[00:13] Rachel: Hey, writers. Welcome back to Story Magic, the podcast that will help you write a book you're damn proud of.
[00:18] Emily: I'm Emily.
[00:19] Rachel: And I'm Rachel.
[00:20] Emily: And today we're going to talk about the flow of learning. So what we mean by that is, how do you really start to master certain craft skills and what should that path of learning look like? And this is something that you taught me, Rachel. Actually, a few years ago, you taught me something called Bloom's Taxonomy, which we'll go into in a second, but it totally transformed how I approached the way that I learned craft terms. Because what I really took away from it was that reading craft books and watching master classes was not enough to really start to master the skills that I wanted to learn and sink them into my muscle memory and my understanding of story. And when you explained Bloom's Taxonomy to me, it was like, yeah, I can see it. And we have leaned on it for how we create our craft resources and work with people, work with writers since then. So can you break it down for us? What is bloom's? What is the taxonomy?
[01:27] Rachel: What is the taxonomy? So I learned about Bloom's Taxonomy at one of my previous jobs. I worked as a learning and development professional, and I taught to my company. I was basically a corporate teacher. One of my colleagues had a teaching background, and I was developing lots of content all the time. I was constantly teaching our company anything from safety training to how to give and receive feedback, to how to use this new tool that we're incorporating at our jobs. And my colleague sat me down one day and was like, hey, I think you could make your presentations a lot better if you thought about this idea called Bloom's Taxonomy. And I was like, what is that? I've never heard of that before. So it is basically a pyramid. It's a hierarchy of learning that teachers use to develop their lesson plans. So this is a tool for teachers, but I think it's really eye opening for everyone to understand because our brains go through a very specific scaffolding process. If it's a pyramid, you're going up the pyramid of how you absorb, retain, learn, and apply information. And it's a flow of learning because there's varying degrees of how you learn something and how much of an expert per se you become in that thing. So Bloom's Tactonomy breaks that down, and it helps a teacher decide, okay, if I want a learner a student to achieve this level of learning, I need to take them through these specific steps. If I want them to be able to demonstrate this skill, I need to create lesson plans or exercises that can get them to that place of learning, essentially. So it's used by educators to essentially engage and then evaluate what their students are learning and how effectively they are learning that thing. To then get to the point of like, oh, I have mastered that topic. I understand what it is. I have mastered it. I can now move on with my life. So if you have been through a school system as a student, you have experienced this. Your teachers have asked you to do different activities, and you've probably wondered, why do I have to do that activity? But they very intentionally created that activity to help your brain learn in a specific flow and then to demonstrate whether or not you've learned that thing. We have applied it to our writing teachings because it essentially lays out like, a map of how to grow your skills. And you can't skip certain pieces of it, but especially when you're a busy adult now, we often try to skip it. So, like you said, you would read a lot of craft books, and it's not enough to then get to the part where you can apply that learning to your pages. Well, because you went from remembering, which is the first level of this pyramid, to application, which is the third level of this period pyramid, and you skipped the second part, so you didn't fully learn, you didn't go through the flow as your brain needs to go through. That's why we really love thinking about our essentially lesson plans. What we want to teach people, the content we want to teach people, and how we want to teach it, is to truly develop mastery over a topic.
[05:14] Emily: Yeah. This is where I see so much frustration from writers when they I feel like the most often thing that I hear is this idea of, like, well, I've learned it, so I can break the rule. I can learn the rule, so I can break the rule. We've talked before about how we don't like that phrase, but what that statement indicates to me when I'm talking to a new writer who's like, well, I'm going to break this rule, is that they don't really understand why that craft tool exists in the first place. And so they are trying to jump to the top of the pyramid where they can start to break that rule. But you're never going to be able to do that effectively until you really understand what that craft concept exists, why that craft concept exists, and what it's trying to do. And so a lot of frustration comes from people trying to skip these levels. And once you understand them, it just opens up this whole new way of approaching learning a new skill that I think makes it more effective and faster to really engage that skill and let it sink in.
