Because the lesson level objectives directly support the course level objectives, they need to build up the Bloom’s taxonomy to help your students reach mastery of the course level objectives. Use Bloom’s Taxonomy to make sure that the verbs you choose for your lesson level objectives build up to the level of the verb that is in the course level objective. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, “illustrate.” Your lesson level verbs can be from any Bloom’s level that is equal or below this level (applying, understanding, or remembering).

A paper should address one main question, and the failure to do this is one of the most common reasons for reviewers to reject a manuscript (Lambert et al, 2003).

The division of a paper into introduction, methods, results and discussion reflects Aristotle's requirements for introduction, narration, proof and epilogue in oratory—the art of communication using rhetorical skills (Aristotle, 1991).

“In addition to a simple presentation of the facts, I would point out that the best writing—medical, scientific, or otherwise—tries to convince the reader of something,” wrote David Reese (1999).

Sú kenning sem hlotið hefur hvað mestan hljómgrunn í umfjöllun um fjarveru fólks frá fræðslu má kalla „hindrana-kenninguna“. Samkvæmt henni er skýringanna að leita í því að eitthvað hindri fólk í því að taka þátt. Þar af leiðir að með því að ryðja hindrununum úr vegi megi gera fólki kleift að taka þátt.

(Cross, 1981)