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MLA
Wardle, Elizabeth. “USING A THRESHOLD CONCEPTS FRAMEWORK TO FACILITATE AN EXPERTISE-BASED WAC MODEL FOR FACULTY DEVELOPMENT.” (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. 297–312. JSTOR, www.jstor.org/stable/j.ctvv4189q.20. Accessed 27 Feb. 2021.
APA
Wardle, E. (2019). USING A THRESHOLD CONCEPTS FRAMEWORK TO FACILITATE AN EXPERTISE-BASED WAC MODEL FOR FACULTY DEVELOPMENT. In ADLER-KASSNER L. & WARDLE E. (Eds.), (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (pp. 297-312). Louisville, Colorado: University Press of Colorado. doi:10.2307/j.ctvv4189q.20
CHICAGO
Wardle, Elizabeth. "USING A THRESHOLD CONCEPTS FRAMEWORK TO FACILITATE AN EXPERTISE-BASED WAC MODEL FOR FACULTY DEVELOPMENT." In (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy, edited by ADLER-KASSNER LINDA and WARDLE ELIZABETH, 297-312. Louisville, Colorado: University Press of Colorado, 2019. Accessed February 27, 2021. doi:10.2307/j.ctvv4189q.20.

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