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MLA
Maher, Jennifer Helene. “RHETORIC AS PERSISTENTLY ‘TROUBLESOME KNOWLEDGE’: Implications for Disciplinarity.” (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. 94–112. JSTOR, www.jstor.org/stable/j.ctvv4189q.9. Accessed 20 Jan. 2021.
APA
Maher, J. (2019). RHETORIC AS PERSISTENTLY “TROUBLESOME KNOWLEDGE”: Implications for Disciplinarity. In ADLER-KASSNER L. & WARDLE E. (Eds.), (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (pp. 94-112). Louisville, Colorado: University Press of Colorado. doi:10.2307/j.ctvv4189q.9
CHICAGO
Maher, Jennifer Helene. "RHETORIC AS PERSISTENTLY “TROUBLESOME KNOWLEDGE”: Implications for Disciplinarity." In (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy, edited by ADLER-KASSNER LINDA and WARDLE ELIZABETH, 94-112. Louisville, Colorado: University Press of Colorado, 2019. Accessed January 20, 2021. doi:10.2307/j.ctvv4189q.9.

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