Stopping the Guessing: Using Inference to Help First-Year Writers Build Real Arguments
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Many first-year writing students believe academic writing is about having the “right opinion.” They summarize readings, react emotionally, or make sweeping claims, but struggle to explain how they know something.
In other words, they guess.
I found that before students can write strong arguments, they must first learn how to move from evidence to conclusion. To address this, I redesigned the early weeks of my composition course around one foundational skill: inference.
In other words, they guess.
I found that before students can write strong arguments, they must first learn how to move from evidence to conclusion. To address this, I redesigned the early weeks of my composition course around one foundational skill: inference.
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