Innovation in Language Learning

Writing in Engineering requires Engineering students to write in concise form that coincides with all aspects of all higher order thinking skills (HOTS).  Freshman students begin their studies after having met their language proficiency prerequisites, which makes them linguistically suitable to move towards more abstract, reflective activities.

In this pilot research, students produced three in-class writing at 4-5 weeks intervals between the writings.   After their first writing, students were exposed to Bloom’s Taxonomy table in a two steps exposure.  However this paper will only focus on the second step in which Bloom’s taxonomy was reintroduced in the form of a seminar.  The students’ wring was monitored throughout their second writing and final exam.  Our hypothesis is that Engineering students once exposed to higher thinking order skills will retain and continue to develop their higher order thinking skills mirrored in their in-class writing. The aim of this paper is to emphasize the developmental aspect of writing, with the level of transferability of skills such as the higher order thinking skills.