Cmaps as intellectual prosthesis (GERAS 34, Paris)

Lawrie Hunter
Kochi University of Technology
http://lawriehunter.com
Cmaps as intellectual
prosthesis:
Cycling between text analysis and rhetorical
mapping
34
DOMAINES, TERRITOIRES ET FRONTIÈRES EN ANGLAIS DE SPECIALITE
34e colloque du GERAS, É cole normale supé rieure de Cachan, 21, 22, 23 mars

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".
http://www.core.kochi-tech.ac.jp/hunter/

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/

Case study:
Cmaps in academic writing
Asian EAP PhD students of
academic writing for management.

Case study:
Cmaps in academic writing
Asian EAP PhD students of
academic writing for management.
KUT

7
Dimensions of
Media Object Compehensibility
Lawrie Hunter
http://www.core.kochi-
tech.ac.jp/hunter/
KUT
Island of Shikoku

Foreign PhD students
2003-2013
China 93
Thailand 14
Banglades
h
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

9
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

Client
needs
accessible
writing
sound
argument
production
strategy
readable
text
explicit
cohesion
clarity logicality
mimicry,
conformity
assistance

Client
needs
accessible
writing
sound
argument
production
strategy
readable
text
explicit
cohesion
clarity logicality
mimicry,
conformity
assistance
Intervention:
instruction,
exercises,
low-text tools
Intervention:
instruction,
exercises,
mapping
Intervention:
instruction,
exercises,
simulations

Client
needs
accessible
writing
sound
argument
production
strategy
readable
text
explicit
cohesion
Exercises:
-topic/stress
-S-V separation
-old/new
-pronoun reference
-logical connectors
Exercises:
-topic based cohesion
-pronoun reference
-logical connectors
Tools:
-cohesion charts

Client
needs
accessible
writing
sound
argument
production
strategy
clarity logicality
Exercises:
-parallelism
-nominalization
-subordinate clauses
-eliminating vagueness
-eliminating ambiguity
Exercises:
-claim and hedging
-summarizing
-data commentary
Tools:
Argument maps

Client
needs
accessible
writing
sound
argument
production
strategy
mimicry assistanceconformity
Exercises:
-paraphrasing
-concordance
-citation
-lexical units
Activity:
-dossier creation
Exercises:
-register (FAE)
-usage
Tools:
-style guides
-word lists
Activity:
-self assessment
-editor/mentor
-coded feedback
-communication

Client
profile
TL reading
-slow
-persistent
-compliant
L1 persuasion:
-by repetition
-by continuation
-unsignalled
TL writing
-jumbled
-unsignalled
-malsignalled
Case study
L1: first language
TL: target language

Client
strategies
Argument construction
-using L1 skills
-using L1 knowledge
Writing:
use model TL
-for structure
-for style
-for cohesion
-for logic
-for proof
Case study
L1: first language
TL: target language

Case study
L1: first language
TL: target language
HW: homework tasks
HW feedback:
-edit surface
-critique structure
-critique cohesion
-critique argument
Instructor
interventions
Analytical work:
-analyze model TL
-summarize model TL
Construction work
-cluster of concepts
-find structure
-create expression

grammar/surface features
usage/convention
document format
argument
supporting claim
18
Possible EAP teaching approach
research
design/results
researchers
start here

grammar/surface features
usage/convention
document format
argument
supporting claim
19
Possible EAP teaching approach
research
design/results
Writing
instruction
starts here

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

Step 1: map an 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!

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

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.

Critique
the map
Make a
consensus
map
Write a
summary
from map
Hunter's
original
vision
Map
source
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.

Text analysis:
core/background chart
Core content Background

Text analysis:
core/background chart
Core content Background Persuasion

Communication moves analysis
(freestyle)

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

(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

Critique
the map
Make a
consensus
map
Write
summary
from map
Hunter's
original
vision
Map
source
text

Map
source
text
Critique
the map
Make a
consensus
map
Write
summary
from map
Analyze
source
text
Rewrite
summary
Emergent
process

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
Reorder source text
+ insert cohesion
Rewrite/extract
some sentences of
source text
Analyze original
text: freestyle
moves
Reorder/reduce
source text
Rewrite own
version
Rewrite own
version
Rewrite own
version
Combine own
version with
reordered source
text
Note: this chart is approximate, due to partial reporting

Evaluation of writing product
1. Line of argument
Before: flawed, cluttered
After: sound, uncluttered
2. Clarity
Before: unsatisfactory
After: satisfactory to good
3. Cohesion
Before: variable, generally weak
After: in 3 cases, good, consistent
Sample size: 4
Intervention time 3 hours in a 3 week period
Client effort time: 5-6 hours

