Literaturnachweis - Detailanzeige
| Autor/in | Collins, John |
|---|---|
| Titel | Summarize to Get the Gist |
| Quelle | In: Educational Leadership, 69 (2012)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1784 |
| Schlagwörter | Academic Standards; State Standards; Literacy; Reading Comprehension; Essays; Writing Skills; Educational Strategies; Skill Development; Documentation; Persuasive Discourse |
| Abstract | As schools prepare for the common core state standards in literacy, they'll be confronted with two challenges: first, helping students comprehend complex texts, and, second, training students to write arguments supported by factual evidence. A teacher's response to these challenges might be to lead class discussions about complex reading or assign regular in-class argument essays. Yet the reality is that after discussing a difficult article with a class of 20 or more students, even the most engaging teacher cannot guarantee that every student will understand it. Meanwhile, one would be hard-pressed to find an English teacher who has not inwardly cringed at the thought of having to routinely grade stacks of in-class essays. Some teachers may even neglect to assign such essays, wanting to avoid the work that follows. The author would argue that frequent written summaries of complex texts are a great way to develop students' reading comprehension and argument-writing skills, while minimizing the time the teacher spends correcting. This article looks at the benefits of this strategy as well as how the process works. (Contains 1 endnote.) (ERIC). |
| Anmerkungen | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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