Pipes's Punctuation and Making Complex Historical Claims: How the Direct Teaching of Punctuation Can Improve Students' Historical Thinking and Written Argument
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| Title: | Pipes's Punctuation and Making Complex Historical Claims: How the Direct Teaching of Punctuation Can Improve Students' Historical Thinking and Written Argument |
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| Language: | English |
| Authors: | Foster, Rachel |
| Source: | Teaching History. Jun 2015 (159):8-13. |
| Availability: | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Punctuation, Essays, History Instruction, Historical Interpretation, Intervention, Persuasive Discourse, Teaching Methods, Rhetorical Invention, Educational Practices, Educational Strategies, Student Improvement |
| ISSN: | 0040-0610 |
| Abstract: | Long, unreadable sentences in her students' essays led Rachel Foster to improve her post-16 students' punctuation. Her journey resulted, however, in more than improved punctuation. It led her to theorise what historians are really doing in their "signpost sentences". She found herself showing students how an academic historian anticipates a chunk of argument in a single, well-turned, opening sentence. Foster created an intervention in which students worked out why Richard Pipes ordered his clauses as he did. Thus they began to see Pipes' control of ideas was manifest in his control of sentence structure. Situating this within history teachers' publications on teaching writing, Foster shows how her project extends the existing field. |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2015 |
| Access URL: | https://www.history.org.uk/publications/categories/300/resource/8416/teaching-history-159-underneath-the-essay |
| Accession Number: | EJ1067737 |
| Database: | ERIC |
| Abstract: | Long, unreadable sentences in her students' essays led Rachel Foster to improve her post-16 students' punctuation. Her journey resulted, however, in more than improved punctuation. It led her to theorise what historians are really doing in their "signpost sentences". She found herself showing students how an academic historian anticipates a chunk of argument in a single, well-turned, opening sentence. Foster created an intervention in which students worked out why Richard Pipes ordered his clauses as he did. Thus they began to see Pipes' control of ideas was manifest in his control of sentence structure. Situating this within history teachers' publications on teaching writing, Foster shows how her project extends the existing field. |
|---|---|
| ISSN: | 0040-0610 |