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

Horn’s argument mapping
www.stanford.edu/~rhorn/index.html
www.macrovu.com/
Relations in links:
1. is supported by
2. is disputed by

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

AusThink
argument
mapping
http://www.austhink.com/
Relations in links:
1. supports
2. opposes

Rationale argument mapping
www.austhink.com/
Argument
mapping
Syntactic mapping
Association
mapping

Rationale argument mapping
www.austhink.com/
Relations
in links:
1. but
2. because
3. however
Node
character:
1. position
2. reason
3. objection
4. rebuttal

RST mapping
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.)
Rhetoric mapping
Syntactic mapping
Association mapping
www.sil.org/~mannb/rst/

RST mapping
Bill Mann’s Rhetorical Structure Theory (RST) mapping
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.)
www.sil.org/~mannb/rst/
Link relations:
31 phrases
(31 rhetorical moves)

http://cmap.ihmc.us/
Optimum: 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 (mind 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

Sources: GRAPHIC ORGANIZERS
Suggested Reading About Visual Thinking and Learning
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Reinhart and Winston.
Buzan, T. & Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your
brain's untapped potential. New York: Penguin Books USA Inc.
Buzan, T. (1983). Use both sides of your brain: New techniques to help you read efficiently, study
effectively, solve problems, remember more, think clearly. New York: E.P. Dutton.
Jonassen, D.H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs,
NJ. Prentice-Hall, Inc.
Novak, J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
Novak, J.D. (1998). Learning, creating and using knowledge: Concept map® as facilitative tools in
schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
http://www.inspiration.com/Parents/Visual-Thinking-and-Learning

Sources: academic writing
Hunter
the style dossier approach
STRUCTURE
Banerjee, D. and Wall, D. (2006) Assessing and reporting performances on pre-sessional EAP
courses: Developing a final assessment checklist and investigating its validity. Journal of
English for academic purposes 5(2006) 50-69.
Ferris, D. (2002) Treatment of error in second language student writing. University of Michigan
Press.
Ginther, A. and Grant, L. (1996) A review of the academic needs of native English-speaking college
students in the United States. Research monograph series MS-1. Princeton, NJ: Educational
Testing Service.
Glasman-Deal, H. (2010) Science Research Writing. Imperial College Press.
Gopen, G.D. & Swan, J.A. (1990) The Science of Scientific Writing. American Scientist 78 550-558.
http://www.americanscientist.org/template/AssetDetail/assetid/23947
Harwood, N. (2006) What do we want EAP teaching materials for? Journal of English for Academic
Purposes 4 (2005) 149-161.
Hunter, L. Online resource for English for Academic Purposes:
http://del.icio.us/rolenzo/eap
Koutsantoni, D. (2006) Rhetorical strategies in engineering research articles and research theses:
Advanced academic literacy and relations of power. Journal of English for Academic Purposes
5 (2006) 19-36.
Liu, M. & Braine, G. (2005) Cohesive features in argumentative writing produced by Chinese
undergraduates. English for specific purposes 24 (2005)
Rowley-Jolivet, E. & Carter-Thomas, S. (2005) Genre awareness and rhetorical appropriacy:
Manipulation of information structure by NS and NNS scientists in the international conference
setting. System 33 (2005) 41-64.
Swales, J.M.. and Feak, C.B. (2004) Academic writing for graduate students: essential tasks and
skills (2nd ed.). University of Michigan Press.
Swales, J.M.. and Feak, C.B. (2001) English in Today's Research World: A Writing Guide.
University of Michigan Press.

Fauconnier, G. (1997) Mappings in Thought and Language. Cambridge U. Press.
Gentner, D., & Wolff, P.(1997). Alignment in the Processing of Metaphor. Journal of Memory and
Language, 37, 331-355.
Kurosawa, M., & Kawahara, T. (1999). An Experimental Study in Metaphor Comprehension. Bulletin of
the Graduate School of Education, The University of Tokyo 39, 247-257.
Kurosawa, M., & Kawahara, T. (1999). Alignment or Abstraction? Metaphor Comprehension in
Japanese.  Proceedings, Second International Conference on Cognitive Science.
http://www.jcss.gr.jp/iccs99OLP/p3-19/p3-19.htm
Lakoff, George and Mark Johnson 1980. Metaphors We Live By. Chicago: The University of Chicago
Press.
Mazuka,  R. (1998) The Development of Language Strategies: a Cross-Linguistic Study Between
Japanese and English. Erlbaum.
Nisbett, R.E. (2003) The geography of thought. Free Press.
Novak, J.D. (1998). Learning, creating and using knowledge: Concept map® as facilitative tools in
schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Sources: mapping and metaphor