[06:18] Rachel: Yeah, and it helps you get perspective over why you might be struggling against a specific thing or why you might feel it's taking you longer to understand and implement a craft tip or whatever into your writing. When you understand the flow of how your brain needs to go in order to fully learn something, you can be like, oh, I just realized I'm jumping way ahead. I probably could go back and maybe have a discussion with a friend and I might understand this thing a lot better. So let me break down the pyramid, please. Do the different pieces. So there are six layers to this pyramid. I'm going to throw out some words, but I'm going to give you examples and think back to what it was like for you to be a student. Because you'll start to understand how this works and how this journey went from you from primary school all the way up to high school or to college. So the bottom layer of this pyramid is remember. So the remember layer of learning is basically just memorization it's. Remembering a term, remembering a topic, being able to recognize and recall facts, it's rote memorization. A lot of people stop here and they're like, I learned it. Woohoo, I know what it is.
[07:40] Emily: This is if you've ever just been like consuming craft resources, yes. This is where you're at.
[07:46] Rachel: You probably stopped here. So if you've heard the term narrative drive and you're like, I know what that is, but you really struggle to do it in your pages, you need to go to the next level. The next level is understand. So understand is when you take that rope memorization, but you actually demonstrate that you know what it is. There is a difference. And I think people conflate these two because sometimes they feel very similar, but there is a difference between being able to recall a fact and also understanding what that fact means.
[08:21] Emily: Yeah.
[08:22] Rachel: So this is when a teacher might ask you to describe what you've just learned. They've taught you a topic and now they're like, oh, describe that to me, tell me about that. What did you just learn? And you're like, oh, I did just learn it. But they're asking you to demonstrate the knowledge to ensure that you do truly understand it. And they might ask you some other probing questions to really make sure because they're trying to differentiate between whether you've just memorized that fact or whether you do know what this topic is. Yeah, so after that is apply. This is where people so often try to jump to application, is after you can recall terms and you know what they mean. You can use them in practice somewhere. It's not perfect, but you can put them into practice. So this is when a teacher might ask you to do an activity using knowledge you've just learned. That would be double checking whether or not you can apply that knowledge. So they've taught you like a math concept. You've demonstrated that you understand what that concept is and now they're going to ask you to solve a problem to see whether or not you can solve a problem. That would be application. It is in practice. So earlier when I was saying people jump ahead. Usually people try to get right to here. They feel like they know what a term is. They try to apply it, but they get frustrated and there's a big disconnect because they're not fully understanding what it is and what it means before they go to the application phase.
[10:02] Emily: I also think a lot of times people stop here. This is where people think they need to live.
[10:07] Rachel: Got it.
[10:08] Emily: If they jump here real fast and then they live there, everything will be good. But just because you can apply something doesn't mean that it's necessarily working or it's working in the best way. And so that's where the next three layers come in.
[10:19] Rachel: Yes. So the next layer is analyze. So this is when a teacher might ask you to analyze a book and write a report on it. They might ask you to compare and contrast two different things. They're trying to draw connections between your ideas. Basically, that is further than application because it's taking to you to a level of critical thinking. The next level of critical thinking, basically. So in our case, we're going to talk about why it's so important to analyze other pieces of writing.
[11:01] Emily: Yeah.
[11:03] Rachel: So after you analyze, then we get to evaluate. I think people can sometimes confuse these two. Sometimes I even do.
[11:13] Emily: I feel like they're well, they're similar, but they're different.
[11:15] Rachel: They're similar, but they're different. And sometimes in common vernacular, the words analyze and evaluate can be used interchangeably. But in a learning process, evaluate or sorry, analyze is about drawing connections between ideas. Evaluate is about determining what you think about those ideas.
[11:36] Emily: Yeah.
[11:37] Rachel: Taking a stance, defending an idea, critiquing an idea. It's again, the next layer of critical thinking. That's past just here's what a book is about to what do I think about those themes? Do I agree with those themes? Do I have a differing opinion? That's where you get to the evaluate phase and that's where you can start to make informed decisions about the way things work.
