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ERIC Number: EJ1067737
Record Type: Journal
Publication Date: 2015-Jun
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0040-0610
Pipes's Punctuation and Making Complex Historical Claims: How the Direct Teaching of Punctuation Can Improve Students' Historical Thinking and Written Argument
Foster, Rachel
Teaching History, n159 p8-13 Jun 2015
Long, unreadable sentences in her students' essays led Rachel Foster to improve her post-16 students' punctuation. Her journey resulted, however, in more than improved punctuation. It led her to theorise what historians are really doing in their "signpost sentences". She found herself showing students how an academic historian anticipates a chunk of argument in a single, well-turned, opening sentence. Foster created an intervention in which students worked out why Richard Pipes ordered his clauses as he did. Thus they began to see Pipes' control of ideas was manifest in his control of sentence structure. Situating this within history teachers' publications on teaching writing, Foster shows how her project extends the existing field.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A