(Re)Considering What We Know
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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
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Persons
Linda Adler-Kassner is professor of writing studies, associate dean of undergraduate education, and faculty director of the Center for Innovative Teaching, Research, and Learning at the University of California, Santa Barbara. Her research and teaching focus broadly on how literate agents and activities--such as writers, writing, and writing studies--are defined in contexts inside the academy and in public discourse. She also examines the implications and consequences of those definitions and how writing faculty can participate in shaping them. She is author, coauthor, or coeditor of nine books, including Reframing Writing Assessment, Naming What We Know, and The Activist WPA.
Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. She previously directed writing programs at the University of Dayton and the University of Central Florida. Her scholarship focuses on the teaching and learning of writing in various contexts, from first-year composition to writing in the disciplines. She is coeditor of Changing Conceptions, Changing Practices; Naming What We Know; (Re)Considering What We Know; Composition, Rhetoric, and Disciplinarity; and Writing about Writing, now in its fourth edition. Professor Wardle is also the series editor for the Utah State University Press series Writing Research, Pedagogy, and Policy.