Novakian mapping for argument work

Lawrie Hunter
National Graduate Research Institute for Policy Studies
http://lawriehunter.com
lawriehunter@gmail.com
Novakian mapping
for argument work

No need to take notes (:^0)
All materials can be downloaded
from Hunter’s slideshare
http://slideshare.net/rolenzo/

Novakian mapping for argument identification and construction in EAP

In presentations, particularly during conference presentation Q&A, sci-tech EAP learners often
prove unable to distil the underlying intentions of their research design or to identify the
argument(s) surrounding their claim and the generalizability of their results.
These EAP learners usually have little training in rhetorical orchestration, especially since their
research papers are built on the IMRAD structure, a rather poor metaphor for argument. As a
result, these learners find spontaneous oral explanation and argument summarization difficult.
This workshop introduces the operation of a structured, low-text approach which has produced
consistent, rapid development of the foundation target skills (argument analysis, argument
construction) in classroom application (masters and PhD level). The key tool in this approach is
the cross-platform freeware CmapTools, now widely adopted in science education. CmapTools
automatically generates Novakian maps (maps in which each link is articulated by a relation
phrase). Learners find these maps easy to evaluate in terms of correctness of relations and
shockingly accessible in terms of structure of information.
This workshop begins with an overview of current styles of concept visualization (and their
attendant syntax and information structures) so as to give participants a broad practical overview
of mapping practice today. Participants will then be introduced to the use of CmapTools, and will
take part in guided model task performance.
The workshop activities will be low-tech (post-its and marker pens) to maximize accessibility.
However, participants who would like to 'lean in' on this skill set are encouraged to download
Cmap Tools to their laptops (Mac, Win or Linux) or iPads, familiarize themselves with the basic
functions of the software (takes about 15 minutes), and show up equipped for bigger-curve
learning.
Participants who arrive after the workshop has begun may be assigned 'observer' roles. Note:
'participant' is the fun, i.e. the learning, experience.

Part 1: current styles of concept visualization
-and their attendant syntax and information structures)
Part 2: introduction to the use of Cmap tools
-what to map, task design, learner constraint
Part 3: guided model task performance
-you: the explorer (student) -Hunter: the guide
Part 4: guidelines for your own exploration
-download this resource-packed powerpoint

http://lesswrong.com/lw/hsd/start_under_the_streetlight_then_push_into_the/

By late antique copyist - late antique manuscript, Public Domain, https://commons.wikimedia.org/w/index.php?curid=15074137
Scriptio continua

SCRIPTIOCONTINUAISASTYLEOFWRITINGWITHOU
TWORDDIVIDERSTHATISWITHOUTSPACESOROTH
ERMARKSBETWEENWORDSORSENTENCES.INTHE
WESTTHEOLDESTGREEKANDLATININSCRIPTIONS
USEWORDDIVIDERSBUTTHESEARERAREINTHELA
TERPERIODSWHENSCRIPTIOCONTINUABECOMES
THENORMINCLASSICALGREEKANDLATECLASSICA
LLATIN.BYAROUND1000ADALPHABETICALTEXTSIN
EUROPEAREWRITTENWITHSPACESBETWEENWOR
DS.SCRIPTIOCONTINUAISSTILLINUSEINTHAIOTHE
RSOUTHEASTASIANABUGIDASANDINLANGUAGES
THATUSECHINESECHARACTERSCHINESEANDJAP
ANESETHOUGHWITHSENTENCEBREAKS.MODERN
VERNACULARCHINESEDIFFERSFROMANCIENTSC
RIPTIOCONTINUAINTHATITDOESATLEASTUSEPUN
CTUATIONALTHOUGHTHISWASBORROWEDFROMT
HEWESTONLYABOUTACENTURYAGO.BEFORETHIS
THEONLYFORMSOFPUNCTUATIONFOUNDINCHINE
SEWRITINGSWEREPUNCTUATIONSTODENOTEQU
OTESPROPERNOUNSANDEMPHASIS.BEFORETHEA
DVENTOFTHECODEXLATINANDGREEKSCRIPTWAS
WRITTENONSCROLLS.READINGCONTINUOUSSCRI
PTONASCROLLWASMOREAKINTOREADINGAMUSIC
ALSCORETHANREADINGTEXT.THEREADERWOULD
TYPICALLYALREADYHAVEMEMORIZEDTHETEXTTH
ROUGHANINSTRUCTORHADMEMORIZEDWHERETH
EBREAKSWEREANDTHEREADERALMOSTALWAYSR
EADALOUDUSUALLYTOANAUDIENCEINAKINDOFRE
ADINGPERFORMANCEUSINGTHETEXTASACUESHE
ET.ORGANIZINGTHETEXTTOMAKEITMORERAPIDL
YINGESTEDTHROUGHPUNCTUATIONASNOTNEED
EDANDEVENTUALLYTHECURRENTSYSTEMOFRAPI
DSILENTREADINGFORINFORMATIONREPLACEDTH
EOLDERSLOWERPERFORMANCEDECLAIMEDALOU
DFORDRAMATICEFFECT.
Scriptio continua is a style of writing without word dividers,
that is, without spaces or other marks between words or
sentences.
In the West, the oldest Greek and Latin inscriptions use
word dividers, but these are rare in the later periods when
scriptio continua becomes the norm (in Classical Greek and
late Classical Latin). By around 1000 AD, alphabetical texts
in Europe are written with spaces between words.
Scriptio continua is still in use in Thai, other Southeast Asian
abugidas, and in languages that use Chinese characters
(Chinese and Japanese) though with sentence breaks.
Modern vernacular Chinese differs from ancient scriptio
continua in that it does at least use punctuation, although
this was borrowed from the West only about a century ago.
Before this, the only forms of punctuation found in Chinese
writings were punctuations to denote quotes, proper nouns,
and emphasis.
Before the advent of the codex (book), Latin and Greek
script was written on scrolls. Reading continuous script on a
scroll was more akin to reading a musical score than reading
text. The reader would typically already have memorized the
text through an instructor, had memorized where the breaks
were, and the reader almost always read aloud, usually to
an audience in a kind of reading performance, using the text
as a cue sheet.
Organizing the text to make it more rapidly ingested
(through punctuation) was not needed and eventually the
current system of rapid silent reading for information
replaced the older slower performance declaimed aloud for
dramatic effect.
c. 1000 AD

