| Sign In to gain access to subscriptions and/or personal tools. |
Language simulations: The blending space for writing and critical thinkingWinston-Salem State University, USA, kovalikd{at}wssu.edu
Winston-Salem State University, USA, kovaliklm{at}wssu.edu This article describes a language simulation involving six distinct phases: an in-class quick response, a card game, individual research, a classroom debate, a debriefing session, and an argumentative essay. An analysis of student artifacts—quick-response writings and final essays, respectively, both addressing the definition of liberty in a liberty-granting society—indicates a considerable betterment of the quality of the evidence supporting the writer's stance and/or the clarity of expression of that stance. Based on those findings, the article argues that language simulation is beneficial to students, in that it enhances their skills as critical thinkers and writers.
Key Words: academic writing • active learning • active thinking • card game • critical thinking (CT) • language simulation • liberty/law association • role-play • student writing
This version was published on September
1, 2007 Simulation & Gaming, Vol. 38, No. 3,
310-322 (2007) This article has been cited by other articles:
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
|
 |
|
Sign In to gain access to subscriptions and/or personal tools.
