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A sample cluster on
predicting the future |
Over the twenty years I'd been teaching, more and more students were
coming to my classes already knowing either freewriting or clustering.
However, nobody is harmed by review, and some got chances to help teach
the class, explaining what worked and what didn't for them.
The techniques are true gifts for students who don't know about them
and they're easy to teach and learn. My husband showed a friend how
to start writing a paper in about five minutes. He said the guy was
sitting there with his head in his hands before he offered to help,
and when my husband left the study hall half an hour later, he was typing
away like mad. (No guarantees that the paper was any good, though.)
Lesson Plan
Major Concept
Freewriting and clustering put the creative and visual side of the
brain to work solving analytical and logical problems:
- Freewriting is a method for learning about a problem as well as
for breaking through writing blocks.
- Clustering is a visual and creative method of outlining and analyzing
a problem.
Generalizations
Writing and editing are not the same. They are separable and use different
parts of the brain.
Objectives
Cognitive
Students will learn that writing and editing are separate but equal
processes. Both are necessary. Confusing them makes it impossible to
do either.
Behavioral
Students will use freewriting and clustering as ways to get going
on a new piece of writing and get unstuck when they are blocked.
Some students will learn how to write more quickly.
Materials
- Paper, pens. (Bring pads and some extra pens.)
- Timer.
- Handouts
on freewriting and clustering (in Word).
Procedures
Freewriting
“This exercise is called freewriting. You use it to create
first drafts quickly. It's very helpful when you're writing something
from scratch." [Also, in other situations, prevents writer's block—i.e.,
being immobilized by trying to do something right the first time through;
no good writing is ever written just once]. Time contract is important
as a way of getting going.
Distribute free-writing instructions; ask them to skim the instructions.
“For the next 5 minutes, you must write continuously. The
rule is that you cannot stop writing for a second. Just keep going.
It's okay to write something like ‘I don't know what I'm writing
about.’ What you write doesn't matter just keep writing.”
Possible Topics:
- How many people do I know who have trouble reading English?
- What is the difference between a good boss and a great boss?
- Are all inventions really designed to make it easier for people
to communicate with one another?
Timing: 3 minutes
Suggest that the students take a second to uncramp their writing hands--for
example, by holding up their arms while pressing their fingers down
on their desks.
“Now, take a minute to look at what you wrote. You are going
to pick something from that material as the start for the next exercise.
What theme can you find in what you wrote? What is the most interesting
sentence in what you wrote? Write that at the top of a fresh sheet
of paper. Now, start freewriting again.”
Timing: 3 minutes. Repeat once more for 3 minutes.
Note: Tell the students that, when they're on their own,
they can do freewriting on the computer--they don't have to do it by
hand if they're more comfortable typing.
Clustering
“The second method is called clustering. Its developer, Gabriele
Lusser Rico, says that it is a way of releasing your expressive powers
by thinking graphically rather than linearly. You start by writing
down a theme, usually one word, and writing down other words that come
to mind around it. Then you circle the words and draw connections between
them. Finally, you write a text based on the words you found.
“Like freewriting, time spans are short. You spend one or
two minutes creating the clusters, then eight to ten minutes writing
the text. At the end, you take another two minutes to edit down what
you have.”
Do a cluster together on the blackboard. 10 minutes.
Possible themes:
- Excellence in engineering
- Accurately predicting the future
- Music as a way of thinking (which follows up on the multiple intelligences
class)
Distribute clustering instructions; ask them to skim the instructions.
Ask each student to do his or her own cluster.
Timing: 10 minutes.
More Information
Provide other methods for prewriting or outlining. Read pp. 172-173
in Learning
Outside the Lines, which is a collection of learning strategies
for students with ADHD written by two authors with ADHD.
Also Myth
of Paperless Office, which talks about the way people distribute
items on desks, tables, drawers, and shelves as a kind of external
memory.
Discussion: How do you normally start writing? So what happened?
- How does this relate to learning styles?
- Did you end where you started?
- What is the meaning of the deadlines?
In the second set of questions, nudge participants into seeing that
the difference between creative work and technical work is that you
have to start with information when you’re doing technical work.
Also that you don’t start from zero with most technical writing—you
generally start with existing materials.
- Which method would you use for open-ended problems or questions?
- Which would you use for close-ended problems or questions, structured
situations?
- How do you normally start writing?
Some answers:
- In software documentation, you can create a program map or do screen
prints and annotate the screen prints. What might you do in your areas
or industries?
- Locate and read all related materials—specs, memos, earlier
versions of manuals, similar manuals, competitor’s manuals, trade
magazines, novels, etc.
- Do freewriting or cluster analysis to find out what is missing. Good
for figuring out what you need to research.
Reinforcement and Assessment
Reinforcement
Assign homework that requires the students to use freewriting or clustering
to brainstorm a topic.
Assessment
At the end of each writing session, ask each student (students can
pass): “What did you think about that? What did you discover that
you didn't know?”
Sample Student Responses
Student 1: After completing the free writing exercise
I looked over each paragraph that I had written starting with the first
paragraph. I noticed that starting with one topic in free writing can
mean nothing in the final paragraph you write. I started out writing
specifically about the topic given, but by the end of the exercise I
ended up writing about think that I had been thinking about. I
also found clustering to be my least favorite, because it was too unorganized
and confusing to read.
Student 2: I learned two different techniques of
writing. It seemed to work for other people, but it did not for
me. I went way off topic and it could not have been used if I was to
write a paper. Feeling rushed to write down an idea is not easy
for me. It takes time for me to express myself. I learned
that I should take my time and my method does good for me. The
method to takes notes and put them in an outline works best for me.
Student 3: Three of us were called to the board and
we were told to write random words on a single topic. The class
came up with a big list and then we were able to make connections between
similar or related words. I learned that clustering can be an
efficient method of getting started on a paper especially when you have
no idea where to start or when you lack ideas related to the topic.
Student 4: Although I have been doing freewriting
back in county college I had never done prewriting or clustering; on
my second day of class I had a chance to do all three of them in my
favorite was the freewriting. Why? Maybe it’s because I had a
basic idea on how to do free writing therefore it did not take long
for me to understand what I was asked to do. These are the steps I followed
to do freewriting.
- teacher discusses writing assignment in terms of pattern of development
and required length
- student chooses a topic of interest
- student brainstorms knowledge of topic and records ideas
- student evaluates ideas in terms of suitability and "writability"
- student organizes remaining ideas
- student contemplates how to present ideas with a fresh, interesting
approach
- student writes, edits, and revises
Student 5: The freewriting exercise was really interesting.
We had to write something about technology, but by the time I got to
my third set of freewriting, it no longer focused on the topic. Instead,
I organized ideas that were until then free floating, not yet conceived
in any understandable way. The clustering seemed too confusing and I
don’t see myself ever using it again, at least not like that.
Student 6: Freewriting: This topic was very
interesting to me because the freewriting style was very different from
when I normally write papers. I usually made bullets-type of summary
prior the actual writing. Also, since I’m very used to typing
from my computer, it was very difficult to keep up with the timing given
to write specific topics.
There were 3 freewriting session and the timing also differ. As we
move on to the next, I’ve realized there was a big change in topic.
I would start off with online dictionary, but somehow, I ended up writing
cellphone in the end.
Although the writing process was very tiring (hand) it was worth
giving a try and testing new ways to improve my writing of papers.
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