FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W325816963> ?p ?o ?g. }

• W325816963 startingPage "59" @default.
• W325816963 abstract "[ILLUSTRATION OMITTED] Something about junk food satisfies and comforts us; we crave the fats, sugars, or salts offer and ignore their potentially harmful side effects or their bleak nutritional value. Have you ever read the ingredient list of your favorite snack food? You'd need a degree in chemistry or in nutrition to translate many of those labels. For example, what is monosodium glutamate, acidophilus, rapeseed, or a medium-chain triglyceride? More important, what are these ingredients doing in my food, and what are their effects on my body? Such a guiding question --one rooted in a student's own curiosity and desire to know--can motivate learning. I use this exact scenario to stimulate student curiosity and to begin the inquiry process in a technical writing project. With the Internet at their fingertips, those answers are within easy reach. Students have an appetite for discovery when the topic matters to them. When writing projects have an authentic reader beyond the classroom teacher, students see a direct connection between their lives and their literacy development. That connection is key to learning engagement and motivation. Furthermore, according to Burke (2010), when learning is organized around meaningful, clear questions motivated by a student's own curiosity, they understand better, remember longer, and engage more deeply and for greater periods of time (p. 11). Such writing also supports the Common Core State Standards and their focus on informational texts and on literacy in technical subjects. The new distinctions in the standards have important implications for teaching practice because the common standards invite inquiry that focuses on questions students might ask as try to understand content and deepen their learning. Evidence-based practices and the Common Core are asking teachers to abandon the traditional call-and-response structure in favor of more meaningful discourse with students. Hallmarks of the inquiry process encourage learners to: * Pose questions or * Collect data to gain insights into their wonderings; * Analyze that data along with reading relevant literature; * Make changes in thinking/behavior based on new understandings developed during inquiry; and * Evaluate those changes, and share findings with others. In this inquiry-based environment, students are expected to reason, think critically, and apply their knowledge in meaningful ways so make connections between content and their experiences. Ultimately, the common standards are about autonomous transfer: students solving complex problems outside of school independent of teacher-provided scaffolds. Using inquiry in technical writing Before students bring in their favorite snack to peruse its label, I make available a variety of technical writing documents (brochures, flyers, signs). Together, we define technical writing and its common purposes, tone, point of view, and style. Then, in small groups with a document in hand, students will discuss what makes the document effective. I don't prompt them to look for certain elements beforehand; I allow the inquiry process to work. After their inquiry sessions, students orally report their findings while I record their observations, which usually fall into three categories: * Design elements--headings, font variations and enhancement, bulleted lists, white space; * Text features--clear, concrete, detailed, factual information presented succinctly in an objective, formal tone free of opinion and jargon; and * Use of graphics--color blocks, line art, or pictures to add meaning and aesthetics to the page. They generally notice that effective design helps organize the information to enhance the reader's comprehension and to facilitate the eye's movement or flow. They further recognize that the writing, graphics, and design work together to make the piece resourceful. …" @default.
• W325816963 created "2016-06-24" @default.
• W325816963 creator A5020169814 @default.
• W325816963 date "2014-09-01" @default.
• W325816963 modified "2023-09-24" @default.
• W325816963 title "Intellectual Nutrition for the Snack Food Junkie: What's in That Bag of Cookies or Chips Could Be an Opening to a Wholesome Discussion and Project in Which Learners Fully Engage in Technical Writing" @default.
• W325816963 hasPublicationYear "2014" @default.
• W325816963 type Work @default.
• W325816963 sameAs 325816963 @default.
• W325816963 citedByCount "0" @default.
• W325816963 crossrefType "journal-article" @default.
• W325816963 hasAuthorship W325816963A5020169814 @default.
• W325816963 hasConcept C145420912 @default.
• W325816963 hasConcept C15744967 @default.
• W325816963 hasConcept C19417346 @default.
• W325816963 hasConcept C33435437 @default.
• W325816963 hasConcept C547764534 @default.
• W325816963 hasConcept C77805123 @default.
• W325816963 hasConceptScore W325816963C145420912 @default.
• W325816963 hasConceptScore W325816963C15744967 @default.
• W325816963 hasConceptScore W325816963C19417346 @default.
• W325816963 hasConceptScore W325816963C33435437 @default.
• W325816963 hasConceptScore W325816963C547764534 @default.
• W325816963 hasConceptScore W325816963C77805123 @default.
• W325816963 hasIssue "1" @default.
• W325816963 hasLocation W3258169631 @default.
• W325816963 hasOpenAccess W325816963 @default.
• W325816963 hasPrimaryLocation W3258169631 @default.
• W325816963 hasRelatedWork W10772517 @default.
• W325816963 hasRelatedWork W1190265756 @default.
• W325816963 hasRelatedWork W186518312 @default.
• W325816963 hasRelatedWork W2073774750 @default.
• W325816963 hasRelatedWork W256246666 @default.
• W325816963 hasRelatedWork W282583092 @default.
• W325816963 hasRelatedWork W286655955 @default.
• W325816963 hasRelatedWork W299130419 @default.
• W325816963 hasRelatedWork W2992093142 @default.
• W325816963 hasRelatedWork W313894884 @default.
• W325816963 hasRelatedWork W347686781 @default.
• W325816963 hasRelatedWork W632767013 @default.
• W325816963 hasRelatedWork W636389741 @default.
• W325816963 hasRelatedWork W765221639 @default.
• W325816963 hasRelatedWork W792824376 @default.
• W325816963 hasRelatedWork W878835034 @default.
• W325816963 hasRelatedWork W95893269 @default.
• W325816963 hasRelatedWork W2184929358 @default.
• W325816963 hasRelatedWork W2604084265 @default.
• W325816963 hasRelatedWork W2993678415 @default.
• W325816963 hasVolume "96" @default.
• W325816963 isParatext "false" @default.
• W325816963 isRetracted "false" @default.
• W325816963 magId "325816963" @default.
• W325816963 workType "article" @default.