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Abstract
Employing a cognitive framework, this article investigates whether it is possible to teach undergraduates how to improve their model-building skills. In contrast to readers who employed traditional invention strategies (e.g., proposition clustering and probability statements), I examine how a reader who contemplated the spatial dynamics of a scene significantly improved her ability to explore the implications of a narrative.
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For years, Ann Berthoff has provided practical advice on helping students complicate their interpretations of texts. Perhaps, her most widely employed teaching strategy is the dialectical notebook. In ...