The stakes have never been higher, particularly for public higher education. Faculty members need opportunities to work together using their own expertise and to enact meaningful learning opportunities for students. Professional developers have an important role to play in such change efforts.  WAC scholars and practitioners, leaders of professional development and centers for teaching excellence, program administrators and curriculum committees from all disciplines, and faculty innovators from many fields will find not only hope but also a blueprint for action in Changing Conceptions, Changing Practices.  Contributors: Juan Carlos Albarrán, José Amador, Annie Dell'Aria, Kate de Medeiros, Keith Fennen, Jordan A. Fenton, Carrie E. Hall, Elena Jackson Albarrán, Erik N. Jensen, Vrinda Kalia, Janice Kinghorn, Jennifer Kinney, Sheri Leafgren, Elaine Maimon, Elaine Miller, Gaile Pohlhaus Jr., Jennifer J. Quinn, Barbara J. Rose, Scott Sander, Brian D. Schultz, Ling Shao, L. James Smart, Pepper Stetler

In Writing Expertise, Linda Adler-Kassner and Elizabeth Wardle address the question, “How can instructors across disciplines best help students write well?” Drawing on research about how disciplines use writing to engage in shared ways of thinking, practicing, and demonstrating knowledge, the authors offer an approach that helps faculty across the disciplines invite students to bring new ideas and identities to their work. Throughout the book, Adler-Kassner and Wardle help instructors explore what it means to write well in their courses, fields, or disciplines and offer strategies and activities that can help them improve their assignments by infusing research-based writing activities into their courses. Writing Expertise provides an innovative, equity- and research-based approach to writing in the disciplines that will enrich instructor and student thinking. Thoughtful discussions and well-designed activities provide the support needed to help instructors put disciplinary thinking into written form, develop systematic aways of learning about the students who write in their courses, and ultimately develop more effective, inclusive courses.