“(1) that threshold concepts for writing (and perhaps other kinds of learning) across courses and disciplines may exist; and (2) that when these threshold concepts are made more explicit, students may be more likely to at least recognize, and perhaps even access, aspects of those concepts or the threshold capabilities that lead to them.”
Adler-Kassner, Linda. Naming What We Know: Threshold Concepts of Writing Studies (Kindle Locations 2417-2420). Utah State University Press. Kindle Edition.
While reading about threshold concepts number six in Adler-Kassner’s book, I felt that threshold concepts were addressed in an appropriate and helpful way regarding student outcomes. In the quote above, Adler-Kassner states a concept that makes the ideas of WAC (Writing Across the Curriculum) and WID (Writing Within Disciplines) work. Writing is applicable and necessary for every subject, and many other subjects’ valued skills are applicable to writing and beyond. It reminded me of a seminar I once attended for work which had people from outside the Math department applying math skills in their classroom. I was intrigued and amazed. If students are strong in numbers, they can use that skill or strength and apply it to writing, and vice versa, via different means of course.
In the second half of the above quote, Adler-Kassner makes clear that if we tell students in detail what the threshold concepts are that they should be learning, they may be able to better absorb them. While this seems like a great idea, it was not quite satisfactorily teased out in the chapter and I would have liked to see more. What do you see as ways that “students are more likely to…recognize, and perhaps even access” threshold concepts when they are made more explicit or accessible?