How the Use of Connective Words is Related to Learning
| dc.contributor.author | Duggleby, Sandra | |
| dc.contributor.faculty | Werklund School of Education | |
| dc.date.accessioned | 2015-07-10T18:54:47Z | |
| dc.date.available | 2015-07-10T18:54:47Z | |
| dc.date.issued | 2014-05 | |
| dc.description.abstract | When contributing as engaged citizens in society, learners need to articulate their ideas clearly, precisely, accurately, and succinctly with the use of connective words. Connective words are linking devices that can help state an opinion or discuss an argument so that ideas are communicated effectively. When learners use connective words (e.g. when, next, because, furthermore, and although), they are forced to state their ideas in an organized way, often using prior knowledge to further explain their thinking. | en_US |
| dc.description.refereed | No | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/5285 | |
| dc.identifier.isbn | 978-0-88953-376-9 | |
| dc.identifier.uri | http://hdl.handle.net/1880/50593 | |
| dc.language | en | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Calgary | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.publisher.url | https://werklund.ucalgary.ca/ideas/ | en_US |
| dc.title | How the Use of Connective Words is Related to Learning | en_US |
| dc.type | Presentation | en_US |