Post on 06-Apr-2018
Efficient ways in using Thinking Maps in writing in USJane (Lining Jian)
1.Introduction
◎ Why do I choose this topic?
★Writing is an indispensable part of middle school in learning
English.However,the present situation of teaching writing in middle school in
China is far from satisfactory. Especially in middle school students. They can
hardly write. After the observation of many classes in US, I find that Thinking
Maps can be a good strategy in teaching how to write. What strategies are used
from Thinking Maps? What can Thinking Maps help middle school student to
improve writing skills efficiently? Aftering using Thinking Maps it comes the
critical thinking in almost every students. Therefore, the main objective of this
study is aimed to identify whether the use of Thinking Mapping strategy is
effective in improving the students’ writing achievement.
◎ Why can Thinking Maps work in English writing?
A Thinking Map is made based on marvelous thinking, a concept which describes
how the human brain processes various ideas and information that are associated
to each other through relationship hooks (Buzan & Buzan in Budd, 2003; Murley,
2007; Siriphanic & Laohawiriyano, 2010; Al-Jarf, 2011). It consists of a central idea
or theme and related ideas branching out that are connected together via
relationship hooks. Subsequent ideas are linked together, forming a hierarchical
map of the user’s ideas. A variety of applications are possibly elaborated through
Thinking Maps. For instance, Thinking Map is an effective way of generating
limitless ideas in that each idea that branches out increases the range of possible
associations (Buzan & Buzan in Budd, 2003).
By using language, students can talk and understand each other.
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◎ The statement of the research problem.★The specific examples I can’t find during our school visiting. But I found they use thinking maps in all kinds of subjects especially in English writing.★The experiments that I can’t do to evaluate the value the outcomes of usingThinking Maps during my training in UCI.★How to draw the findings to the result I intend to have in the conclusion.◎Function of writing in learning English for the middle school students
Writing is one of the language skills that will never be left in education. It is very
essential part of the lesson, not only in language class, but also in other classes
such as Biology, Mathematics, and History etc. Writing skills are complex and
sometimes difficult to teach, requiring mastery not only of grammatical and
rhetorical device but also of conceptual and judgmental elements (Heaton ,1988).
As Harmer (1998) stated writing as a skill, of course, it is a basic language skill,
just as important as speaking, listening and reading. Students need to know how
to write letters, how to put written reports together, how to reply to
advertisements and increasingly, how to write using electronic media. They need
to know some of writing’s special conventions (punctuation, paragraph,
construction etc).And Thinking Maps are the good ways to start learning writing.
2.A literature review
2.1 Two Criteria of Writing Between US and China of Middle School
2.1.1 The Criteria for Evaluating Grade Six to Eight Foreign Language students
Writing for different age of students is very important, what is the criteria for
evaluate the students in Middle school of US, especially the students who are
from Grade Six to Grade Eight. At this period of age we provide teachers with a
variety of instructional approaches that might include, but are not limited to,
direct instruction, as-signed reading and writing, conversations with native
speakers, and presentations of authentic and accurate cultural situations. The
students should involved the following as the book Foeign Language Framework
for California Public Schools. It told us learning a kind of foreign language should
provide
★ Clearly written and accurate explanations of listening, speaking, reading, and
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writing in the language being studied
★ Using different tricks in the class to arouse students’ interests. That can include
A logical and coherent structure that facilitates efficient and effective teaching
and learning within a lesson, unit year aligned with the Language Learning
Continuum
★Activities and texts that organize the content in a logical way such that
prerequisite skills and knowledge are developed before the more complex
concepts and understandings that depend on them
2.1.2 New Criteria for Writing in Middle Shool in China
Before I went to US, I have done some research about English writing in middle
school. The study bases on the students who are in Grade 7 to Grade9 in China.
The students are required to master the following writing skills and reach the
level 5.
★In the proper use of punctuation
★Use phrases or simple sentences to write a description of their own creation
pictures
★Be able to write a short text segments , such as the simple instructions , rules
★Can revising and correct the mistakes of the essay with the help of the teacher
and coorperation in peer or in groups.
Compare the criteria of the foreign language learning between China and the US,
In the US, teachers will focus on the tricks that they teach in English writing.
Therefore how to make good use of Thinking Maps as ways of teaching English
writing will be the signifient problem. (Foeign Language Framework for California
Public Schools K-12.Canifornia Department of Education,2001.)
