Academic writing process:

Cycling between Cmaps and text analysis

=>Cmaps as an essential tool

Lawrie HunterKochi University of Technology

http://www.core.kochi-tech.ac.jp/hunter

JALTCALL 2013June 1, 2013

No need to take notes (:^0)

All materials can be downloadedfrom Hunter’s websiteshttp://lawriehunter.com/http://www.core.kochi-tech.ac.jp/hunter/

and many more ppts available athttp://slideshare.net/rolenzo/

Academic writing process: Cmaps as an essential tool For mapping approaches to summarizing and argument, graphics software and mapping software in general are preferable to pencil and paper because of ease of revision and restructuring. Among those software, Cmap Tools freeware has the further distinct advantage that it forces the user to specify the relations between links and thus reveals rhetorical structure or orchestration (or their absence) that is not visually apparent in text. Cmaps are Novakian maps, i.e. each link between two nodes is labeled with a phrase specifying the relation between those nodes. If we strengthen Novakian maps with several visual metaphors (e.g. up is abstract, down is concrete; up is overarching, down is subordinate) we get an even more compressed representation. This presents an altogether more powerful representation than that offered by mind maps. Grounded on a case study of a fruitful application of Cmap Tools, wherein EAP learners of academic writing for management discover intellectual leverage in argument mapping, this paper argues that Cmap Tools deserves a place amongst the essential tools for instructional discourse, particularly in settings such as EAP where the identification of rhetorical orchestration is difficult, where argument is often masked by other rhetorical devices, and where one's own thinking about an approach to a problem is complex and difficult to encode directly in text. To tentatively support its claims, this paper tracks EAP (English for Academic Purposes) learners' cycling between discourse analysis and concept mapping as they worked to unpack a paper that they had initially identified as a 'good model'. ace lookatthest8i*min

'Some people say':IT tools R technology

'Some people say':IT tools R technology

=> Unconscious narrowing -of instructional frame-of design scope

=> Handicapped design process-away from 'where we live'

'Some people say':IT tools R technology

Everything That Doesn’t Work Yet

Alan Kay, a brilliant polymath who has worked at Atari, Xerox, Apple, and Disney:

“Technology, is anything that was invented after you were born.”

http://www.kk.org/thetechnium/archives/2007/02/everything_that.php

"INVISIBLE" communication TECHNOLOGY-paragraph-argument-metaphor-visual metaphor

Kill the paragraph,kill argument?

Reading between the lines:our own worst enemy.

NOTHINGREADIS EVERBETWEENWHAT ITTHE LINES.SEEMS.

Reading between the linesASSUMES RELATIONSHIPSbetween concepts.

But specifyingRELATIONSHIPSbetween conceptsrequires SPACE.

Is that whywe now see"long tweets"?

Academic writing process: Cmaps as an essential tool For mapping approaches to summarizing and argument, graphics software and mapping software in general are preferable to pencil and paper because of ease of revision and restructuring. Among those software, Cmap Tools freeware has the further distinct advantage that it forces the user to specify the relations between links and thus reveals rhetorical structure or orchestration (or their absence) that is not visually apparent in text.

What structure can you see here?

What structure can you see here?

What structure can you see?

Among those software, Cmap Tools freeware has the further distinct advantage that it forces the user to specify the relations between links and thus reveals rhetorical structure or orchestration (or their absence) that is not visually apparent in text.

What structure can you see?

What structure can he see?

Cmaps are Novakian maps.

In Novakian maps,

each link between two nodes

is labeled with a phrase

specifying the relation

between those nodes.

Visual metaphors

Visual metaphors

Visual metaphors

Visual metaphors

Using visual metaphors to enhance Cmaps  To create an even more compressed representation,use visual metaphors:

1. up is abstract, down is concrete; 

2. up is overarching, down is subordinate

3. concepts on the same level have the same degree of abstraction

4. rhetorical flow is top to bottom (NO ARROWHEADS!)

