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DOUBLE-CLICK TO INSERT SHORT TITLE (50 CHARACTERS OR LESS) 1 DOUBLE-CLICK TO TYPE IN ABBRIEVATED TITLE (50 CHARACTERS OR LESS) 2 This Is Your Title: It Should Be Less Than Twelve Words Your Name Course Name College Name Abstract The abstract is on its own page. The first paragraph of the abstract should not be indented. It is typically 150 to 250 words and summarizes the main points of the paper. It should include your thesis and summarize your main points and results. Do not include quotations here.
Define any abbreviations and acronyms you use in the paper here. You might want to write it after you’ve written the rest of your paper, so that it’s easy to summarize. In academic publishing, writing a good abstract is important, because it is the first, and sometimes only, bit of information your readers get to help them decide whether they should read or buy your article. After this paragraph, there is a page break that forces the beginning of your paper onto its own page: You will want to keep it there. This Is Your Title: It Should Be Less Than Twelve Words This is your introduction and thesis paragraph.
The introduction should be about five or six sentences and provide some background or context for your topic. Do not use I or you in academic writing. When appropriate, include recent events relating to the topic. For example, if you are writing about cyber warfare, you might mention Russia using cyber-attacks to influence the last US presidential election. Your thesis should be one sentence and outline the main points of the paper.
Literature Review or Background Summarize and quote the important research on this topic that has gone before you. Define subject-specific vocabulary or related theory. Usually, you want to look at books for background. You might want to use your textbook or an encyclopedia to find the names of researchers or theories that are important to the topic, then, search for those names on the library website. Use keywords when research of your topic in databases (example: cyber warfare or cyber attack) to find related articles and books.
Need help? Ask A Librarian . Anytime you summarize what someone else has said, include the author’s last name and year either in the text or in parentheses at the end. If you quote someone else, include the author’s last name, year, and page number either in the text or in parentheses at the end. If an article has three to five authors, write their last names out the first time, then cite only the first author’s last name followed by “et al.†If an article has six or more authors, include only the first author’s last name followed by “et al.†If the source does not have an author, such as a website, put the name of the article or webpage in parentheses at the end.
The whole point of in-text citations is so your reader can find the correct source in your References, so make sure authors or titles match both in-text and in References. Find out more about in-text citation on the Hagan Memorial Library Citation Help page . Business sources are not standard APA citations; See Purdue Owl for more information. Discussion The discussion should be the largest part of your paper and include your argument, research, and experiences (for example, through Service-Learning). Each main point of your paper should start its own paragraph with a strong first sentence.
Again, do not use I or you in academic writing. Remember to introduce quotations with who said it and/or why it’s important. Make sure quotes fit seamlessly in your paper. Include short quotations (40 words or less) in-text with quotation marks. Use ellipsis (...) when omitting sections from a quote and use four periods (....) if omitting the end section of a quote.
This is a longer quote, which is 40 or more words. Indent the quote a half-inch from the left margin and double-space it with no quotation marks. To get the right format, just click on “Quote†in the Styles area on the Word frame above. In parentheses, include the author’s last name, year, and page number. Conclusion The conclusion restates the thesis and summarizes the main arguments or points of the article, so that your reader could just read the conclusion to generally understand the paper.
What is important to learn from reading your paper? If you know of areas in this topic that need further study, mention them. After this paragraph, there is a page break that forces References onto its own page: You will want to keep it there. References American Psychological Association. (year). Article title.
Name of Journal, volume , pages. Author(s). (year). Book title . Where published: Publisher. Retrieved from URL of book Author(s) of essay or chapter. (year).
In Author (Ed.), Book title (pages of essay or chapter). Where published: Publisher. Retrieved from URL of chapter or essay Freud, S. (year). Article title. Name of Journal, volume (issue), pages.
Retrieved from journal URL Jung, C., & Freud, S. (year). Article title. Name of Journal, volume (issue), pages. Retrieved from article URL if poor navigation on site Neu, J, Lakoff, R., Kamin, J., Green, P. Lessig, L., Brody, E., … Prinzker, T. (year).
Book title (edition if given). Where published: Publisher. Pavlov, I., Jung, C., & Freud, S. (year of last update). Web page title . Retrieved from URL of Web page Skinner, B.
F. (year). Article title. Name of Journal, volume , pages. doi:xx.xxxxxxxxxx Guide to submitting Research Assignment and Standard of PhD Writing and Bloom’s Taxonomy. · APA Standard – 6th/7th Edition · Bloom's Taxonomy Introduction Bloom's Taxonomy identifies six major categories of thinking skills starting with the simple recall of information to the ability to evaluate information. This taxonomy is often used to guide the development of learning objectives and activities but can also be helpful for learners completing coursework. Bloom's Taxonomy can help you determine the levels of and prepare responses appropriate to discussion questions and assignments throughout your program.
