Here is the synopsis of our sample research paper on Cooperative and Direct Learning Approaches in the Language Arts. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 5 page review of the value each of these learning approaches have to the high school student. Emphasizing the lessons that are available in the skills of debate, the author contends that both the cooperative experience and the direct approach can be of tremendous value to the student. Bibliography lists 2 sources.
Page Count:
5 pages (~225 words per page)
File: AM2_PPEdCoop.rtf
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Unformatted sample text from the term paper:
Cooperative learning has considerable potential for high school language arts. So too,
however, does the direct learning experience. Through both high school students can gain experience in journalism, legislative affairs, advertising and a number of other professional arenas through participation by
observing, and possibly even participating, either directly or indirectly. Almost all of these types of learning experiences have either direct or indirect applications to language arts. The literature
is brimming, in fact, with articles detailing the applicability of various facets of life to the learning process. In "Debate for
the Economics Class - and Others", an article written by author Mark Pernecky and published in an edition of "College Teaching", the importance of cooperative opportunities in perfecting debate
skills is emphasized. Whether one is communicating verbally or in a written format, e ffective debate is an extremely valuable tool in illuminating views and exploring all sides of
an issue. It is the presentation of a spoken argument either for or against a proposal, issue or concept. Debate occurs in practically all human relations. It
occurs between married couples, between college students, even between children. It is a particularly critical component in the language arts classroom.
By engaging in cooperative learning opportunities such as those available at our nations courthouses, law firms, and governmental offices the high school student has the opportunity to observe the
power of debate in action. Pernecky emphasizes that debate forms typically include: 1.
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