Rhetorical Analysis Of Blooms Taxonomy

Blooms’ Taxonomy is a hierarchical classification system developed by Dr. Benjamin Bloom in the 1950s with the goal of promoting higher levels of learning by encouraging individuals to go beyond the knowledge level of learning and advance to comprehension, application, analysis, synthesis and evaluation; Bloom’s Taxonomy values critical thinking and analysis of knowledge over pure factual knowledge. Reflecting upon my experience writing the rhetorical analysis essay I can see several ways in which I employed this system and in doing so developed critical thinking skills. The base of this hierarchy is knowledge because without knowledge of the story that I selected to analyze would be futile. I also needed to have knowledge of the rhetorical techniques that we discussed in class so that I would be able to look at the story through that lens and go from having knowledge

The upper three levels of Blooms’ Taxonomy – analysis, synthesis, and evaluation – were all closely related for me and were all aspects that I found to be challenging to do in my essay. As we all picked different essays and did not go over them at all in class, understanding the work was crucial to having through and accurate analysis. I found it challenging to immediately identify what Carr’s argument and purpose was in the essay; I noticed that over the course of the writing process, what I thought each was gradually evolved as I continued to read over and think critically about Carr’s work. Having a more complete understanding of the essay also helped me to be more precise and less wordy because I knew what I wanted to express and did not need to use as much “fluff” to compensate for not having a clear understanding of something. Because of the relatively low word count, synthesis was crucial; after identifying what I wanted aspects of the essay I wanted to focus on I had to precisely bring together the necessary background knowledge with through analysis without being to general