[12:08] Emily: Yeah. And this is where that's where you can quote unquote, because I hate this phrase, but break the rules. Right. You can debate and defend your decisions to go against reader expectations for X, Y and Z reasons. That's really what we mean by it because there are no rules, right? There's just reader expectations. And so that's where that lives. So that's like the top of the pyramid, basically. And you have to do everything else before you could really effectively do that.
[12:37] Rachel: Yeah. And the final piece on the top of the pyramid is create. And this is when a teacher might ask you to create or form your own new ideas about a topic. This is originality. This is new generation about an idea. So you're not just thinking like create, like, oh, I'm writing a brand new thing. It is like the next innovation of an idea. It's the new thing what are your new ideas about this topic? And that's really the final step here, to demonstrate that you have mastery over a topic is being able to innovate on it.
[13:14] Emily: Yeah. So I think for the writing, like, this is what Rachel and I do, is we innovate on different craft terms and different ways of teaching them and different ways of looking at so that's that's slightly different. Know where a pure novelist might live. But hey, you will have your own ideas about how to implement different things and especially how different craft ideas work together. I think that's, like, your understanding of that will be very unique and that will show up in the originality, in your voice and your style and how you use craft stuff on the page.
[13:48] Rachel: Yeah. And I think, too, the more that you grow your craft skills and develop a process that works for you, you can hit on this because you might learn, like, we might teach you a craft term and how to apply it, but you might decide, I'm going to apply that. Or not only will you apply it in your writing process, you're developing a brand new idea of how this might be applicable to you.
[14:13] Emily: Yeah. Love it.
[14:15] Rachel: Yeah. I know we have the term apply in the pyramid, but that to me, demonstrates not only do you understand it and you can apply it as we teach you, you are now developing a process around it specifically for you. That, to me, is hitting on that top level.
[14:31] Emily: Love it.
[14:32] Rachel: Yeah. So to put this in, like, a narrative form, emily, I love this paragraph that you wrote it. Sure.
[14:44] Emily: So essentially what the Bloom's Taxonomy is saying is that we have to be able to remember a concept before we can understand it, and we have to understand what that concept is before we can apply it. And then we have to be able to analyze it before we can evaluate it. And we have to be able to evaluate it before we can create something entirely new with it. That there's an order to how we learn concepts and can apply them in more and more effective ways.
[15:17] Rachel: Yes. And as you're thinking about this, I'm mulling it over. This is for a specific idea. We're not talking writing craft as a whole. That's way too big. We're talking about, like, scene structure, narrative drive, pacing, like these specific ideas within craft. You would follow this pyramid for each one of those things. You can't just lump them all together because it's way too overwhelming and you're.
[15:47] Emily: Not I'm going to learn how to write and remember all the concepts exactly.
[15:52] Rachel: But I think that's where people are. I think that's where people get when they think, I am learning to write, I am practicing writing, I am applying writing. But then they get so overwhelmed by how many different pieces there are without realizing that your brain needs to follow this specific flow for basically every new idea that we take in, not just for writing, but for any topic, whatever it was you studied in school for science, for literature, for economics, math. This applies to any idea that you want to master. It follows this flow inside your brain.
[16:32] Emily: Yeah, I love it. So let's run you through just an example. Let's say you want to level up your scene structure writing skills. So you're like, okay, this is the next craft thing that I want to master. I'm going to go all in. What are my steps?
[16:49] Rachel: Right?
[16:49] Emily: So first we're going to be at that remember layer. First you need to be able to recognize and recall the facts and basic concepts of seed beats, right? So this is where you would pick a craft method. There's a million of them, so many. None of them are right or wrong. But let's just say you're going to use R eight scene beats. So first you have to learn those, right? And then once you have learned what the beats are and learned what the scene structure is, then you need to be able to demonstrate that you understand what those beats are. This is one of those critical steps where you really need another person to do that with. And so this is where you might work with a coach or where you might have a writing friend or critique partner that's learning this concept with you, where you can bounce ideas back and forth. This is what Rachel and I did when we first met each other. We dove into craft books, and then we discussed them intensely to make sure that we both really understood what the resources we were consuming were really saying.
