Mind maps and metacognition in writing pedagogies

Abstract

This paper reconsiders the common use of mind maps as only a brainstorming tool that occurs before writing. The paper contemplates how mind mapping can be a useful pedagogical strategy throughout the writing process, not just at the beginning. The metacognitive benefits of mind mapping can support writers at all stages of their writing. Mind mapping can make their thinking overt and allow writers to make new connections throughout their revisions. The paper draws on an intrinsic case study (Stake, 2005) of sixteen first-year writing students who used mind maps at the beginning of their research papers and again as they grappled with feedback to re-design their drafts for submission. Students reported that, while the initial mind map had limited benefits on their writing, the second mind map acted as a vehicle for them to make connections between their draft, their feedback, and their next steps as writers. This second map offered a liminal space in which students could dwell with their feedback, make their thinking visible, and strategize how they could implement that feedback to make their writing stronger. The paper offers a new look at how teachers can use mind mapping to enhance students’ writing processes.