2.2 What is technical writing
By carefully reviewing, analysing, and evaluating current literature and research
on the use of thinking-map technique in teaching and learning with reference to
the current trend of thinking-map technique in education, I would like to put
forward his argument on the methodology critique and on how the use of
thinking-map technique is effectively implemented in teaching and learning in the
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US. Technical writing is characterized by certain formal elements, such as its
scientific and technical vocabulary, its use of graphic aids and its use of
conventional report forms. As Gordon and Walter (1962) emphasized that
technical writing is writing in which there is a relatively high concentration of
certain complex and important writing techniques, in particular description of
mechanisms, description of a process, definition, classification and interpretation.
Technical writing refers to a type of writing where the author outlines the details
and operations of administrative, technical, mechanical, or scientific systems. The
main goal of technical writing is to educate, direct, and give others the ability to
use a certain system. The following will show you how it will be.
2.2.1. Always have in mind a specific reader, real or imaginary, when you are
writing a report and always assume that he is intelligent but uninformed.
2.2.2 Before you start to write, always decide what the exact purpose of your
report is; and make sure that every paragraph, every sentence, every word,
makes a clear contribution to that purpose and makes it at the right time.
2.2.3. Use language that is simple, concrete and familiar.
2.2.4. At the beginning and end of every section of your report check your writing
according to this principle : “first you tell the reader what you are going to tell
him, then you tell him what you have told him.”
2.2.5. Make your report attractive to look at.
2.3 Theory behind Thinking Maps
2.3.1.Definition of Thinking Maps
★Thinking Maps are eight visual-verbal learning tools, each based on a
fundamental thinking process and used together as a set of tools for showing
relationships. Thinking Maps give us a common language for meaningful learning.
★Thinking Map was developed as an effective method for generating ideas by
association in the 1960s (Murley, 2007). A Thinking Map is a graphic organiser in
which the major categories radiate from a central idea and sub-categories are
represented as branches of larger branches. It is a visual tool that can be used to
generate ideas, take notes, organise thinking, and develop concepts (Budd, 2003;
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Murley, 2007; Siriphanic & Laohawiriyano, 2010; Al-Jarf, 2011). In other words, it
is a tool for language teaching that helps the teacher introduce or bring together
multiple words that are linked to one subject or theme.
★In order to create a Thinking Map, we usually start in the middle of the page
with the central theme or main idea. From that point, we work outward in all
directions to create a growing diagram composed of keywords, phrases, concepts,
facts and figures. Murley (2007) explains that Thinking Map graphically show
ideas in a relational context, with the main topic at the center of the map, major
subtopics on branches radiating from the main topic, and sub-subtopics around
each subtopic that can be created with paper and pens or with one of several
computer applications.
2.3.2 Eight main features of Thinking Maps in US class are as the following:
We name them Circle Map, Bubble Map, Flow Map, Brace Map, Tree Map,
Double Bubble Map , Multi-Flow Map and The Bridge Map.I would like to
introduce four of them which are often used in daily writing and take one of them
as an example to help build the writing process.
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★Circle Map
The Circle Map is used for seeking context. This tool enables students to generate
relevant information about a topic as represented in the center of the circle. This
map is often used for brainstorming.
★Bubble Map
What if you wanted to describe the qualities of animals? Use the
Bubble Map for descriptions of qualities and characteristics
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★Tree Map
The Tree Map enables students to do both inductive and deductive classification.
Students learn to create general concepts, (main) ideas, or category headings at
the top of the tree, and supporting it.
★Flow Map
The Flow Map is based on the use of flowcharts. It is used by students for
showing sequences, order, timelines, cycles, actions, steps, and directions. This
map also focuses students on seeing the relationships between stages and
substages of events.
Therefore how to use Thinking Maps and how it helps the middle school students
in writing is very important.
2.4. Process Writing Approach by Using Thinking Maps
2.4.1 What I have observed in the class
Thinking Map is an open source program that allows you to make maps. I’ve
recently discovered the program and, once I did, I realized the useful it can be for
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students and for teachers and I decided to implement it in my lessons.
