Abstract
Session LOCATION: George's (3rd Floor of the Johnson Center) For this study, I looked at syllabi and assignment sheets from art-writing intensive courses collected by the Writing Across the Curriculum Department at George Mason University in order to discover how they ask students to think about their writing goals. Using Bloomâs Taxonomy to evaluate the language used to describe courses and writing assigned, I determined most writing-intensive courses are utilizing the higher levels of Bloomâs Taxonomy, requiring rigorous assignments and addressing high order concerns.
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