Elizabeth Wardle

Elizabeth Wardle
Howe Professor and Director of Roger and Joyce Howe Center for Writing Excellence

King Library, First Floor


PhD, Rhetoric and Professional Communication, Iowa State University, 2003

MA, English, University of Louisville

BA, Philosophy, University of Louisville

  • transfer
  • threshold concepts
  • first year writing as writing studies
  • writing program administration
  • composition theory
  • genre theory
  • activity theory

Adler-Kassner, Linda, and Elizabeth Wardle, eds. Naming What We Know: Threshold Concepts of Writing Studies. Utah State University Press, 2015. 

Wardle, Elizabeth and Doug Downs. Writing About Writing: A College Reader. Boston: Bedford/St. Martin’s, 2011. Second edition, January 2014. Third edition forthcoming, October 2016.


Adler-Kassner, Linda and Elizabeth Wardle. "What Are Threshold Concepts (And Why Are They Useful for Writing Programs)?" A Rhetoric for Writing Program Administrators, 2nd ed. Rita Malenczyk, ed. Parlor Press, 2016. 

Wardle, Elizabeth and Nicolette Clement Mercer. "Double Binds and Consequential Transitions: Considering Matters of Identity During Moments of Rhetorical Challenge." Critical Transitions: Writing and the Question of Transfer. Jessie Moore and Chris Anson, eds. Parlor Press/WAC Clearinghouse (Perspectives on Writing Series), 2016. 163-181.

Wardle, Elizabeth and J. Blake Scott. "Defining and Developing Expertise in a Writing and Rhetoric Department." WPA: Writing Program Administration, 2015. 72-93. 

Scott, J. Blake and Elizabeth Wardle. "Using Threshold Concepts to Inform Writing and Rhetoric Undergraduate Majors: The UCF Experiment." Naming What We Know: Threshold Concepts of Writing Studies. Linda Adler-Kassner and Elizabeth Wardle, eds. Utah State University Press, 2015. 122-139.

"Easing the Transitions: Finding Ways to Work in Solidarity Across the High School/College Divide." Crosspol 1.1 (Fall 2014). 1-10. http://www.crosspol-journal.com/ 

"Considering What It Means to Teach ‘Composition’ in the 21st Century." College Composition and Communication 65.4 (2014): 659-71. 

Wardle, Elizabeth and Doug Downs. "Looking Into Writing about Writing Classrooms." In First-Year Composition: From Theory to Practice. Deborah Coxwell Teague and Ron Lunsford, eds. Parlor Press, 2014. 276-320.

"What is Transfer?" A Rhetoric for Writing Program Administrators. Rita Malenczyk, ed. Parlor Press, 2013. 143-155.

"Reflecting Back and Looking Forward: Revisiting ‘Teaching about Writing, Righting Misconceptions’ Five Years On." Composition Forum 27 (2013). http://compositionforum.com/issue/27/reflecting-back.php

Wardle, Elizabeth and Doug Downs. "Creative Repurposing for Expansive Learning: Considering ‘Problem-Exploring’ and ‘Answer-Getting’ Dispositions in Individuals and Fields." Composition Forum 26 (2012). http://compositionforum.com/issue/26/creative-repurposing.php"

Wardle, Elizabeth and Doug Downs. “Reimagining the Nature of FYC: Trends in Writing-about-Writing Pedagogies." Exploring Composition Studies: Sites, Issues, and Perspectives. Kelly Ritter and Paul Kei Matsuda, eds. Logan, UT: Utah State University Press, 2012: 123-44. 

Wardle, Elizabeth and Kevin Roozen. "Addressing Multiple Dimensions of Writing Development: Toward an Ecological Model of Assessment." Assessing Writing 17.2 (2012): 106-19.


Council of Writing Program Administrator’s Outstanding Contribution to the Discipline Award, July 2016, for Naming What We Know: Threshold Concepts of Writing Studies.

NCTE 2006 Best Article of the Year in Teaching of Technical and Scientific Communication for “Building Context: Using Activity Theory to Teach About Genre in Multi-Major Professional Communication Courses.” With Donna Kain. Technical Communication Quarterly 14.1. (2005): 113-139.

Iowa State University Distinguished Alumni Award. October 25, 2012. 

University of Central Florida Teaching Incentive Program (TIP) Award. August 2012. 

University of Central Florida Scholarship of Teaching and Learning (SOTL) Award. August 2012. 

Council of Writing Program Administrators (CWPA) Research Grant. “Affordances, Constraints, and Roadblocks to Writing Transfer: A Longitudinal Study.” With Stacey Pigg, Angela Rounsaville, Mark Hall, and Kevin Roozen. March 2012-March 2013.

Next Generation Learning Challenge Grant. “UCF/AASCU—Expanding Blended Learning Through the Creation of a Blended Learning Toolkit and Example Blended Courseware to be Widely Distributed Nationwide.” $250,000. With Thomas Cavanagh (UCF Assistant Vice President, Distributed Learning), George Mehaffy (AASCU Vice President for Academic Leadership and Change), Deborah Weaver, and Tammy Mughs. May 2011-May 2012. 

Elon/AAC&U Research Seminar on Writing and the Question of Transfer. 2011-2013. Competitive two-year research seminar with travel support. 


Composition, Rhetoric, and Disciplinarity: Shadows of the Past, Issues of the Moment, and Prospects for the Future. Co-editor with Rita Malenczyk, Susan Miller-Cochran, and Kathleen Blake Yancey, Editors. Preliminary contract with Utah State University Press. 

“Deep Learning of Threshold Concepts in Writing Studies: A Case Study.” With Mikael Gonzalez and R. Mark Hall. 

"Teaching and Learning Threshold Concepts in a General Education History Course.” With John Sacher and Daniel Murphree.