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Writing about Writing (WAW) is a method or theory of teaching composition that emphasizes writing studies research. Writing about Writing approaches to first-year composition take a variety of forms, [1] typically based on the rationale that students benefit when engaging the "declarative and procedural knowledge" associated with writing studies research.
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
The choice of how to group participants depends on the research hypothesis and on how the participants are sampled.In a typical experimental study, there will be at least one "experimental" condition (e.g., "treatment") and one "control" condition ("no treatment"), but the appropriate method of grouping may depend on factors such as the duration of measurement phase and participant ...
This pace may have a positive impact on the thinking process. De Bono believed [5] that the key to a successful use of the Six Thinking Hats methodology was the deliberate focusing of the discussion on a particular approach as needed during the meeting or collaboration session. For instance, a meeting may be called to review a particular ...
The process theory of composition (hereafter referred to as "process") is a field of composition studies that focuses on writing as a process rather than a product. Based on Janet Emig's breakdown of the writing process, [1] the process is centered on the idea that students determine the content of the course by exploring the craft of writing using their own interests, language, techniques ...
[6] [9] This can involve questions like how and whether scientific research differs from fictional writing as well as whether research studies objective facts rather than constructing the phenomena it claims to study. In the latter sense, some methodologists have even claimed that the goal of science is less to represent a pre-existing reality ...
One of the main advantages of using 6-3-5 brainwriting is that it is a very straightforward method, and therefore is easy and quick to learn. In addition to this, no particular training for the supervisor is required. [9] Secondly, it valorises the possible different backgrounds of participants, since it encourages sharing and exchanging knowledge.