Critical Thinking Skills and Emotional-Response Discourse: Merging the Affective and Cognitive in Student-Authored Texts through Taxonomy Usage
Abstract
This essay discusses a taxonomy designed to help students identify emotive-response discourse in their evolving texts, a process that joins emotion and cognitive to foster critical thinking.
How to Cite:
Comber, E., (2004) “Critical Thinking Skills and Emotional-Response Discourse: Merging the Affective and Cognitive in Student-Authored Texts through Taxonomy Usage”, Journal of the Assembly for Expanded Perspectives on Learning 10(1). doi: https://doi.org/10.7290/jaepl10zqme
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