Knowledge • Question Cues o List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where. • Skills Used o Observe and repeat information from other sources such as recalling dates, events, places, or major ideas. • Assumptions o All published material is equally valid and worthy of study and inclusion. Research and nonresearch articles are the same. Main ideas are not distinguished from less important ideas. • Written Assignment Organization and Content o Organizes by articles read, rather than topic. Lists authors' findings without summative comments or integration. Uses tangental or superfluous information from source materials.
Overuses direct quotes from authors and does not describe main ideas in own words. • Strategies to Move to Next Level o As you read each article, summarize main ideas from each article in your own words on note cards or in an electronic document. Comprehension • Question Cues o Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend. • Skills Used o Understand meaning and translate information into own words. • Assumptions o Make many of the same assumptions as a learner using the knowledge domain. • Written Assignment Organization and Content o Distinguishes main ideas of the articles reviewed. Similar organization to knowledge domain, but the content is based on main ideas from source articles.
Does not just recite everything read. • Strategies to Move to Next Level o At end of each article summary, develop an explicit and direct link from the source article to your written assignment. For each summary, ask "How does this relate to my topic?" If it does not relate, or the relationship is strained, then exclude it from the paper. Application • Question Cues o Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover. • Skills Used o Use information, methods, concepts, theories in new and/or unfamiliar situations. Solve problems using acquired skills or knowledge. • Assumptions o Make many of the same assumptions as a student using the knowledge domain, particularly regarding the lack of evaluation of the relative merit of publications.
Believe that selecting main ideas from reading related to the topic and making explicit connections to the current topic is sufficient. • Written Assignment Organization and Content o Organizes by articles rather than topics or themes. Directly and explicitly links source material to paper topic. • Strategies to Move to Next Level o Note details necessary to assess the merit of each source article. Develop a list of questions that can be asked of every source article to determine essential components related to your written assignment. Assess validity of information and whether conclusions are based on findings. Analysis • Question Cues o Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer. • Skills Used o Identify component parts of information, relationships, and patterns or themes.
Recognize hidden meanings and/or multiple perspectives of information. • Assumptions o Same assumptions regarding lack of evaluation of publications. Details and component parts are more important than how these findings are interrelated. • Written Assignment Organization and Content o Directly and explicitly links source material to the topic of the paper topic by identifying relevant components. Does not integrate findings from source materials by themes or topics. • Strategies to Move to Next Level o Review all source materials thoroughly and develop summaries with detailed information. From these summaries, develop a comprehensive and thematically based outline before beginning to write. Synthesis • Question Cues o Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite. • Skills Used o Integrate and combine ideas into a new pattern or whole.
Generalize from given facts, relate knowledge from several areas. Predict and draw conclusions from information. • Assumptions o Lack evaluative criteria for source articles. Focuses on information that supports premise of current topic or argument and excludes information that does not. Has difficulty developing overarching themes or determining best options when information conflicts. • Written Assignment Organization and Content o Organizes paper thematically rather than by source articles. Presents main ideas and source material that supports and questions those ideas.
Discusses results from source articles at the end of each major theme but does not include a systematic, objective evaluation of ideas. • Strategies to Move to Next Level o Determine what constitutes strong and weak source articles. Use criteria to assess the quality of research and other articles reviewed and value and use information from source materials based on the criteria. Evaluation • Question Cues o Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize. • Skills Used o Assess the value of evidence, theories, or presentations based on reasoned argument. Compare and discriminate between ideas. Recognize self subjectivity. • Assumptions o Distinguishes between research and nonresearch articles.
Includes all sides of an issue and can determine best course of action when information conflicts based on personalized evaluation criteria. • Written Assignment Organization and Content o Organizes paper thematically. Analyzes and critiques source articles based on strengths and limitations. Acknowledges conflicting information and/or findings. Discusses the quality of the source articles especially when research produces contradictory results. Presents both sides of an argument with minimal researcher bias. • Strategies to Move to Next Level o You have arrived at the highest level of Bloom's Taxonomy.
References · Counselling Services - University of Victoria. (2005). Learning skills program: Bloom's taxonomy. Retrieved July 1, from · Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: using Bloom's taxonomy as a pedagogical tool to improve literature reviews. Counselor Education & Supervision, 40(4), .
Paper for above instructions
Title: The Role of Bloom's Taxonomy in Enhancing Academic Writing QualityYour Name
Course Name
College Name
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Abstract
This paper explores the significance of Bloom's Taxonomy in refining the academic writing skills of students. Bloom’s Taxonomy provides a structured framework that categorizes learning objectives into cognitive levels, enhancing students’ abilities to analyze, synthesize, and evaluate information critically. The taxonomy’s hierarchical model fosters critical thinking and analytical skills essential for academic success. Various scholarly resources affirm the efficiency of incorporating Bloom's Taxonomy into crafting effective literature reviews and improving writing clarity. This paper discusses the benefits of applying Bloom's principles in academic writing and identifies strategies for integrating these approaches into educational practices. It concludes by emphasizing the importance of metacognitive abilities in learning and suggests further research to explore personalized applications of the taxonomy within diverse academic contexts.
