Literaturnachweis - Detailanzeige
| Autor/in | Price, Margaret |
|---|---|
| Titel | Accessing Disability: A Nondisabled Student Works the Hyphen |
| Quelle | In: College Composition and Communication, 59 (2007) 1, S.53-76 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-096X |
| Schlagwörter | Stellungnahme; Teaching Methods; Critical Thinking; Discourse Analysis; Disabilities; Writing (Composition); Writing Instruction; Case Studies; Learning Modalities; College Students; Social Attitudes; Consciousness Raising; Attitudes toward Disabilities; Justice |
| Abstract | This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, "Accessing Disability" argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative. (Contains 13 notes.) (Author). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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