Improving Student Writing: Invention through Mind Mapping

1. Improving Student Writing: Invention through Mind Mapping Robin Schofield JoEllen Becco Paul Finch

2. Goal • Think of a writing assignment that did not work the way you’d hoped, listen to some ideas, and then we’ll get into groups to discuss how it could have been written and taught better. • When we get to that point, I’ll be the first to explain an assignment that fell short—and the plans to correct.

3. The Visual—the Arrangement Introduction Kairos: IMPORTANT Thesis Body MAIN CONCERN TODAY Conclusion

4. The Paragraph—the Structure Topic Sentence (Connect to Thesis). Assertion—Proof—Commentary/Interpretation (Some may call it Claim—Data—Warrant). Assertion—Proof—Commentary/Interpretation. Assertion—Proof—Commentary/Interpretation. Depending on your purposes, explain your quantitative/qualitative expectations for sufficient evidence. Summary sentence. Student Voice: what we’re interested in as instructors. Think roughly 80% Student Voice to 20 “Back-up Singer.”

5. The Proof (the Topics) • Common Topics • DefinitionGenus / SpeciesDivisionWhole / PartsComparisonSimilarity / DifferenceDegreeRelationshipCause / EffectContradictionsCircumstancesPossible / ImpossiblePast Fact / Future FactTestimonyAuthoritiesWitnessesMaxims or ProverbsRumorsOathsDocumentsLawPrecedentThe supernatural • http://rhetoric.byu.edu/(Left sideLogosTopics of Invention) MLK and “LBJ” Handout

6. Writing the Assignment (T & R) • MLK/”LBJ” T & R • Descriptive (topic) • The Exercise • Finding MLK’s Strategies • Collaborative Sharing • Planning the arrangement (student driven) • Prescriptive (requirements)

7. Discussion Linked to the T & R • From the Discursive to Recursive and Linear (Kozol Question) • “Who is Kozol’s audience (or audiences), and how can you tell? You might find it helpful to look for the counterarguments Kozol addresses, the kinds of sources he uses to make his argument, and the examples he uses to illustrate his points. Based on your findings, you could also consider who might be shut out of his audience, and why this matters.” (from “Still Separate, Still Unequal”) • Discursive (Handout) • Back to the Arrangement Model • Recursive • Linear

8. T & R Example ENG 121/LIT 115Learning Community Synthesis Essay -Topic and Requirements Topic: Compare and contrast how 3 authors (a dramatist, a short story writer, and a poet) express or explore a common theme. Approach this question by beginning with a single dramatic work and then moving outward from it, making connections to a short story and poem that show interesting similarities to or differences from it. You may work across all the works, examining one criterion at a time, or you may discuss one work at a time following a similar list of criteria. Choose your own combination of one drama, one fiction, and one poetry selection that express a central theme. (You may use any selections from our anthology text.) Start with the thematic topic areas in the text: Me and You, Ethics, and Spaces and Places. Each section has drama, fiction and poetry selections. There are many ways of combining the genres. Here are some suggestions to give you an idea of some of the themes threaded through the literature that we are studying this semester: Pride: Antigone, “The Cask of Amontillado,” “My Last Duchess” Facing one’s self: A Doll’s House, “Minister’s Black Veil,” “Sympathy” Love and Courtship: Taming of the Shrew, “The Waltz,” “Annabelle Lee,” “The Look” Marriage: A Doll’s House, “Story of an Hour” or “Chrysanthemums,” “My Last Duchess” Family relationship: Antigone, “Gentleman’s C” or“When Mr. Pirzado Came to Dine,” “Behind Grandma’s House” Society: Antigone, “A Good Man is Hard to Find,” “You Will Forget” Neighbors: Trifles, “A Rose for Emily,” “Mending Wall” Social Norms: A Doll’s House, “The Minister’s Black Veil,” “Tell all the Truth . . .” Death: Antigone, “A Rose for Emily,” “Because I could not stop for Death” or “Do Not Go Gentle,” or “Death be Not Proud”

9. T & R Example (Continued) For the essay make sure that your opening paragraph makes it clear what topic and which authors you will be discussing. Make sure that you use evidence from the text. Use page number for drama and fiction or line number for poetry in proper MLA format. Requirements: Minimum of 4 pages 12-font (including page numbers) Times New Roman (including page numbers) Formal—including diction and tone; minimized use of contractions; and no 1st- or 2nd-person pronouns (i.e. third person only). MLA formatting Due Date: See “Dropbox” for Details

10. Student Examples • Separate Word docs: • Table • Working Topic Sentences

11. Broad Introduction Main Effect – Midlife Crisis Topic: Reasons/ Cause of a Midlife Crisis Multiple Causes – Reason for Midlife Crisis Specific Effect Question: Why do people go through Midlife Crises? Cause A *Transition* *Transition* Possible topic expansion if a lot of information is available, break paragraphs down. Cause B Answer questions with causes *Transition* Cause C *Transition* Restated Effect Specific Restated Introduction/wrap up Broad

12. Resources • https://bubbl.us/ • http://rhetoric.byu.edu/