Baddeley, A. D. & Hitch, G. (2001). Working memory in perspective: Foreword. In J. Andrade (Ed.), Working memory
in perspective (pp. xv-xix). Hove: Psychology Press.
Cañas, A. J., & Novak, J.D. (2006) Re-examining the foundations for effective use of concept maps. In Cañas, A. J., &
Novak, J.D. (Eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the Second International
Conference on Concept Mapping.
Cañas, A. J., Hill, G., Carff, R., Suri, N., Lott, J., Eskridge, T., Gomez, G., Arroyo, M. and Carvajal, R. (2004)
Cmaptools: A knowledge modeling and sharing environment. Downloaded April 8, 2008 from
http://cmc.ihmc.us/papers/cmc2004-283.pdf
Chandler, P. and J. Sweller (1992) The split-attention effect as a factor in the design of instruction. British Journal of
Educational Psychology 62: 233-246.
Chun, D. M. and Plass, J. L. 1997. Research on text comprehension in multimedia environments. Language learning
and technology 1(1): 60-81.
Cmap tools. Institute for Human & Machine Cognition. http://cmap.ihmc.us/
Dansereau, D.F. (2005) Node-Link Mapping Principles for Visualizing Knowledge and Information. In Tergan, S. and
Keller, T. (Eds.) Node-Link Mapping Principles for Visualizing Knowledge and Information. Springer. 61-81.
Fulkerson, R. (1996) Teaching the argument in writing. Urbana, IL: National Council of Teachers of English.
Goldman, S.R., & Rakestraw, J.A. (2000). Structural aspects of constructing meaning from text. In M.L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. II, pp. 311-335). Mahwah, NJ:
Erlbaum.
Gopen, G.D. and Swan, J.A. (1990) The Science of Scientific Writing. American Scientist (Nov-Dec 1990), Volume
78, 550-558. Downloadable as a pdf from http://www.amstat.org/publications/jcgs/sci.pdf
Grow, G. (1996) Serving the strategic reader: cognitive reading theoryand its implications for the teaching of writing.
Viewed June 30, 2007 at http://www.longleaf.net/ggrow/StrategicReader/index.html
Horn, R. E. (1998) Visual Language: Global Communication for the 21st Century. Bainbridge Island, WA: MacroVU
Press. http://www.macrovu.com

Hunter L. (2005) Technical Hypertext Accessibility: Information Structures and Rhetorical Framing. Presentation at
HyperText 2005, Salzburg. http://www.lawriehunter.com/presns/%20HT05poster0818.htm
Hunter, L. (2002) Information structure diagrams as link icons. Learning Technology 4(3) July 2002. ISSN 1438-
0625. 2002. http://lttf.ieee.org/learn_tech/issues/july2002/index.html#1
Hunter, L. (1998) Text nouveau, visible structure in text presentation. Computer Assisted Language Learning 11 (4)
October 1998.
Mann, B. (1999) An introduction to rhetorical structure theory (RST). http://www.sil.org/mannb/rst/rintro99.htm
Moffett, J. (1992). Detecting growth in language. New Hampshire: Boynton/Cook.
Mohan, B.A. (1986) Language and content. Addison-Wesley.
Novak, J.D. and Cañas, A.J. (2006) The theory underlying concept maps and how to construct them. Report IHMC
CmapTools 2006-01, Florida Institute for Human and Machine Cognition (IHMC), 2006. Viewed April 8, 2008 at
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
Olive, Thierry (2004) Working memory in writing: Empirical evidence from the dual-task technique. European
psychologist 9(1), pp. 32-42. Working paper downloaded from http://cat.inist.fr/?
aModele=afficheN&cpsidt=15431008
Shannon, C.E., & Weaver, W. (1949). The mathematical theory of communication. Urbana: University of Illinois
Press. Explained at http://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/sw.html
Taboada, M. and Mann, W.C. (2006) Rhetorical Structure Theory: looking back and moving ahead. Discourse
studies 8: 423-459
Tufte, E.R. (1990) Envisioning information. Cheshire, CONN: Graphics Press.
Ueta, R., Hunter, L. & Ren, X. Text usability for non-native readers of English. Proceedings, Information Processing
Society of Japan, Vol. 2003.7. Pp. 199-200.

Cmaps as intellectual prosthesis (GERAS 34, Paris)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Cmaps as intellectual prosthesis (GERAS 34, Paris)

Similar to Cmaps as intellectual prosthesis (GERAS 34, Paris) (20)

More from Lawrie Hunter

More from Lawrie Hunter (20)

Recently uploaded

Recently uploaded (20)

Cmaps as intellectual prosthesis (GERAS 34, Paris)