Critiquing Evidence

By on January 5, 2013
Critiquing Evidence

One of the most difficult skills for us to teach, and students to learn, is to classify and, more importantly, evaluate evidence, particularly since the types of acceptable evidence, and the ways in which they are presented in visual and written texts, varies considerably depending upon the academic content area that is the focus of a class, and for other reasons, as well (See e.g., Langer,

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Setting Expectations Using Common Core

As a college instructor, I am often disappointed by the fact that the expectations for students in high schools are not sufficiently high. When I make this comment, my colleagues from secondary schools often respond with "But I require a ten page paper with fifteen sources!" or "We make them read entire books."

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What’s this about "the writing process"?

As I work with teachers across the country (and the world), I find that "the writing process" is still considered by many to be a step-by-step procedure: coming up with an idea, drafting a text, revising, peer reviewing others’ texts, editing...

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