Visual metaphors in concept maps

overarching

subordinateabstract

concrete

passage through time

more importantless important

more salient

less salient

rhetoricalflow

argument

direction

cause-effect

Using visual metaphors to enhance Cmaps

TODAY'S OUTLINE  ===THE TAUGHT (INSTRUCTED) WRITING CENTERWorking with textWorking with concepts ===TOOLS for WC clients / work: Text analysis work (separating levels of abstraction)Moves analysis workMetaphor / frames / cognitive blends Restructuring vs. reorderingArgument mapping / Novakian / Cmap Tools Cohesion work ===CASE study 1MAPPING for summarization of an RP introduction (DOSSIER WORK) Clients' auto-return to TOOLSCONCLUSIONBetter summaries (scant data tho)BTW lower WC activity (growing autonomy? peer consulting? other resources?) ===CASE study 2 MAPPING for distillation of an extended (wandering) documenta. analysis: part by part mappingb. synthesis: combining maps of parts into an integrated whole mapCONCLUSION: achieved results not possible with extended text work===

CASE study: MAPPING for summarization

Case study: Cmaps in academic writing

Asian EAP PhD students of academic writing for management.

KUT

32

Dimensions of Media Object Compehensibility

Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/

KUT

Island of Shikoku

Foreign PhD students 2003-2013

China 93Thailand 14Bangladesh 5Vietnam 9Cambodia 3Mongolia 2Spain 2Czech 1india 1Indonesia 2Jordan 1Myanmar 1Nepal 1Niger 1Pakistan 1Sri Lanka 2Uzbekistan 1TOTAL 140

KUT EAP scenario

34

Since 2003: - Japanese government scholarships

- for foreign students - in technical doctoral programmes.

! Graduation requirements:

- 2+ refereed papers in top journals- dissertation in English

L2 studyduring the PhD programis NOT a realistic strategy.

KUT EAP scenario

Text analysis TOOLSGraphical* tools, at the sentence level:

a. Core content/ background/persuasion

b. Communication moves

c. Cohesion

*graphical = low-text, with spatial structure

Text analysis: core/background chart

Core content Background

Text analysis: core/background chart

Core content Background Persuasion

Text analysis: core/background chart

Communication moves analysis(freestyle)

Communication moves analysis(Discussion: following Swales & Feak)

Swales, J.M.. and Feak, C.B. (2004) Academic writing for graduate students University of Michigan Press.

Text analysis: cohesion

MAPPING work for abstracts

Sajdastudy

Less accurate

EEG signalsWere not reliable

Electronic image scanning 

speed1. Human using PC

2. PC using human unconscious input

Faster

EEG spike is a signal of 

unconscious identification

To evaluate Sajda’s new technology

Sample argument map

48

Sample argument map

Sinnett (2010)

Sinnett (2010)

claims that

is supported by

assumes that

White noise is equivalent to

grunts

Server grunts during service in tennis cause

receiver slowness and

error

Video reaction is equivalent to

tennis reaction

Subject error and slowness in video

response with white noise bursts

Sample argument map

Case study:

MAPPING forsummarization

Case study 2: Step 1: map an RP's introductionClients draw a constrained map the introduction section of a research paper.Purpose: summarize for citationConstraints:

-fewer than 10 nodes, -fewer than 5 words/node-links must be verbs

Step 1: map a RP's introduction

Step 1: map a RP's introduction

Step 1: map a RP's introduction

Step 2: critique the maps

The clients critique their maps and arrive at consensus on an accurate mapping.

Key point:-no reading between the lines!

Visual metaphors in concept maps

overarching

subordinateabstract

concrete

passage through time

more importantless important

more salient

less salient

rhetoricalflow

argument

direction

cause-effect

Step 2: critique the maps

Check:1. Same level, same rank?2. Nodecontent isuniform?3. Link labelsare uniform?

Step 3: make a consensus map

The clients come to agreement on an optimal map.

!!!

Step 3: make a consensus map

Step 4: rewrite the text

The clients write a new version of the introduction, based only on the content of the map.

