Case Study: What Knowledge Is Most Worth Knowing? Grammar, Critical Thinking, and Revision in Writing Conferences.

Bell, James H.; Flagel, Pamela; Capossela, Toni-Lee

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Peer reviewed

ERIC Number: EJ638879

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1079-0195

EISSN: N/A

Case Study: What Knowledge Is Most Worth Knowing? Grammar, Critical Thinking, and Revision in Writing Conferences.

Bell, James H.; Flagel, Pamela; Capossela, Toni-Lee

Journal of College Reading and Learning, v32 n1 p93-111 Fall 2001

Presents an educational case study in which an English-as-a-Second-Language student brings a draft of his argument essay for freshman composition to a tutor in a university writing center. Presents a response that examines several ways in which the study has challenged an educator to think more deeply about beliefs. (SG)

Descriptors: Case Studies, Critical Thinking, English (Second Language), Freshman Composition, Grammar, Higher Education, Teacher Attitudes, Tutoring, Writing Laboratories, Writing Workshops

Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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