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Learning to teach history writing: discovering what works

By Richard Harris and Lorraine Foreman-Peck

Abstract

Statistics indicated under achievement by 18-year-old Advanced (A) level History students in a mixed comprehensive school, by comparison with their results in the General Certificate of Secondary Education (GCSE) at 16. Further investigation highlighted a weakness in essay writing. A teaching strategy was developed to improve essay writing by (a) clarifying the purpose of essay writing; (b) enhancing essay structuring; (c) ensuring students obtained a firm understanding of the topics studied; and (d) providing students with appropriate study skills to enable them to work effectively. An action plan, which drew heavily on the ideas of phenomenography (Hounsell, 1984, 1987), was devised to tackle these areas. The results of students who were taught in this way and who took their examinations in 1998 showed a dramatic improvement over the three previous year

Topics: D16, LB1025
Publisher: Taylor & Francis
Year: 2001
OAI identifier: oai:nectar.northampton.ac.uk:113
Provided by: NECTAR
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