Hunter'soriginalvision

Mapa text

Critiquethe map

Make aconsensus

map

Rewritethe text

Client behavior: text analysis

The clients developed their own approach, using text analysis charts from previous course work:

-core content vs background charts-communication moves analysis charts

Client behavior: text analysis

The clients developed their own approach, using text analysis charts from previous course work:

-core content vs background charts-communication moves analysis charts

They worked in a cyclic manner, mapping in counterpoint with text analysis work.

Mapa text

Critiquethe map

Make aconsensus

map

Rewritethe text

Analyzethe text

Re-mapthe text

Re-rewritethe text

?

Emergentprocess

Text analysis: core/background chart

Core content Background

Text analysis: core/background chart

Core content Background Persuasion

Communication moves analysis(freestyle)

Communication moves analysis(prescribed: following Swales & Feak)

Swales, J.M.. and Feak, C.B. (2004) Academic writing for graduate students University of Michigan Press.

Communication moves analysis(prescribed: following Glasman-Deal)

Glasman-Deal, H. (2012) Science Research WritingImperial College Press.

Client behavior: remapping

The clients worked in a cyclic manner, going back to mapping to apply realizations from their text analysis work.

Reordered chart

G R O U P I N G Key

Principles of TQM

1-2 Much research has been done with regard to the implementation of TQM and it is believed that the benefits of higher customer satisfaction, better quality products, and higher market share are often obtained following the adoption of TQM by construction companies.

2-2 TQM is a way of thinking about goals, organizations, processes, and people to ensure that the right things are done right the first time.

3-1 TQM is an approach to improving the competitiveness, effectiveness, and flexibility of the whole organization.

3-2 Oakland (1995) observed that it is essentially a way of planning, organizing, and understanding each activity that depends on each individual at each level.

Requirement to implement

TQM

1-3 It requires a complete turnaround in corporate culture and management approach (Quazi and Padibjo 1997) as compared to the traditional way of top management giving orders and employees merely obeying them.

2-1 It is believed that the single most important determinant of the success an organization in

implementing TQM is its ability to translate, integrate, and ultimately institutionalize TQM behaviors into everyday practice on the job.

2-3 Motwani (2001) feels that implementing TQM is a major organizational change that requires a transformation in the culture, process, strategic priorities, beliefs, etc. of an organization.

3-3 Ideas of continuous learning allied to concepts such as empowerment and partnership, which are

facets of TQM, also imply that a change in behavior and culture is required if construction firms are to become learning organizations (Love et al. 2000).

Benefit of implementing

TQM

1-2 Much research has been done with regard to the implementation of TQM and it is believed that the benefits of higher customer satisfaction, better quality products, and higher market share are often obtained following the adoption of TQM by construction companies.

4-1 Idris et al. (1996) showed that the electrical and electronic engineering industry in Malaysia has

widely adopted TQM and the main benefits that resulted were improved customer satisfaction, teamwork, productivity, communication, and efficiency.

4-2 ~

4-3

Mc-Cabe (1996) reported a study of UK companies from different industries which have already implemented TQM. The results showed that a majority had achieved greater success against performance indicators than was the average for their respective industries.

4-4 ~

4-6

Culp (1993) cited an example of HDR Inc., Omaha, Nebraska, a large engineering firm that has implemented TQM. The experience of applying TQM concepts provided the organization with improvements, information, and learning that occurred only because of the TQM process. This is in addition to positive customer responses and client referrals that the organization received as a result of implementing TQM.

5-1 There are also other means of achieving TQM success. Ford Motor Company has found success by

implementing its own Ford’s Q1 Award process which, in essence, involves the implementation of many quality principles and tools that are often associated with a TQM organization (Stephens 1997).

Problems

5-2 ~

5-3

According to Ghosh and Wee (1996), manufacturing companies in Singapore have reached a certain state of development with regard to TQM and, hence, are on their way to world-class manufacturing. However, their survey indicated that Japanese manufacturing companies showed a greater commitment to TQM than their local/regional counterparts.

