Date of publication: 2017-09-06 13:11
I start even more simply. There are two kinds of questions, What questions and Why questions. What questions always have objective answers, and can't be made into essays because they have essentially one sentence responses. Why questions are debatable by their nature, which gets to your excellent points about creating a thesis which requires explanation as well as proof in opposition to another position.
A question that has come up a lot is how to use this with English-Language Learners. We must remember that they can and should be given opportunities to think critically even though they don't speak English fluently. One option is to have students use key terms or vocabulary in English (. freedom of speech in schools) and explain their viewpoing or reasoning in their native language. This, of course, only works if it's a bilingual classroom.
This is great stuff. I wonder if you didn 8767 t mean expansive rather than expensive in the following sentence. 8775 Instead of claiming that a book “challenges a genre’s stereotypes,” you might instead argue that some text “provides a more expensive but more ethical solution than X” or “challenges Jim Smith’s observation that ‘[some quote from Smith here]’” instead.
If the domed vault is not the cosmology of the Bible, how did so many people come to think that it was? This idea came about as the result of three developments in the nineteenth century. First, modern archaeology began in earnest in the nineteenth century. Interpretations of early excavations in the Near East indicated a domed vault cosmology, from which archaeologists and historians erroneously concluded that this was the ancient Near Eastern cosmology.
Anything that was truly fundamental for the Christian faith must have been clear and accepted by the true church from the first century. This fact alone demonstrates the fallacy of the trinity.
I agree, Kristi. As we teach our students to read, write, and think, we need to also teach them (and remind ourselves) how to listen. Thanks for posting.
You're completely misreading my post. This is not about freewrites, journals, rants, and blogs. It's about using those brainstorming techniques to produce viable, thoughtful argumentative writing in a classic form.
The other two synoptic gospels also record the temptation of Christ (Mark 6:67–68 Luke 9:6–68), though Mark’s account has no details. The details of Luke’s account match many of the details of Matthew’s record, but there are differences. For instance, the second and third temptations are switched. This is not a difficulty, if one allows that either or both accounts of the temptation of Christ are treated thematically rather than chronologically. Those who claim the Bible teaches a flat earth concentrate on Matthew’s account but largely ignore Luke’s gospel in this matter. Notice the differences between Matthew 9:8 (above) and Luke 9:5 :