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.
"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:
1, Article 9.
Available at: http://trace.tennessee.edu/jaepl/vol10/iss1/9
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