[17:51] Rachel: Yeah. To add on there. That's why so often you'll see in classrooms, discussion questions, group projects, the perfect little learner that I was, I rarely wanted to engage with another person. But Bloom's Taxonomy is designed for a teacher student relationship. If you are doing this on your own, you're removing the teacher. You're removing part of the person that gauges whether or not you're moving up the channel, like up the pyramid. So it's very critical to engage with other people, to engage with other students in this work, because that in and of itself is a huge part of how we learn, is engaging with another person, trying to learn the same thing.
[18:41] Emily: Yeah.
[18:42] Rachel: So please, if you don't have someone to do that, go find one.
[18:45] Emily: Go find one.
[18:46] Rachel: Yeah.
[18:47] Emily: So then once you really have an understanding of it and you feel confident that in your ability to demonstrate it, then you can start applying it. So in our scene structure example, this is when you're going to start outlining scenes, and you're going to start really practicing using the tool. And once you have practiced that for a while, then you can start to analyze other works to see how they are using the scene beats. So this is where you might look at a scene from a published work to see where are the scene beats in this scene? Can I identify them and how they're working? You might analyze a critique partner's scene outline to look at how they're using the scene beats and start to understand their approach to it and make sure that you can identify the different beats. And then the evaluate piece is kind of the next step of that, of being able to defend and explain your analysis of those different scenes. Right. Am I getting that right?
[19:55] Rachel: Yeah.
[19:56] Emily: It would be like giving a critique on your critique partner's scene and saying, I see these scene beats and I don't see these scene beats, and this is why. And this is why I would recommend making X, Y, and Z change or being able to describe that is where that evaluation comes in.
[20:14] Rachel: Yeah. We're not talking about defend in a defensive way. We're talking about the kind of defense that you might do in a debate where you have made a point and now you need to support your point, or like, what you might do in a thesis paper where you've been asked to support whatever point you're making through a specific set of logical reasonings. That's the type of defend we're talking about. Can you stand behind why you did something and explain it not in like, I'm right, you're wrong. I'm never going to improve my skills because now I'm a master. It's not that kind of defend. It's the ability to open yourself up for critiques and to look at something through that critical eye and discuss it from a debate perspective, basically.
[21:03] Emily: Yeah. Both on your own work and on others work, I think, is where that really starts. That's why critique partnerships are so important, not only in improving your story, but in improving your skills. Because in that discussion, in that practicing of analyzing and evaluating and being able to explain why you made decisions that you made and why you see certain things in other people's work, just really brings your skills to a new level.
[21:30] Rachel: Yeah.
[21:32] Emily: Last one, and then the last one for our scene structure example would be creating a new scene structure. New scene structure beats. A new way of explaining scene structure. Right?
