I've had at least three sessions this so far this semester where the students came in without anything but their assignment sheet and a "combobulated" brain. For two of the students, they were looking to brainstorm and come up with a topic to research (usually for the 1010 or 1020 research assignment).
I was able to break down some brainstorming techniques that I use (which was interesting to have to put into words because by now my brainstorming comes fast and easily) and help the students organize what they were interested in researching. I mentioned the 2-part thesis, and the "research question" and how to develop these by asking specific questions and doing "pre-research". But for one student in particular the tools I offered didn't seem to work.
So, I looked up what other writing centers had to say about brainstorming with a student and I found the article, "Brainstorming" Tutoring Tools by Dawn Johnson (Vol. 24 No. 4, December 2002 Writing Lab Newsletter).
"Sometimes we must show students how to extract themselves and their theses from the creative swamp"(11).
Dawn explains that sometimes the terms "brainstorm" and "freewrite" to a student can by interpreted as to following their own stream of consciousness - which might look like a linear process in which the student would expect to follow certain steps of creative thinking. But we know that's not true. The term "brainstorm" doesn't really do anything to direct a student's focus.
Dawn explained a method that she uses when brainstorming with students: 7 Questions. For example, What is this paper about?; What are you trying to say?; What is your point?
By asking the specific directing questions that Dawn proposes, it forces the student to focus their ideas cohesively. She explains that the students must "look up from the page to find the words".
I was able to break down some brainstorming techniques that I use (which was interesting to have to put into words because by now my brainstorming comes fast and easily) and help the students organize what they were interested in researching. I mentioned the 2-part thesis, and the "research question" and how to develop these by asking specific questions and doing "pre-research". But for one student in particular the tools I offered didn't seem to work.
So, I looked up what other writing centers had to say about brainstorming with a student and I found the article, "Brainstorming" Tutoring Tools by Dawn Johnson (Vol. 24 No. 4, December 2002 Writing Lab Newsletter).
"Sometimes we must show students how to extract themselves and their theses from the creative swamp"(11).
Dawn explains that sometimes the terms "brainstorm" and "freewrite" to a student can by interpreted as to following their own stream of consciousness - which might look like a linear process in which the student would expect to follow certain steps of creative thinking. But we know that's not true. The term "brainstorm" doesn't really do anything to direct a student's focus.
Dawn explained a method that she uses when brainstorming with students: 7 Questions. For example, What is this paper about?; What are you trying to say?; What is your point?
By asking the specific directing questions that Dawn proposes, it forces the student to focus their ideas cohesively. She explains that the students must "look up from the page to find the words".
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