Creating High Order Assignments In Art-Writing Intensive Courses

Authors

  • Shantay Robinson George Mason University

DOI:

https://doi.org/10.13021/itlcp.2019.2560

Abstract

Location: Dewberry Hall

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 Bloom's Taxonomy to evaluate the language used to describe courses and writing assigned, I determined most writing-intensive courses are utilizing the higher levels of Bloom's Taxonomy, requiring rigorous assignments and addressing high order concerns.

Author Biography

Shantay Robinson, George Mason University

Shantay Robinson is a doctoral student in George Mason's English Writing and Rhetoric Department. She has taught Rhetoric and Composition for the past three years at Clayton State University and George Mason University. She also taught Writing for Artists in the School of Art at GMU.

Published

2019-08-01

Issue

Section

4:15pm-5:30pm POSTER SESSION (Group A- 4:15-4:45pm)