2.4.2 How it improve the writing ability
Thinking Map technique is also seen as a teaching tool that can effectively
improve students’ writing ability. It helps the students brain-storm, generate
ideas, relate main ideas and supporting details. Buzan (in Al-Jarf; 2009) asserts
that mind-maps can be used to generate ideas, take notes, develop concepts and
ideas, and improve memory. Additionally, it is a great way to introduce an overall
topic, increase student involvement, and get thoughts down quickly.A research on
the use of Thinking Maps software in enhancing the students’ writing ability was
conducted by Al-Jarf (2009). The findings of the research are presented as
follows:
The sample groups consisted of students who had difficulty generating ideas in
writing paragraphs with topic sentences and supporting details. A Thinking Map
software was used to help students brain-storm, generate ideas, relate main ideas
and supporting details. The Thinking Map software uses lines, colours, arrows,
branches to show connections between the ideas generated on the thinking
map. Every week the software was used to create mind maps for the essays they
had to write. Before instruction, no significant differences were found between
both groups in their writing ability. Both groups were exposed to the same writing
instruction. After instruction, post-test results showed that experimental students
who used the mind-mapping software, made higher gains in writing. Significant
difference in writing achievement were found between students who received
tradition writing instruction that depended on the textbook only and those who
were trained to use a mind mapping software to brainstorm, generate and
organise ideas as measured by the posttest.
This means that use of the Thinking Map software proved to be a powerful tool
for improving students’ ability to generate, visualise and organise ideas. It made
the topic more tangible. Thinking Map raised the good and average student
performance and the performance of the lowest-performing students as well.
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They became faster and more efficient in generating and organising ideas for their
paragraphs and were able to generate more detailed ideas than students who did
not use the mind mapping software. Moreover, the present study revealed
positive effects of mind mapping on students’ attitudes towards the mind
mapping prewriting activity.
2..4.3 Take one of possible lesson plan in using Thinking Maps in ESL lesson
Let’s take an example of a classroom session where a teacher wants to discuss the
food in western countries (let’s say the United States of America) and more
specifically the following three points:
★Introduce the different kinds of food that they eat in Holloween
★Talk about which food do they prefer and why
★Talk about the meaning for the food that people will eat in different activities
The three points above are the learning objectives which the students are
expected to able to at the end of the lesson. It can be clearly seen that enhancing
certain vocabulary and improving the students’ speaking skills are emphasised in
the lesson. The learning and teaching process is conducted through some steps as
illustrated below. Additionally, the guidance pictures in making the Thinking Map
step-by-step are also presented. No images and colours are used in the Thinking
Map, yet it is still able to visualise information and organise ideas, as can be seen
below:
Step1. Brainstorm
First, start by putting down the word 'food ' in the centre of the writing space, like
this
Food in Halloween
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This Circle Map helps students thinks a lot and opens our minds to get the
vocabularies that they have learnt.
Step2. Talk about which food do they prefer and why
Next, ask the class what comes to their mind when they think of food. When
doing this stage, the students can come up with words in other languages (it is
highly recommended that the teacher always encourages the students to speak
up in the target language, English). Subsequently, the teacher helps them by
putting down the correct word in English. As the students come up with words,
the teacher starts drawing out the Thinking Map branches, like this flowing map,
it helps students understand the tasks and make things logical.
Step3. Talk about the meaning for the food that people will eat in different
activities
Then, after the branches of the Thinking Maps are drawn, the students now have
the names of the food on the partly-finished Thinking Maps. The teacher can take
the conversation forward by asking pointed questions about the food for different
activities. It comes to the tree maps.
Food we eat in holloween I prefer to eat Why
Reason 1
Why Reason
Why Reason
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Follow-up activities:
The following are a series of possible activities (after completing the above
procedures) that the teacher can take forward:
★Ask the students to write a short paragraph about the food that they like or
dislike.
★Ask the students to be seated in pairs. Then, hand out one reference
conversation guide to one pair of students and get them to have a conversation
about what they eat in different festival, for example.
★Engage the entire class in conversations about favourite food , why they eat it,
what can food bring to us.who will cook the food for them…
★To make a more artistic Thinking Maps, the teacher can ask the student to draw
some symbols or images representing each keyword (if possible).
★Write a paragraph for what they have disscuss in the class. You can choose My
favorite food as the topic( describe the food you like and dislike and why ) You can
choose My favorite feastival food( talk about the festival and the traditions)
3.My finding in English writing by using Thinking Maps
3.1. Thinking Maps create critical thinking
★What is critical thinking
Thinking isn’t something you choose to do, any more than a fish chooses to live in
The activities
Halloween Thanksgiving Day Christmas Day
★★★
Conclusion★★★
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water. To be human is to think. But while thinking may come naturally, awareness
of how you think doesn’t. Thinking about thinking is the key to critical thinking.
