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ERIC Number: EJ1100067
Record Type: Journal
Publication Date: 2016-Mar
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0040-0610
The Whole Point of the Thing: How Nominalisation Might Develop Students' Written Causal Arguments
Carroll, James Edward
Teaching History, n162 p16-24 Mar 2016
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A