Concept Mapping and Writing

The writing process can benefit from applying external representations, such as outlines, or other graphic organizers, such as concept maps. We propose, based on Flower and Hayes’ (1981) writing model, that there is value to instructing students, in the planning stage of writing, in employing concept mapping techniques: to elicit prior knowledge and brainstorm an issue, to organize ideas, and to develop writing plans. We present an intervention study to evaluate these ideas. It appears that concept mapping instruction and application during pre-writing contributed to the accessing and use of prior knowledge for written essays and improved their rhetorical structure in comparison to a control instruction.

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