Critical thinking means taking control of your conscious thought processes. If you
don’t take control of those processes, you risk being controlled by the ideas of
others. The essence of critical thinking is thinking beyond the obvious—beyond
the flash of visual images on a television screen, the alluring promises of glossy
advertisements, the evasive statements by some people in the news, the half-
truths of propaganda, the manipulations of SLANTED LANGUAGE, and faulty
reasoning.
3.2 What advantages do Thinking map give us?
Thinking map helps to enhance students vocabulary and makes things logically.
Thinking Map is a good way to pracitce students’ thinking abilitiies especially in
China. This can be made possible if there is a requirement to integrate thinking
mapping technique in the EFL subject at schools. Sometimes students can open
their minds and review the vocabularies in their mind. When thoughts come
together they write things in the order and make it clearly.
3.3 What disadvantages does thinking maps inflence us?
Using Thinking Maps should give clear instruction. This can make the concept of
this strategy more meaningful for the students. Additionally, any teachers who
introduce Thinking Mapping technique in their classrooms should, as a matter of
urgency, be aware of the awkward situation experienced by the students when
first making a Thinking Map in which many images, symbols, and colours are
often used. The teachers, therefore, should give sufficient time and guidance for
the students to practice making it regularly. As a result, the integration of
Thinking Mapping technique in the EFL classroom will not become a haunting
spectre that hinders the students' improvement in the English teaching and
learning.
4. Conclusion
★ A good strategy for teachers to teach English writing.
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I think the current paper provides some clear insights that Thinking Map is a
technique that offers many possibilities for teachers of English as a foreign
language, that it can be used to support various language learning activities and
that it is recommended as a way to deliver meaningful learning for students
(Buzan in Budd, 2003).
★A Thinking Map is an effective means to take notes and brainstorm essay topics.
Consequently, Thinking Maps technique seems to be particularly suited to helping
students in planning their writing as the approach encourages students to reach
for and adapt a deeper level of understanding of the writing topics. The evidence
suggests that Thinking Mapping may impact on students' abilities to plan and
organise their ideas for writing tasks under exam conditions. Besides that,
Thinking Maps are also most valuable when the key objective is to develop a
comprehensive understanding of all the key concepts involved in a subject area. It
can aid creativity, organisation, productivity, and memory.
A Thinking Map involves writing down a central theme and thinking of new and
related ideas which radiate out from the centre. By focusing on key ideas written
down in our own words and looking for connections between them, we can map
knowledge in a way that will help us to better understand and remain
information. Furthermore, in the reading aspect, Thinking Mapping technique is
helpful to provide students with meaningful displays so that learners can develop
a wider and deeper understanding of the content that is learned
★Something I still can not solve .
However, there are some drawbacks in terms of getting used to making mind-
maps that need to be paid attention to. As mentioned earlier, the undeniable
obstacles of using Thinking Map technique in the EFL classrooms are apparently
highlighted.
Overall, I find the disadvantages of Thinking Maps are far outweighed by their
advantages. In my opinion, the best thing about Thinking Mapping is that it is so
simple to make that it is worth being given a try.
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Reference
1.Ma lin,Chen Yu,A Theoretical Research on the Application of Mind Map in
English Discourse Analysis in Senior Middle School, Modern Education Technology
2008.
2. Foster, G. (2000). Thinking visually. Ontaria,Canada: Ontario Media
Development Corparation's Ontario Book Initiative.
3. Budd, J. W. (2003). Mind maps as classroom exercises. Minnesota: University
of Minnesota.4 David, H. Ed,D. (2002). Thinking maps rearch and practice
5.Swan, Hobie, Mind Mapping for Writers
http://www.teachingvillage.org/2011/01/07/mind-mapping-for-writers-part-1-by-
hobie-swan/ accessed oct 8th, 2013
6. Murley, D. (2007). Mind mapping complex information. Illinois: Southern
Illinois University School of Law Library
7. Richards, J. C. & Rodgers, T. S. (1986). Approaches and methods in language
teaching. Cambridge: Cambridge University Press.
8. Kim, S. Y. & Kim, M. R. (2012). Kolb's learning styles and educational outcome: Using digital mind map as a study tool in elementary English class. International Journal for Educational Media and Technology, 6(1), 4-13.
9. Foeign Language Framework for California Public Schools K-12.Canifornia Department of Education, 2001.
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