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MLA
Estrem, Heidi, et al. “THRESHOLD CONCEPTS AND CURRICULUM REDESIGN IN FIRST-YEAR WRITING.” (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy, edited by LINDA ADLER-KASSNER and ELIZABETH WARDLE, University Press of Colorado, Louisville, Colorado, 2019, pp. 194–207. JSTOR, www.jstor.org/stable/j.ctvv4189q.14. Accessed 27 Feb. 2021.
APA
Estrem, H., Shepherd, D., & Shadle, S. (2019). THRESHOLD CONCEPTS AND CURRICULUM REDESIGN IN FIRST-YEAR WRITING. In ADLER-KASSNER L. & WARDLE E. (Eds.), (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (pp. 194-207). Louisville, Colorado: University Press of Colorado. doi:10.2307/j.ctvv4189q.14
CHICAGO
Estrem, Heidi, Dawn Shepherd, and Susan E. Shadle. "THRESHOLD CONCEPTS AND CURRICULUM REDESIGN IN FIRST-YEAR WRITING." In (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy, edited by ADLER-KASSNER LINDA and WARDLE ELIZABETH, 194-207. Louisville, Colorado: University Press of Colorado, 2019. Accessed February 27, 2021. doi:10.2307/j.ctvv4189q.14.

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