Abstract

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.

Journal
Pedagogy
Published
2020-01-01
DOI
10.1215/15314200-7879189
CompPile
Open Access
Closed
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References (20) · 3 in this index

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