[21:46] Rachel: Yeah. That would be like, your next layer of analysis. Like, how can you synthesize a new idea from what you've learned? And again, I want to reiterate, if you're not trying to be a craft extraordinaire teacher like Emily and I are, you might not aspire to get to this place. That's okay. You don't need to innovate on all of these craft ideas. You might. And that demonstrates a full mastery according to Bloom's Taxonomy. But that doesn't necessarily mean that that is your goal as a writer, is to rework craft for the whole world. You can stop and evaluate yeah. If you're just like, no, I just want to write a cool book that I love. Great. Don't worry about innovating and synthesizing brand new ideas. But I think this example is very powerful because let's take number five or number four on our pyramid, which is analyze analyzing a published work to learn from it. So in my experience, when I was a baby writer, like a less experienced version of myself, perhaps in college or when we met, I knew I needed to be a well read writer. Read. Learn from other books. That's such a huge push. Everyone says you need to be well read in your genre, as if being well read means that you understand the conventions of your genre. But so often I would read these books, and then people would be like, well, what did you think of this topic? Or did you study it for character arcs? Or assumed that simply reading in your genre means that you will start to understand things like character arc. That's skipping. That's skipping very critical parts of Bloom's taxonomy's. Pyramid. Because in my case, I was trying to jump to analyze without understanding. So those books went right over my head, and I was like, I don't know. I thought it was a good book. I don't know about the character arcs. I just really enjoyed it. So please be well read. Like, I'm not trying to yes, read. I do think that we start to subconsciously absorb, for sure. But if you find yourself hearing this advice and feeling really frustrated by it because you try to analyze these books that you read but you don't feel like you're gleaning any important information, it's probably because you're skipping ahead in this pyramid you don't quite understand or you haven't applied this to your own work yet and tried to do that. So that was a big eye opener for me when I was learning this, of, like, oh, so often I go to apply and analyze without and then being left feeling frustrated.
[24:47] Emily: Yeah. So we've already touched on how skipping from remember to apply and skipping understand can leave a lot of frustration. And I think people get like, we can get self conscious when we realize that, like, oh, well, I should be able to apply this thing that I read. Like, am I stupid? I think it's really important to say this is a critical step of the pyramid. It's just human nature. It's natural to need to discuss and debate with people about the thing that you're learning in order for it to really start to sink in. And so if you've been learning in a silo and getting really frustrated with yourself because you've been reading craft books and learning all this stuff and it's still not showing up on your pages, find some friends. Find some friends. Really going to reiterate that. Find some friends. And then the other area of frustration that I think can show up that's tied to this in skipping steps is when you go to work with a critique partner or a writing group and you're skipping to analyze and evaluate. That's what you're doing when you're working with critique partnerships, but you have skipped the understanding and application pieces of the pyramid. It can be really difficult to kind of explain what you're seeing and give feedback because you don't necessarily have that foundational knowledge. That does not mean that your feedback is not useful. Yes, but that's where I think a lot of self consciousness and frustration can come in in those types of relationships where it's like, I don't know how to say what I see, and it's because of skipping those levels. And so I think one of the things that I really encourage folks to do when they're working together is don't just work on each other's work.
[26:39] Rachel: Learn together. Learn together.
[26:41] Emily: Right. Pick a craft book and discuss them together. Discuss craft topics. Decide that you're going to look at scene structure for your next feedback conversation. Get into the craft concepts together in addition to working on each other's work, because that's like, where my brain explodes. One of my very first writing groups was we did share pages, but we also really learned, like, we read craft books together and we really talked about topics together. And I leveled up so much faster in that group than I had in any other critique relationship. And so, again, it does not mean that you cannot give feedback on something, on someone's work. That's not what I'm trying to say. But I do think if you're having that frustration or feeling that fear or self consciousness, that that could be where it's coming from.
[27:31] Rachel: Yeah. To reiterate and build off that this is a static explanation of the learning process, we do not learn statically.
[27:43] Emily: No.
[27:44] Rachel: You move up and down this pyramid very often in different ideas and different topics. So in no way are we saying you should not even look for a critique group or try to participate in a critique group until you are at the evaluate phase. You need to have demonstrated mastery of the first five or first four phases before you can start working in a critique group. Like, no, that's not how learning and practice actually works. But it's very eye opening for you to start thinking about your learning process and understanding that you got to take your brain through this pyramid to fully understand something or to fully develop that mastery over something. So use it as like, an informative tool to guide your learning and to help you choose where do you want to focus your efforts? Because you might decide, you know what? I've been reading a lot of craft books recently. I think I need to invest in a workshop. It's time for me to apply these. I feel like I have a good understanding, but I'm not quite sure how to put it into practice, how to apply it myself. I should probably invest in a workshop. That would be what you would use this for, is to determine, am I applying it? Maybe I get some feedback. Okay. I feel like I understand character arcs. I want to try to analyze a published work. I want to try to study it to see if I understand how this is working. It's a probing of your own learning process. It's a questioning of your own learning process. It's not trying to tell you that you are not allowed to move forward until you have cleared a level.
