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ERIC Number: ED318028
Record Type: Non-Journal
Publication Date: 1990-Mar-24
Pages: 17
Abstractor: N/A
Reference Count: N/A
Say It Again Sam: Recursive Writing and Critical Thinking in the Literature Classroom.
McNeil, Lynda D.
Critical consciousness is essential to the praxis of a democratic culture. Both composition and literature instructors on the college level may be using the reflective or dialogue journal under the false assumption that recursive writing leads naturally to critical thinking. Experience with college sophomores indicates that the narrative pressures inherent in journal writing seem to work against critical analysis. Cognitive psychologists have shown that to learn critical thinking skills, the following elements must be present: a focus on teaching a specific thinking skill within the content area, the presence of teacher mediation to help students create meaning, and assignments that include framework and scaffolding whereby the teacher models the thought processes, gradually shifting the responsibility for higher order thinking to the student. Teacher interventions to mediate cognitive processes and model critical thinking in the college literature class can take the form of such frameworks as "dialogue folders" wherein on-going dialogues with the text, with themselves, and with peers are recorded and reflected upon. The kind and quality of thinking in student dialogue folders can become an important focus of instruction. In addition, in cooperative learning groups, the roles of each of the members of the group must be clearly defined to facilitate critical thinking of all members (an adversary, a synthesizer, a caretaker, a recorder, and a liaison). (Two appendixes outlining a thinking skills model and cooperative learning group roles are attached.) (SR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A