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MLA
Nowacek, Rebecca, et al. “GRAPPLING WITH THRESHOLD CONCEPTS OVER TIME: A Perspective from Tutor Education.” (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. 244–260. JSTOR, www.jstor.org/stable/j.ctvv4189q.17. Accessed 27 Feb. 2021.
APA
Nowacek, R., Mahmood, A., Stein, K., Yarc, M., Lopez, S., & Thul, M. (2019). GRAPPLING WITH THRESHOLD CONCEPTS OVER TIME: A Perspective from Tutor Education. In ADLER-KASSNER L. & WARDLE E. (Eds.), (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (pp. 244-260). Louisville, Colorado: University Press of Colorado. doi:10.2307/j.ctvv4189q.17
CHICAGO
Nowacek, Rebecca, Aishah Mahmood, Katherine Stein, Madylan Yarc, Saul Lopez, and Matt Thul. "GRAPPLING WITH THRESHOLD CONCEPTS OVER TIME: A Perspective from Tutor Education." In (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy, edited by ADLER-KASSNER LINDA and WARDLE ELIZABETH, 244-60. Louisville, Colorado: University Press of Colorado, 2019. Accessed February 27, 2021. doi:10.2307/j.ctvv4189q.17.

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