Bridging Reading and Writing through C3 Inquiry

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wayne Journell, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In seeking a disciplinary literacy model that would enable students to express well-developed perspectives and argue contrasting views with the sound use of evidence, we developed a student-driven model that emphasized historical investigation, offered substance, and scaffolded reading and writing. To support our project, we created easy-to-use primary and secondary source text collection.

Additional Information

Social Education, 80 (6), 343-349. 2016.
Language: English
Date: 2016
U.S. History, literacy model, high school education, secondary education, historical investigation

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