Methodological issues in using sequential representations in the teaching of writing

Abstract

This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without feedback or re-writing based on feedback where the teacher or peers will provide feedback on the original draft and then the students will revise their writing based on the feedback given. The objective was to explore how knowledge of students' cognitive processes when using multiple organizers can inform the teaching of writing. The literature review analyzes the interaction of the design, function and task components of the framework; culminating in instructional approaches for using multiple organizers for classes with students of different writing abilities. Extended implications for designers of concept mapping tools based on these approaches are provided.

Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom

“…Naqbi, (2011) in her study concluded that "mind mapping helped students plan and organize their ideas for writing tasks under conditions of examination." (p.120) Meanwhile, Lee et al, (2007) in their study noticed that "good writers should have the choice to mind map the ideas for the essay the author intends to write on one piece of paper while poor writers should have the option to map their ideas one stage at a time" (p.139). On the other hand, Negari (2011) reported that "mapping strategy had a positive effect on English as a foreign language (EFL) learners' writing achievements"(p.299).…”