Mind Mapping to Teach Writing in Descriptive Text

Using Concept Mapping and Mind Mapping in Descriptive and Narrative Writing Classes

This study was an attempt to investigate the comparative impact of concept map and mind map instruc- tion on EFL learners’ descriptive and narrative writing. To fulfill this purpose, 60 intermediate EFL learners were selected from among a total number of 100 through their performance on a pretest, i.e., a piloted sample Cambridge Preliminary English Test (PET). T...

Enhancing Freshman Students’ Writing Skills with a Mind- Mapping Software

Two groups of freshman students, enrolled in their first writing course in EFL, participated in the study. Before instruction, no significant differences were found between both groups in their writing ability. Both groups were exposed to the same in-class writing instruction. Since students have difficulty generating ideas in EFL, writing paragraphs with topic sentences and supporting details,...

Writing-To-Teach: A New Pedagogical Approach To Elicit Explanative Writing from Undergraduate Chemistry Students

Contemporary strategies in STEM education focus on developing pedagogies that more actively engage students in their own learning. A method that has proven effective to this end has been peer instruction and discussion, particularly those in which participating students must organize information in such a way as to be able to verbally articulate it to others. The success of peer learning raises...

Personal illness narratives: using reflective writing to teach empathy.

Reflective writing is one established method for teaching medical students empathetic interactions with patients. Most such exercises rely on students' reflecting upon clinical experiences. To effectively elicit, interpret, and translate the patient's story, however, a reflective practitioner must also be self-aware, personally and professionally. Race, gender, and other embodied sources of ide...

Pre-Service Teachers’ Attitudes about Writing and Learning To Teach Writing: Implications for Teacher Educators