NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ944320
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1534-9322
Teaching the Analytical Life
Jackson, Brian
Composition Studies, v38 n2 p9-27 Fall 2010
Using a survey of 138 writing programs, I argue that we must be more explicit about what we think students should get out of analysis to make it more likely that students will transfer their analytical skills to different settings. To ensure our students take analytical skills with them at the end of the semester, we must simplify the task we assign and teach deliberately for transfer. If we can teach students to evaluate rather than just interpret an argument, we will teach them to be citizen-critics engaging in public debate over the merits of arguments about issues that influence us all. (Contains 5 tables.)
University of Winnipeg. Department of Rhetoric, Writing, and Communications 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-786-9001; Fax: 204-774-4134; e-mail: compositionstudies@uwinnipeg.ca; Web site: http://www.compositionstudies.uwinnipeg.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement