“But let’s also acknowledge that having students write creatively (“that written composition for which the writer has determined his own subject, the form in which he presents it, and the length of the product”) must not be reserved for gifted students only, but something every student deserves to explore.
Redefining creative writing in school (rejecting template and prompted essays) and inviting all students to write creatively raise expectations while also insuring equity.”
Benjamin Bloom’s eponymous taxonomy has been bastardized, oversimplified, and misunderstood for as long as it has been a staple of teaching.
My major professor for my doctoral work, Lorin Anderson, was a student of Benjamin Bloom, and Anderson has also spent a great deal of scholarship revising Bloom’s taxonomy as well as refuting the ways it is typically misused.
In the revised taxonomy, noting that seeing the taxonomy as linear and sequential is distorting, the earlier elements of “synthesis” and “evaluation” (often interpreted as evaluation being the highest) have been revised to “evaluating” and “creating,” again with the implication often being that “creating” is the highest.
I would argue that some elements of the taxonomy are more complicated but not necessarily qualitatively better, but it does seem credible to suggest that creating is an advanced act by anyone, especially a student, since it involves synthesis—the drawing together into…
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