[29:26] Emily: Yeah, I think even if you let's just do the example. Let's say you're a brand new writer. You're really excited, you want to learn, right? So you find a writing group, and that writing group is doing a lot of analysis and evaluation that's totally great and fine, and you should totally join that group because you're going to learn so much. What this tool will shine light on is places where you're having dissonance or a lack of clarity or not quite sure how to explain something, or you're having frustration. This is supposed to shine. Or this is useful in shining light on why you might be feeling those feelings so that you can say, okay, I need to back up. Yeah, I need to back up. I can tell that in this scene, I'm getting this certain feeling that I'm not connecting with the character in some way. And so I'm going to go learn about Show Don't Tell and see if I can find a way to have a discussion for an understanding discussion with my critique partner to get deeper into that skill together so that I can sort of analyze and explain what I'm seeing on her pages. Right. So you can see how it's kind of circular. It's like, okay, I'm in the analysis stage, but I don't know how to explain it. And so I'm going to go back in the pyramid, and then we're going to climb up the pyramid together. It can be circular like that. I think that's yeah, that's key. Don't hold yourself up.
[30:44] Rachel: No, learning isn't static. Learning is a continual process. And there's a phrase out there that the masters of a topic are the last ones to say that they're masters of it. They're the ones who feel like they have the greatest learning. That's how this works. I mean, the more that you learn about something, you probably develop even more questions about it. That's how you get to that final create phase is having all that questions, like when you're evaluating, you're asking questions, and then you get to create where you're answering those questions yourself. But the process is, okay, well, then you have to go back to the beginning. If you've asked yourself, like, a brand new question that you don't know the answer to, well, now I probably need to explore that a little bit.
[31:26] Emily: And we do that all. The time.
[31:28] Rachel: All the time. All the time.
[31:29] Emily: We're like, oh, this topic. We probably should go deeper into it.
[31:32] Rachel: Yeah. What could we dive into here? Or how might we explain it? So, as educators, we're using this to bring you through the pyramid. So when you're searching out craft resources, when you're searching out any type of writing resource, not just craft, but writing resource, look for those things. Ask those questions, because that's how we have 100% designed our writing program. Tenacious Writing is to take you through this process and to offer multiple opportunities to go through each phase of Bloom's Taxonomy.
[32:10] Emily: Yeah. So let's talk about today's, just writing.
[32:13] Rachel: Yeah, let's talk about it to really.
[32:15] Emily: Walk you through that. Because one of the biggest things, obviously, if you've been following us for a while, you know that we teach craft concepts. We love living in that remember stage, that bottom part of the pyramid. That's where our master classes, our blog posts, our podcast, like, all that stuff exists is to teach you those concepts. And we did that for a long time. But we really have loved working with our one on one clients on all the other parts of the pyramid, right. In our one on one coaching client relationships, we get to just go deep into those other layers. And so we wanted to provide that experience in a different way to more people. We wanted to bring as many people into the higher levels of the pyramid as we could. And so that's where Tenacious Writing came in. And Tenacious Writing is our lifetime access program. That just means you pay once, and then you get access to all of our stuff, live stuff forever, any new stuff we add. And we have a lot of live events because we do.
[33:18] Rachel: A lot of.
[33:20] Emily: Hands on experience learning together. Why don't you break down some of the things that we do? Just some of them?
