Abstract
Sociology instructors widely recognize writing as an effective tool for deep learning. However, we argue that deep reading is a prerequisite for effective thinking through writing. To support this argument, we highlight the potential of deep reading teaching techniques, such as concept mapping, to empower students to master class readings and enhance their writing skills. We collected data from a concept map-based review session designed to prepare students for a short-essay final exam in an introductory sociology class. Utilizing ordinary least squares regression analysis, we found that participants scored significantly higher than nonparticipants, with an average increase of six points in the final exam. To illustrate this finding, we purposefully sampled two students who greatly benefited from the intervention. Evaluating their writing using the VALUE rubrics from the Association of American Colleges and Universities, we observed similar improvements in reading comprehension skills but uneven progress in analytical skills. We discuss how these findings challenge structural barriers and enhance equity.
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