The Journey Out: Conceptual Mapping and Writing Process This article is by Beth Brunk-Chavez and Janette Martin. Beth Brunk-Chavez received her Ph.D. from The University of Texas at Arlington. She is currently at The University of Texas at El Paso where she teaches rhetoric and writing. Janette Martin received her Ph.D. from Bowling Green State University. She is currently at James Madison University where she teachers composition, rhetoric, literature, and American Studies.
I think the idea of conceptual mapping ties in very closely tied to information literacy concepts. It is clearly an area that librarians can offer to help teach writing students about the library and research.
From the article:
A simple exercise in conceptual mapping of students’ writing process can yield surprisingly rich results. In this active learning exercise which students find quite pleasurable, students draw steps in their writing process by employing personally expressive symbols, metaphors, and linking devices. These maps help to conceptually integrate the writing process, which is generally experienced as a fragmented activity. Sharing of conceptual maps helps forge community in the classroom as students read and learn from each other’s maps. Moreover, maps can serve as a unique form of prewriting to help students make discoveries about themselves as writers and organize that information in preparation for assignments that call for reflection on writing.