Literaturnachweis - Detailanzeige
| Autor/in | Carroll, James Edward |
|---|---|
| Titel | The Whole Point of the Thing: How Nominalisation Might Develop Students' Written Causal Arguments |
| Quelle | In: Teaching History, (2016) 162, S.16-24 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0610 |
| Schlagwörter | Teaching Methods; Writing Instruction; Persuasive Discourse; Writing (Composition); History Instruction; Generalization; Attribution Theory; Language Styles; Academic Discourse; Secondary School Students; Foreign Countries; United Kingdom (England) |
| Abstract | Frustrated that previously taught writing frames seemed to impede his A-level students' historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from each other--genre theory and the work of the history teaching community--in this article Carroll explores how the construction of colligatory generalisations can help students express causal arguments in more sophisticated ways. (As Provided). |
| Anmerkungen | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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