Double Helix is an international, peer-reviewed journal of pedagogy. It publishes work addressing linkages between critical thinking and writing, in and across the disciplines, and it is especially interested in pieces that explore and report on connections between pedagogical theory and classroom practice.
DH invites Reports from the Field (2,500-5000 words) and Notes (up to 2,500 words) reflecting the effects of coronavirus—campus closures, social distancing, courses moved online, etc.—on pedagogy related to critical thinking and writing.
VOL 7 (2019) CRITICAL THINKING AND WRITING: PARALOGY
CNBC. Futures & Commodities, 10 December 2019. Screenshot.
Table of Contents
Critical Thinking Futures
Justin Hayes, Paul Pasquaretta, Glenda Pritchett
Performing Critical Thinking in Written Language: Defining Critical Thinking from the Assessor’s View
Justin King Rademaekers, Lauren Detweiler
First-Year Writing as the
Critical Thinking Course: An Interactionist Approach
First Day of Class: Lies, Fibs, Prevarication, and Refuge from the Commonplace
REPORTS FROM THE FIELD
Creating Art in a Critical Research and Writing Course
The Archive of Workplace Writing Experiences: Using the Voices of Real-World Writers as a Bridge Between the Classroom and the Conference Room
Brian Fitzpatrick, Jessica McCaughey
Memory, Memorization, and Memorizers: The Galilean Oral-Style Tradition and Its Traditionists
by Marcel Jousse
Bringing the World to the Classroom
Teófilo Espada-Brignoni, Frances Ruiz-Alfaro
A Necessary Tension: Nussbaum and Simon Inform a Pedagogical Reading of Chronicle of a Death Foretold
Double Helix is a publication of the College of Arts and Sciences at Quinnipiac University. ISSN 2372-7497. Works published in Double Helix are released under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 international License.