Whether you are writing or summarizing a text, it is important to have a global view of its content. On this point, the creation of a conceptual map can prove to be a facilitator, as it frees you from reading and/or writing word for word. On the one hand, it offers the possibility of representing the structure of the text and its articulation, but above all, it allows us to represent the different elements that make up its content and even to explain the relationships between these elements.
First, the teacher presents the conceptual map at the theoretical level, its usefulness and the various forms in which it can be presented.
Students are then asked to create an individual concept map based on a text proposed by the teacher. They can build it in class or at home and choose the format of their map (paper or digital). The design of the map starts on a sheet of paper with the main theme often presented in the center of the map and then it is elaborated by adding the different elements and their links. The relationships can represent causes, consequences, origins, etc.
The students hand in their finalized maps to the teacher who makes a copy and marks them with comments that aim to point out spelling mistakes (central in a course on written communication), possible problems of coherence (in reading or presentation) and unclear parts. These comments will be given only after the group sharing of the completed cards.
The students divide into groups of 4 and compare their concept maps: they explain their respective approaches, ask each other questions, and note the differences. The groups then pool their findings and have a general discussion on what they found interesting in the exercise.
