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Teaching Materialism Through Storytelling: A Collection Of Short Stories And Learning Materials, Zoie Zvonar, Katherine Arnold
Teaching Materialism Through Storytelling: A Collection Of Short Stories And Learning Materials, Zoie Zvonar, Katherine Arnold
Honors Projects
This collaborative projects seeks to combine the disciplines of psychology and writing into a collection of short stories and learning materials dedicated to teaching young students the psychological concept of materialism. In order to accomplish this goal, Zoie Zvonar and Katherine Arnold have designed and created a set of materials that seek to inform, educate, and instill in those young students what materialism is, how to recognize it in our own lives, its consequences, and potential strategies to lower high materialistic tendencies. Zoie Zvonar created the companion guide, learning activities for both students and instructors, and an additional resources list …
Bingo! Engaging History Of Science Students With Primary Sources, Leigh Rupinski
Bingo! Engaging History Of Science Students With Primary Sources, Leigh Rupinski
Scholarly Papers and Articles
This case study examines the process of creating an interactive and engaging lesson plan for the History of Science course, HSC 201: The Scientific Revolution. History of Science students tend to be undergraduates majoring in science or medical related fields, rather than the humanities, who need to fulfill an intensive writing or general education requirement. For most, if not all of them, this session would be the first time they experienced hands-on interaction with historical resources. Accordingly, the archivist sought to create a less traditional lesson plan that would foster a sense of fun and interest in the materials.
A Critique Of The Ubiquity Of The Toulmin Model In Argumentative Writing Instruction In The U.S.A., Lindsay M. Ellis
A Critique Of The Ubiquity Of The Toulmin Model In Argumentative Writing Instruction In The U.S.A., Lindsay M. Ellis
Book Chapters
Secondary and university instructors in the United States rely heavily on the Toulmin model to teach written argumentation. To date, pragma-dialectics (van Eemeren and Grootendorst 2004; van Eemeren 2010) is not a visible presence in American composition textbooks. To ameliorate the limits of a single framework, writing instructors and consultants should ask critical questions not only associated with Toulmin's model, but also those of the pragma-dialectic model of critical discussion.