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The Jane Schaffer method is a formula for essay writing that is taught in some U.S. middle schools and high schools.Developed by a San Diego teacher named Jane Schaffer, who started offering training and a 45-day curriculum in 1995, it is intended to help students who struggle with structuring essays by providing a framework.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
A common English usage misconception is that a paragraph has three to five sentences; single-word paragraphs can be seen in some professional writing, and journalists often use single-sentence paragraphs. [7] English students are sometimes taught that a paragraph should have a topic sentence or "main idea", preferably first, and multiple ...
Reflective writing helps students to develop a better understanding of their goals. Reflective writing is regularly used in academic settings, as it helps students think about how they think and allows students to think beyond the scope of the literal meaning of their writing or thinking. [8] In other words, it is a form of metacognition ...
Also known as a focus sentence, a topic sentence encapsulates or organizes an entire paragraph. Although topic sentences may appear anywhere in a paragraph, in academic essays they often appear at the beginning. The topic sentence acts as a kind of summary, and offers the reader an insightful view of the paragraph's main ideas. [3]
Analytical skill is the ability to deconstruct information into smaller categories in order to draw conclusions. [1] Analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity.
Isaiah Berlin used the metaphor of a "fox" and a "hedgehog" to make conceptual distinctions in how important philosophers and authors view the world. [1] Berlin describes hedgehogs as those who use a single idea or organizing principle to view the world (such as Dante Alighieri, Blaise Pascal, Fyodor Dostoyevsky, Plato, Henrik Ibsen and Georg Wilhelm Friedrich Hegel).
The goal of the Document Based Question was for students to be "less concerned with the recall of previously learned information" and more engaged in deeper historical inquiry. Hayes, in particular, hoped students would "become junior historians and play the role of historians for that hour" as they engaged in the DBQ. [1]