Thinking Foundation - Research

Using Thinking Maps to Facilitate Research Writing in Upper Level Undergraduate Classes
Margie Lee Gallagher, East Carolina University
Journal of Family & Consumer Sciences Education, 29(2), Fall/Winter 2011
It is increasingly important that students who intend to become nutrition professionals acquire the skills to routinely read, understand, and critically evaluate the primary research literature in nutrition. American Dietetic Associate (ADA) accreditation standards require that the undergraduate curriculum include evaluation of primary literature. Hierarchical and sequence thinking maps were used to assist students in developing a process for obtaining the necessary skills in critical evaluation of the literature in an increasingly complex area, nutrition sciences.
Download the article Using Thinking Maps to Facilitate Research Writing in Upper Level Undergraduate Classes (Acrobat PDF file)

Chapter 7: Empowering Students: From Thinking to Writing
Jane Buckner, Ed.S.
It is time for a writing revolution in America. In September 2002, the College Board—composed of more than 4,300 schools and colleges—established the National Commission on Writing in America's Schools and Colleges. The decision to create teh Commission was motivated in part because of a decision by the Board to make a writing assessment part of the new SAT beginning in 2005. However, a greater impetus for the study was due to a growing concern within the education and business communities regarding the quality of student writing.

read excerpts from chapter 7 in Student Successes with Thinking Maps

Organization: The Internal Structure of Writing
Marsha Morgan, SNWP Fall Institute, 2001
Summary: But the glaring revelation for me was the obvious lack of organization in many of the pieces. So began my journey to find ways to help my students stay focused in their writing, to build bridges with words that would link thoughts together in logical ways. I wanted them to write beginnings that built anticipation in their readers, and endings that made the reader linger over what they just read. What would the experts tell me about organization in children's writing? What could I learn from the children themselves?
Download Organization: The Internal Structure of Writing (Acrobat PDF file)

Writing and Organizing Thinking - A Student Interview
An interview with Meagan, a middle school student at Learning Prep. David Hyerle interviews Meagan learning how Thinking Maps are effectively help her organize her thinking and writing.

A year later David Hyerle revisted Learning Prep interviewing students, teachers, and parents. Learn more about the visit through the Case Study which includes Cynthia Manning's graduate study Improving Reading Comprehension Through Visual Tools.

Go to the Learning Prep Case Study
Watch the Learning Prep Student Interview video clip in Quicktime (3:31)
Watch the Learning Prep Student Interview in Windows Media Player (3:31)




		Research Literacy - Writing Using Thinking Maps to Facilitate Research Writing in Upper Level Undergraduate Classes Margie Lee Gallagher, East Carolina University Journal of Family & Consumer Sciences Education, 29(2), Fall/Winter 2011 It is increasingly important that students who intend to become nutrition professionals acquire the skills to routinely read, understand, and critically evaluate the primary research literature in nutrition. American Dietetic Associate (ADA) accreditation standards require that the undergraduate curriculum include evaluation of primary literature. Hierarchical and sequence thinking maps were used to assist students in developing a process for obtaining the necessary skills in critical evaluation of the literature in an increasingly complex area, nutrition sciences. Download the article Using Thinking Maps to Facilitate Research Writing in Upper Level Undergraduate Classes (Acrobat PDF file) *Chapter 7: Empowering Students: From Thinking to Writing* Jane Buckner, Ed.S. It is time for a writing revolution in America. In September 2002, the College Board—composed of more than 4,300 schools and colleges—established the National Commission on Writing in America's Schools and Colleges. The decision to create teh Commission was motivated in part because of a decision by the Board to make a writing assessment part of the new SAT beginning in 2005. However, a greater impetus for the study was due to a growing concern within the education and business communities regarding the quality of student writing. read excerpts from chapter 7 in Student Successes with Thinking Maps Organization: The Internal Structure of Writing Marsha Morgan, SNWP Fall Institute, 2001 Summary: But the glaring revelation for me was the obvious lack of organization in many of the pieces. So began my journey to find ways to help my students stay focused in their writing, to build bridges with words that would link thoughts together in logical ways. I wanted them to write beginnings that built anticipation in their readers, and endings that made the reader linger over what they just read. What would the experts tell me about organization in children's writing? What could I learn from the children themselves? Download Organization: The Internal Structure of Writing (Acrobat PDF file) Writing and Organizing Thinking - A Student Interview An interview with Meagan, a middle school student at Learning Prep. David Hyerle interviews Meagan learning how Thinking Maps are effectively help her organize her thinking and writing. A year later David Hyerle revisted Learning Prep interviewing students, teachers, and parents. Learn more about the visit through the Case Study which includes Cynthia Manning's graduate study Improving Reading Comprehension Through Visual Tools. Go to the Learning Prep Case Study Watch the Learning Prep Student Interview video clip in Quicktime (3:31) Watch the Learning Prep Student Interview in Windows Media Player (3:31)