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dc.contributor.authorIsaksen, Karl Robert
dc.date.accessioned2024-06-07T10:46:41Z
dc.date.available2024-06-07T10:46:41Z
dc.date.issued2024
dc.description.abstractThis paper 1) argues for the inclusion of a phenomenological form of academic textual evidence, 2) makes a case for James Moffett's abstraction ladder for teaching and learning, and 3) provides concrete examples of the abstraction ladder both as inspiration for practical application by teachers and to demonstrate how it may be used to broaden academic written discourse. These three aims are interrelated and mutually supportive.en_US
dc.descriptionSource at <a href=https://www.nawe.co.uk/>https://www.nawe.co.uk/</a>.en_US
dc.identifier.citationIsaksen. Teaching and Learning Abstract Ideas via the Abstraction Ladder - A Phenomenological Invitation. Writing in Education. 2024;92:36-43en_US
dc.identifier.cristinIDFRIDAID 2269169
dc.identifier.issn1361-8539
dc.identifier.urihttps://hdl.handle.net/10037/33758
dc.language.isoengen_US
dc.publisherNAWEen_US
dc.relation.journalWriting in Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.titleTeaching and Learning Abstract Ideas via the Abstraction Ladder - A Phenomenological Invitationen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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