Elizabeth Wardle

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.

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.

"Naming What We Know" examines the core principles of knowledge in the discipline of writing studies using the lens of threshold concepts concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites first-year writing programs, WAC/WID programs, writing centers, writing majors and for professional development to present this framework in action. "Naming What We Know "opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field."