In many ways, the transformative character of developing critical consciousness reflects the dynamics of acquiring threshold concepts. Drawing from research into threshold concept acquisition, the author argues that critical first-year composition instruction can more effectively scaffold students into critical perspectives by linking critical pedagogy more closely with efforts to develop students’ rhetorical meta-awareness of writing.
From Commonplaces to Consciousness: Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction
Jerry Stinnett is assistant professor of writing at Grand Valley State University, where he serves as the director of the Writing in the Disciplines program. He regularly teaches courses in genre theory, style, writing center consulting, and first-year writing and has directed first-year writing programs at multiple universities. His research has appeared in College English, Literacy in Composition Studies, and College Composition and Communication and currently focuses on the intersections of rhetorical theory, writing-related transfer, and the limits of performing rhetorical flexibility in actual practice.
Jerry Stinnett; From Commonplaces to Consciousness: Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction. Pedagogy 1 January 2020; 20 (1): 171–183. doi: https://doi.org/10.1215/15314200-7879189
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