[33:27] Rachel: Yeah. So if we're talking about moving up the pyramid, once you take some master classes, once you've read some craft books, to start to remember and understand those things, the next step is to apply them to get that hands on practice. So we do workshops. We do write togethers. We've done entire workshops on our character table process, which is like our foundations of character development. We do workshops on show. Don't tell. We're doing a workshop on scene structure because it's not just about knowing the beats of scene structure. It's about putting them into practice in your work and being able to apply them and analyze them in other places. So for the scene structure workshop specifically, part of that workshop is to analyze a published scene. Why are we doing that? Is it just because we love our scene beats and we love reading other cool books? Sure. Yes. But it's also because that's a very important and critical part of the learning process, is to be able to take something you've just learned, look at it in something that's not your own and compare and contrast things and to differentiate ideas and to draw connections between ideas. It develops your critical thinking about that process. So when we do our live events like workshops, or our live events like study groups, we are intentionally crafting an opportunity to practice these things to bring you further up that pyramid and increase your learning and get you closer to mastery of that topic.
[35:03] Emily: Yeah. And then we also have tons of in addition to the workshops, we have other sort of interpersonal discussion opportunities. So for that understand level, right, you've watched our master classes and read our resources and stuff, and you can recall the concepts and what the definitions are. But to really understand them, we've discussed that takes discussion. And so we have writing groups and critique partnerships where you can discuss those things with other writers, but we also have opportunities where you can discuss them with us. So we have question to answer sessions at the end of all of our live workshops so you can ask questions and discuss the concepts with us. Sometimes we even do, like, breakout group brainstorming discussions. We have coaching calls regularly where you can come and bring questions and talk about concepts with us. We have a weekly Slack Channel QA where you can ask questions about concepts. So we have tons of opportunities for discussion of concepts to really make sure that you're understanding them. And then at that higher level of analysis and evaluation, we have those writing groups and critique partnerships where you get paired with folks in tenacious writing who are learning the same concepts as you, which makes it really easy to discuss them, and your trading pages back and forth, analyzing, evaluating and applying all at once to really start to level up together. We've designed it that way because it's so juicy and it's so fun to watch people just level up so insanely fast.
[36:38] Rachel: And that's when we get this question. A lot of, like, is tenacious writing for beginner writers? No. Yes and no. This is why is because we have developed different parts of the program to bring you farther up the Bloom's Taxonomy Pyramid that works for a beginner writer and for a writer who's been at this for a while, for a writer with a little more knowledge and expertise. Our program is not designed for one or the other because it's so comprehensive. We've built it off of these ideas. Not, okay, we're just going to teach you how to remember things. We're trying to get you to that more experienced place. But if you are a more experienced writer, we're still developing that. We're still challenging you. We're still getting you to that next level up the pyramid.
[37:23] Emily: Yeah, I love that.
[37:24] Rachel: Yeah.
[37:25] Emily: If you're brand new, there's tons of concepts to learn in that remember stage and then slowly climb your way up the pyramid with everybody else.
[37:34] Rachel: Yeah. Cool. Love it. So this is one where I'd listen to this episode a couple of times. There's so much juicy goodness in here.
[37:47] Emily: We'll put a graphic image of the Blooms Taxonomy pyramid in the notes. We will them for you.
[37:53] Rachel: You can see it, and if you Google it too, it comes up. It's a very common topic for educators. But anyway, there's a lot here, so I highly encourage you to digest. Digest this stuff. It was mind blowing for both of us when we first learned about it. So if you're feeling that way, come chat with us.
[38:17] Emily: If you're sitting there like, oh, my goodness, I have been stuck. And remember, I need folks to help me understand, or I need to move into the understand phase with other folks. If you're so excited about Tenacious writing, come join us. Check it out. It's just Tenaciouswriting.com has all of the details about it and email us if you have any questions. We would love to have you. It's such a fun place. It is.
[38:45] Rachel: We're a great little group of people. We're a fairly big group, but we're a great group of people. Awesome. Cool. Well, if you want to build a successful, fulfilling, and sustainable writing life that works for you, you've got to get on our email list.
[39:01] Emily: Sign up now to get our free email course, the Magic of Character Arcs. After seven days of email magic, you'll have the power to keep your readers flipping pages all through the night.
[39:10] Rachel: Link in the show notes. We'll see you there.
[39:12] Emily: Bye, everyone. Bye.
