The Effect of Thinking Maps During the Planning Stage of Writing
MetadataShow full item record
Type of Work29 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Narration (Rhetoric) -- Study and teaching -- Research
Visual learning -- Research
Third grade (Education) -- Research
The purpose of this study was to determine if after explicit teaching of thinking maps, there will be no difference in the writing grades for an on-demand writing prompt using a specific rubric for third graders who use thinking maps during the planning stage of writing, compared to the writing grades of third graders before they were exposed to explicit teaching of the appropriate thinking maps for a narrative on an on-demand writing prompt. The measurement tool was a ten-point writing rubric. This study involved the use of a pretest/posttest design to compare data from February of 2014 (before explicit thinking map teaching for a narrative writing prompt) to data from April of 2014 (after the teaching was complete). Achievement gains were significant, though results could be attributable to a number of intervening factors. Research in the area of thinking maps on writing should continue given the multitude of thinking maps that can be used and the many genres of writing that exist.