Multimodal "Pre-Write"
Purpose: The purpose of this assignment is to guide students through the process of narrowing down an intentionally broad research topic such as those that many of them will be faced with in other classes. Having students work through different modalities in the classroom will encourage them to thoroughly think through their topic before committing to the actual writing a formal research paper. This activity will also encourage an increased awareness of the kairotic moment that their paper is creating as they work through multiple modalities in preparation for the actual writing of the paper.
Description: This assignment asks students to work through word processing software, visual mind mapping software, and PowerPoint. The process of this assignment can be stretched over several days in class or can be assigned as homework.
Process:
Reflective letter on topic: After introducing the prompt to students ask them to write a reflective letter thinking through how they would like to approach the topic and why.
Mindmap spider web (the Tufts’ program: Visual Understanding Environment is on CWC computers): After students have written this letter prompt them to place the focus of their research paper at the center of the VUE map. Now, direct students to link off of this with related ideas, other questions that come to mind, and potential supporting points for their main idea that is at the center.
Remind students that VUE allows them to cluster and move these ideas around. It also allows them to use different colors, fonts, and shapes for their ideas. With these tools many students will begin to self-organize through clustering their nodes or using specific colors and shapes. While this is an organic experience for many … some may need some extra help.
When you introduce the VUE program you will be surprised by how fast students pick up on how to use it. With this in mind, think about doing an example on the screen where you incorporate the various affordances of this program.
Finally, have students reflect on their mind map and point out just how broad their topic really is and how much narrowing they will be able to do. You will also what to point out to them that in brainstorming this way for their paper they have also identified much of the broader conversation that they will be entering with this topic.
PowerPoint: Now that students have identified a variety of starting points for their essay, ask them to create three slides (this number will vary for paper length assignment, etc.) in which they visually present three of the main ideas/supporting points that they will include in their paper. Direct students that they can use ONLY images and NO words.
Ask students to present this to the class in no more than five minutes. After each presentation ask class members write anonymous feedback that you collect and hand to the presenter.
Return to VUE: After this activity many students will be able to return to their VUE map and make changes in which they reorganize or add more ideas. When they do this prompt students to put their new, focused thesis statement at the center of the map and reorganize around this.
Now, students are ready to do their outline.
Final comments:
One of the added benefits of this activity is that it uses the computers not just for input. As they map students will find themselves wanting more background information on the topic. As this occurs they will often Google to find general, less credible references such as Wikipedia. This natural response allows for instructors to contextualize sources that students are going to refer to anyway. It is with this in mind that we can facilitate a conversation about both the strengths and weaknesses of these types of general, surface level sources. This includes asking the question, why should we respect their information more than someone else’s if we can all Google and find it right away …?
