Cmap Tools as an essential for teaching academic writing

Academic writing
process:
Cycling between Cmaps and text analysis
=>Cmaps as an essential tool
Lawrie Hunter
Kochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter
JALTCALL 2013
June 1, 2013

No need to take notes (:^0)
All materials can be downloaded
from Hunter’s websites
http://lawriehunter.com/
http://www.core.kochi-tech.ac.jp/hunter/
and many more ppts available at
http://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

=> 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

Reading between the lines:
our own worst enemy.

NOTHING
READ
IS EVER
BETWEEN
WHAT IT
THE LINES.
SEEMS.

Reading between the lines
ASSUMES
RELATIONSHIPS
between concepts.

But specifying
RELATIONSHIPS
between concepts
requires SPACE.

Is that why
we 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.

Cmaps are Novakian maps.
In Novakian maps,
each link between two nodes
is labeled with a phrase
specifying the relation
between those nodes.

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
subordinate
abstract
concrete
passage through time
more important
less important
more salient
less salient
rhetorical
flow
argument
direction
cause-effect

Using visual metaphors to enhance Cmaps

TODAY'S OUTLINE
===
THE TAUGHT (INSTRUCTED) WRITING CENTER
Working with text
Working with concepts
===
TOOLS for WC clients / work:
Text analysis work (separating levels of abstraction)
Moves analysis work
Metaphor / frames / cognitive blends

Restructuring vs. reordering
Argument mapping / Novakian / Cmap Tools

Cohesion work
===
CASE study 1
MAPPING for summarization of an RP introduction (DOSSIER WORK)
Clients' auto-return to TOOLS
CONCLUSION
Better summaries (scant data tho)
BTW lower WC activity (growing autonomy? peer consulting? other resources?)
===
CASE study 2
MAPPING for distillation of an extended (wandering) document
a. analysis: part by part mapping
b. synthesis: combining maps of parts into an integrated whole map
CONCLUSION: 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 Hunter
KUT
Island of Shikoku

Foreign PhD students
2003-2013
China 93
Thailand 14
Bangladesh 5
Vietnam 9
Cambodia 3
Mongolia 2
Spain 2
Czech 1
india 1
Indonesia 2
Jordan 1
Myanmar 1
Nepal 1
Niger 1
Pakistan 1
Sri Lanka 2
Uzbekistan 1
TOTAL 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 study
during the PhD program
is NOT a realistic strategy.
KUT EAP scenario

Text analysis TOOLS
Graphical* 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 content Background Persuasion

Text analysis:

Communication moves analysis
(freestyle)

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

Sajda
study
Less accurate
EEG signals
Were not reliable
Electronic
image scanning
speed
1. 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

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 for
summarization

Case study 2:
Step 1: map an RP's introduction
Clients draw a constrained map
the introduction section of a research paper.
Purpose: summarize for citation
Constraints:
-fewer than 10 nodes,
-fewer than 5 words/node
-links must be verbs

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!

Step 2:
critique
the maps
Check:
1. Same level,
same rank?
2. Node
content is
uniform?
3. Link labels
are 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's
original
vision
Map
a text
Critique
the map
Make a
consensus
map
Rewrite
the 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.

Map
a text
Critique
the map
Make a
consensus
map
Rewrite
the text
Analyze
the text
Re-map
the text
Re-rewrite
the text
?
Emergent
process

(prescribed: following Swales & Feak)
Swales, J.M.. and Feak, C.B. (2004)
Academic writing for graduate students

(prescribed: following Glasman-Deal)
Glasman-Deal, H. (2012)
Science Research Writing
Imperial 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
chart
with
cohesion
work

Emergent
process
Map
a text
Critique
the map
Make a
consensus
map
Rewrite
the text
Analyze
the text
Re-map
the text
Re-rewrite
the text

Clients' variable process
Client 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

Question: is Cmap Tools
the best argument mapping tool?

Horn’s argument mapping
www.stanford.edu/~rhorn/index.html
www.macrovu.com/
Argument mapping
Info-structure mapping
Syntactic mapping
Grammar mapping (pseudo)
Association mapping

AusThink
argument
mapping
http://www.austhink.com/
Argument mapping
Syntactic mapping
Association mapping

Rationale argument mapping
Argument mapping
Syntactic mapping
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
Syntactic mapping
Association mapping

http://cmap.ihmc.us/
Default Novakian: Cmaps

Matching mapping styles
to instructional purposes
Representations of the information structures
underlying the witting use of maps:
Writers work with
Rhetorical structure
Argument structure
Information structure
Text structure
Paragraph structure
Sentence structure

Matching mapping styles
to instructional purposes
Representations of the information structures
underlying the witting use of maps:
Writers work with
Rhetorical structure
Argument structure
Information structure
Text structure
Paragraph structure
Sentence structure
Mappers make
Rhetorical structure maps
Argument maps
Information structure maps
Association maps
Syntactic maps
Grammar 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 others
from
http://www.lawriehunter.com/presns/
or view/download at
http://slideshare.net/rolenzo/
Lawrie Hunter
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".

Sources: GRAPHIC ORGANIZERS
Suggested Reading About Visual Thinking and Learning
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Hunter
the style dossier approach
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