Developing the level of cognitive complexity in academic writing: using Bloom's knowledge classification to develop a method to review previous studies

Abstract

This theoretical article attempts to highlight the possibility of utilizing Bloom’s taxonomy in literature review process in the Bachelor and postgraduate degrees’ levels. The researchers focus mainly on how this Bloom’s taxonomy could meaningfully used to enhance the review of literature in Arabic theses and dissertations. This cognitive taxonomy has provided mechanisms to assist students on how to enhance their learning complexity and conduct sound research works. Bloom’s taxonomy is a model that describes the cognitive processes of learning and developing mastery of subject. This model has been categorized into six hierarchical categories, namely; knowledge, comprehension, application, analysis, synthesis and evaluation. These categories have been proved to be interwoven and connected. The article outlines common assumptions held by students operating at each level of taxonomy, typical organizational structure and content of writing at each level of taxonomy and tips to move writing to more cognitively advanced levels. It was found that this taxonomy could be used to enhance process of review of literature writing especially during feedback consultation to enhance students learning cognitive complexity and effective literature review writing.