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Introduction
Academic writing necessitates clarity, critical thinking, and organization. The application of Bloom's Taxonomy significantly enhances these essential skills, supportively shaping a student's cognitive approach to writing. As developed by Benjamin Bloom in 1956, Bloom's Taxonomy categorizes cognitive skills into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al., 1956). These categories are integral in developing learning objectives that effectively promote deeper understanding and engagement with subject matter. The relevance of Bloom's methodology becomes particularly apparent in the context of enhancing academic writing, as it guides learners in structuring their arguments and integrating research. This paper posits that leveraging Bloom's Taxonomy can substantially improve academic writing quality by promoting higher-order thinking skills.
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Literature Review
Previous research has established the efficacy of Bloom's Taxonomy in educational contexts, demonstrating how it influences students' organization of thoughts and presentation of ideas. Granello (2001) suggests that employing this taxonomy facilitates the cultivation of cognitive complexity in graduate work, particularly in literature reviews. The study indicates that students who utilize the hierarchical structure of Bloom's Taxonomy can more effectively differentiate between significant findings and irrelevant information (Granello, 2001).
Bloom's framework assists students in developing specific skills at each cognitive level, which directly correlates with writing capabilities. As students progress from knowledge to evaluation, they learn to synthesize diverse sources into coherent arguments, enabling them to present well-founded conclusions (Anderson & Krathwohl, 2001). In their analysis, Anderson and Krathwohl (2001) modified Bloom's original taxonomy to reflect contemporary educational practices, emphasizing that higher-order thinking leads to improved writing quality. Furthermore, applying critical thinking skills enhances students' abilities to assess and integrate information, promoting clarity in academic writing (Hesse, 2008).
Bloom's Taxonomy has also influenced the creation of effective pedagogical strategies for academic writing. Boud and Falchikov (2007) assert that integrating self-assessment techniques aligned with Bloom's structure encourages students to reflect on their writing processes and outcomes. This metacognitive approach equips learners with the tools to evaluate their writing critically, leading to continuous improvement.
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Discussion
Bloom's Taxonomy plays a pivotal role in structuring academic writing efforts, guiding students through the cognitive stages necessary for producing quality work. The taxonomy's foundational level, knowledge, encourages students to recall fundamental concepts and terminologies relevant to their subjects. By facilitating this recall, students can provide a more detailed background in their writings.
As students advance to comprehension, they begin to interpret and summarize information, distinguishing main ideas from lesser details (Anderson & Krathwohl, 2001). This level is critical in literature reviews, where synthesizing diverse viewpoints fosters informed critiques of the literature. The skill to analyze and compare differing perspectives enhances the coherence of students' arguments and bolsters the overall quality of their academic work (Hesse, 2008).
Application, the next tier in Bloom's hierarchy, allows students to relate theoretical frameworks to real-world issues, thereby enhancing the relevance of their writing. For instance, students studying social sciences can apply learned concepts to analyze contemporary societal trends and articulate their findings convincingly in their essays (Boud & Falchikov, 2007).
The higher levels of Bloom's Taxonomy, analysis, synthesis, and evaluation, focus on developing critical thinking skills. These skills are crucial for constructing arguments based on evidence, comparing contrasting views, and evaluating the merits of various sources. In academic writing, effective argumentation stems from the ability to engage with multiple perspectives critically and provide informed interpretations (Granello, 2001). Through synthesis, students can create new insights by combining different theories or insights, while evaluation equips them with the ability to discern the validity and reliability of sources they use in their writing.
Moreover, the integration of Bloom's Taxonomy encourages students to embrace a reflective practice. Engaging in self-assessment, learners can identify areas needing improvement, a process that aligns with the evaluation stage of Bloom's framework (Boud & Falchikov, 2007). This reflective process is instrumental in enhancing the depth and rigor of academic writing.
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Conclusion
In conclusion, Bloom's Taxonomy serves as a valuable tool for enhancing the quality of academic writing. By guiding students through cognitive skills ranging from knowledge to evaluation, it promotes critical thinking, effective organization, and clarity in writing. The taxonomy underscores the importance of reflective practices and metacognition in improving written work. As such, it is imperative for educators to integrate Bloom's principles into their teaching strategies to foster better writing outcomes. Future research could explore personalized applications of the taxonomy, tailoring approaches to diverse learning styles and academic disciplines to maximize its effectiveness.
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References
1. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. Longman.
2. Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans.
3. Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.
4. Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom's taxonomy as a pedagogical tool to improve literature reviews. Counselor Education & Supervision, 40(4), 252-266.
5. Hesse, F. (2008). Higher education and critical thinking. In J. A. Knowledge-based education reform (pp. 89-103). Springer.
6. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
7. Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
8. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-Hill Education.
9. Raths, L. E., & Stiggins, R. J. (2009). Assessment in the classroom: A formative assessment perspective. Jossey-Bass.
10. Marzano, R. J. (2007). The new taxonomy of educational objectives. Corwin Press.