5-4 ~

5-6

In a survey carried out by the National Productivity Board in Singapore, Quazi and Padibjo (1997) reported that out of the 300 firms surveyed, only one-third of the manufacturing companies and one-fourth of the services and construction companies had implemented TQM programs. Of those companies that have implemented TQM, most were of foreign origin. This appears to suggest that local companies were lagging behind their foreign competitors.

Research objectives

6-1 The aim of this paper is to examine how TQM can be applied more actively in the construction industry.

6-2 It seeks to assist contractors in identifying the steps necessary for the implementation of TQM.

Research methodology

6-3 For this purpose, a comparison of the benefits experienced and the TQM performance measures in two case studies are presented.

Reordered chartwith cohesionwork

Hunter'soriginalvision

Mapa text

Critiquethe map

Make aconsensus

map

Rewritethe text

Emergentprocess

Mapa text

Critiquethe map

Make aconsensus

map

Rewritethe text

Analyzethe text

Re-mapthe text

Re-rewritethe text

Clients' variable processClient 1 Client 2 Client 3 Client 4

Map the source text Map the source text Map the source text Map the source text

Critique the map Critique the map Critique the map Critique the map

Make consensus map

Make consensus map

Make consensus map

Make consensus map

Rewrite from map Rewrite from map Rewrite from map Rewrite from map

Analyze original text: freestyle moves

Analyze original text: AWGS moves

Analyze original text: SRW moves

Analyze original text: freestyle moves

Reorder/reduce source text

Reorder source text+ insert cohesion

Rewrite/extract some sentences of source text

Combine own version with reordered source text

Rewrite own version

Rewrite own version

Rewrite own version

Note: this chart is approximate, due to partial reporting

Mapa text

Critiquethe map

Make aconsensus

map

Rewritethe text

Analyzethe text

Re-mapthe text

Re-rewritethe text

?

Emergentprocess

Question: is Cmap Tools the best argument mapping tool?

Horn’s argument mapping

www.stanford.edu/~rhorn/index.htmlwww.macrovu.com/

Argument mapping

Info-structure mapping

Syntactic mapping

Grammar mapping (pseudo)

Association mapping

AusThink argument mapping

http://www.austhink.com/

Argument mapping

Info-structure mapping

Syntactic mapping

Grammar mapping (pseudo)

Association mapping

Rationale argument mapping

Argument mapping

Info-structure mapping

Syntactic mapping

Grammar mapping (pseudo)

Association mapping www.austhink.com/

RST mapping

www.sil.org/~mannb/rst/

RST links are rhetorical devices.

Bill Mann’s Rhetorical Structure Theory (RST) uses various sorts of "building blocks" to describe texts.

The principal block type deals with "nuclearity" and "relations" (often called coherence relations in the linguistic literature.)

There are 31 main relations in RST mapping. Rhetoric mapping

Info-structure mapping

Syntactic mapping

Grammar mapping (pseudo)

Association mapping

http://cmap.ihmc.us/

Default Novakian: Cmaps

Matching mapping stylesto instructional purposes

Representations of the information structures underlying the witting use of maps:

Writers work withRhetorical structure Argument structureInformation structureText structureParagraph structureSentence structure

Matching mapping stylesto instructional purposes

Representations of the information structures underlying the witting use of maps:

Writers work withRhetorical structure Argument structureInformation structureText structureParagraph structureSentence structure

Mappers makeRhetorical structure maps Argument mapsInformation structure maps Association maps Syntactic mapsGrammar maps (not maps)mystery

zone

Thank you for your attention.Please write to me. I'm happy to share/teach/collaborate.

Download this .ppt and many othersfromhttp://www.lawriehunter.com/presns/or view/download athttp://slideshare.net/rolenzo/

