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.
Recommended Citation
Comber, Ed
(2004)
"Critical Thinking Skills and Emotional-Response Discourse: Merging the Affective and Cognitive in Student-Authored Texts through Taxonomy Usage,"
The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 10
, Article 9.
https://doi.org/10.7290/jaepl10zqme
Available at:
https://trace.tennessee.edu/jaepl/vol10/iss1/9
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