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Peer reviewedFarr, Roger; And Others – Educational Leadership, 1990
When creating the instructional program Writing in Response to Reading, teachers in River Forest, Illinois, focused on three types of writing (retelling, extending, and critiquing). To evaluate students, they devised "prompts" (unfinished stories) requiring students to construct an ending to demonstrate their understanding and use of…
Descriptors: Critical Reading, Critical Thinking, Elementary Education, Evaluation Criteria
