I argue that the threshold concepts of writing studies enable preservice writing teachers to meet several goals for the writing methods course: comprehending composition theory, understanding themselves as writers, and developing effective pedagogical practices. After introducing these concepts, I first outline how they—because they define writing as a subject of study and as an activity—bridge theoretical knowledge, pedagogical application, and personal writing practices. Second, I quote from my own students to illustrate the ways in which threshold concepts help preservice teachers reflect on their own writing practices and become thoughtful, theoretically informed teachers.
"The Threshold Concepts of Writing Studies in the Writing Methods Course,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 6:
1, Article 2.
Available at: https://scholarworks.wmich.edu/wte/vol6/iss1/2