Lawrie HunterKochi University of Technology

http://www.core.kochi-tech.ac.jp/hunter/References

Cmaps as intellectual prosthesis: Cycling between text analysis and rhetorical mapping Mind maps are ubiquitous today, and have great fruitful applications. However, in mind maps the links between nodes in mind maps are simply lines representing association; each dyad (two nodes joined by a line) looks like every other. The mind map maker cannot articulate the relations between nodes and hence the clusters of nodes in a mind map can be interpreted widely. This raises a question: are there low text representations of the content of text that reveal rhetorical structure or orchestration (or their absence)? In Novakian maps, or Cmaps, each link between two nodes is labeled with a phrase specifying the relation between those nodes. As well, applying several visual metaphors (up is abstract, down is concrete; up is overarching, down is subordinate) can make the representation even more compressed. This presents an altogether more powerful representation than mind maps. Cmap representation has gained a wide usership, particularly in science education, thanks to the popularity of the freeware Cmap Tools, which forces the user to specify the relations between links. This paper reports a case study of a fruitful application of Cmaps, wherein EAP learners of academic writing for management discover intellectual leverage in mapping. The learners were asked to draw a constrained map (fewer than 10 nodes, 4 words or fewer per node, links must be verbs) of the content of the introduction section of a published research paper, and then to critique their maps and arrive at consensus on an accurate mapping. Then they were asked to write a new version of the introduction based only on the content of the map. The learners developed their own approach, working in an iterative manner, mapping in counterpoint with text analysis work. This paper tracks the learners' cycling between moves analysis and concept mapping as they worked to unpack a paper that they had initially identified as a 'good model'. The observations made here suggest that the Cmap deserves a place amongst the essential tools for instructional discourse, particularly in settings such as EAP where the identification of rhetorical orchestration is difficult, where argument is often masked by other rhetorical devices, and where one's own thinking about an approach to a problem is complex and difficult to encode directly in text.

Biodata: Lawrie Hunter is a professor at Kochi University of Technology. His infostructure maps provide the underlying structure of "Critical Thinking" (Greene & Hunter, Asahi Press 2002) and "Thinking in English" (Hunter, Cengage 2008).He is also the author of "How Academic Writing Works" and "Technical Academic Writing". http://www.core.kochi-tech.ac.jp/hunter/

Sources: GRAPHIC ORGANIZERS

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http://www.inspiration.com/Parents/Visual-Thinking-and-Learning

Sources: academic writingHunter

the style dossier approachSTRUCTURE

Banerjee, D. and Wall, D. (2006) Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for academic purposes 5(2006) 50-69.

Ferris, D. (2002) Treatment of error in second language student writing. University of Michigan Press.

Ginther, A. and Grant, L. (1996) A review of the academic needs of native English-speaking college students in the United States. Research monograph series MS-1. Princeton, NJ: Educational Testing Service.

Glasman-Deal, H. (2010) Science Research Writing. Imperial College Press.Gopen, G.D. & Swan, J.A. (1990) The Science of Scientific Writing. American Scientist 78 550-558.

http://www.americanscientist.org/template/AssetDetail/assetid/23947Harwood, N. (2006) What do we want EAP teaching materials for? Journal of English for Academic

Purposes 4 (2005) 149-161.Hunter, L. Online resource for English for Academic Purposes:

http://del.icio.us/rolenzo/eapKoutsantoni, D. (2006) Rhetorical strategies in engineering research articles and research theses:

Advanced academic literacy and relations of power. Journal of English for Academic Purposes 5 (2006) 19-36.

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Kurosawa, M., & Kawahara, T. (1999). Alignment or Abstraction? Metaphor Comprehension in Japanese. Proceedings, Second International Conference on Cognitive Science. http://www.jcss.gr.jp/iccs99OLP/p3-19/p3-19.htm

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Baddeley, A. D. & Hitch, G. (2001). Working memory in perspective: Foreword. In J. Andrade (Ed.), Working memory in perspective (pp. xv-xix). Hove: Psychology Press.Cañas, A. J., & Novak, J.D. (2006) Re-examining the foundations for effective use of concept maps. In Cañas, A. J., & Novak, J.D. (Eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the Second International Conference on Concept Mapping.Cañas, A. J., Hill, G., Carff, R., Suri, N., Lott, J., Eskridge, T., Gomez, G., Arroyo, M. and Carvajal, R. (2004) Cmaptools: A knowledge modeling and sharing environment. Downloaded April 8, 2008 from http://cmc.ihmc.us/papers/cmc2004-283.pdf

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