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ERIC Number: ED464337
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Bloom To Bridge the WAC/WID Divide.
Cross, Geoffrey; Wills, Katherine
A longitudinal study combined Stephen Tsuchdi's Workaday activities with Bloom's taxonomy of educational objectives to bridge the WAC/WID (writing across the curriculum/writing in the disciplines) divide. The researchers hoped that by combining concrete activities that can be applied across disciplines with a Bloomian conceptual framework of objectives, they could assist faculty from varied disciplines to bridge what might be perceived as a disciplinary obstacle. Results of qualitative interviews of instructors from a diverse group of disciplines indicated: instructors found exposure to Bloom's objectives and related writing activities helpful; 100% of instructors planned to use them and felt they could better teach their content area by teaching these activities; and they became willingly more process oriented and more aware of the advantageous linkage between objectives and writing assignments. Findings suggest strong indications that using Bloom's taxonomy of educational objectives, united with appropriate writing activities, does bridge the WAC-WID divide by providing a general heuristic from which professors can make explicit knowledge and practices to which they can then apply selected writing-to-learn and other composition techniques to help students make their way into their disciplines. (Contains 25 references and a table. Appendixes contain an inventory of Bloom's course objectives--workbook pages given to instructors in the disciplines, an outline of writing activities and genres that reinforce learning objectives, and a list of participants by discipline. Reproductions of PowerPoint slides associated with the paper are also attached.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A