mage from http://www.pcworld.com/article/2033766/twitter-bots-fake-retweets-rake-in-big-bucks.html

For mapping approaches to
summarizing and argument,
graphics software and mapping
software in general are
preferable to pencil and paper
because of ease of revision and
restructuring. Among those
software, Cmap Tools freeware
has the further distinct
advantage that it forces the
user to specify the relations
between links and thus reveals
rhetorical structure or
orchestration (or their absence)
that is not visually apparent in
text.
What structure can you
see?

Can you see
where this
is going?
Novakian...
http://notthenearside.tumblr.com/

Language
is a
disguise
for
information

language information
<important

our
thoughts
concept
maps<clear

William Thurston
“People have very powerful facilities for taking in
information
visually or kinesthetically,
and thinking with their spatial sense.
On the other hand, they do not have a very good
built-in facility for …

our ability
to express
ourselves
visually <strong
William Thurston
our ability
to take in
visual
information

made with CmapTools
Functions of ‘maps’

Uses of mapping in EFL
1. Summarizing content of a text
2. Analysing content of a text
3. Brainstorming in pre-writing
4. Structural planning of a writing task
5. Low-text display of knowledge
6. “Visual cloze”
7. Analyzing argument
8. Constructing argument

Current styles of mapping in EFL
Grammar maps (sentence diagrams)
Association maps (mind maps)
Syntactic maps
Information structure maps
Concept maps
Argument maps
Rhetorical structure maps

1. Association maps
2. Directed link maps
3. Textured-link maps
4. Argument maps
5. RST* maps
*Rhetorical Structure Theory
Types of mapping systems

Hierarchy of mapping types
Argument
mapping
Concept mapping
Info-structure mapping
Grammar mapping (pseudo)
Association mapping (pseudo)

Mindmapping is for clustering/hierarching
The links are only associations.
http://lifehacker.com/five-best-mind-mapping-tools-
476534555
http://www.makeuseof.com/tag/8-free-mind-map-tools-best-
use/

Critical Thinking
Asahi Press 2001
A writing and presentation
workbook,
6 units (6 genres)
in 30 lessons
Say What You Mean
KUT Press 2006
A writing and mapping
workbook,
5 units (5 genres)
in 30 lessons
Thinking in English
A writing and
presentation
mapping text/workbook,
5 units (5 genres)
in 30 lessons
Graphical link mapping: ISmaps

<big
Description
Classification
Degree
comparison
Attribute
comparison
Sequence Cause-effect
Contrast
!
Hunter’s infostructure maps

Argument
mapping
(Horn)
http://www.stanford.edu/~rhorn/index.html
http://www.macrovu.com/

http://www.austhink.com/
Argument
mapping
(Austhink)

http://www.austhink.com/
Argument
mapping
(Rationale)

RST mapping (rhetorical mapping)
www.sil.org/~mannb/rst/
RST links are rhetorical devices.
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.)

Joseph Novak: Concept mapping
INVERTEBRATE
ANIMALS
VERTEBRATE
can be
MARINETERRESTRIAL
e.g. crabs,
lobsters
e.g. beetles,
flies
FEATHERSFUR
e.g. robins,
penguins
e.g. sheep,
cats
M
O
R
E
S
P
E
C
I
F
I
C
COLD
BLOODED
ARTHROPODS WARM
BLOODED
can be insulated with
aremostly can be
This slide courtesy of Ian Kinchin

http://cmap.ihmc.us/
Default Novakian: Cmaps

Demo 1: using Cmap tools
Cross-platform: Win, Mac, Linux, iPad
Online platform too
Free (and thus inelegant)
Can make pdfs, web pages, images
Huge user group
Big biennial conference http://cmc.ihmc.us/

Background:
Visual metaphors in maps

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

Data
sufficient
Ethical
Good
mechanics*
Grammar
correct
Cohesive
*punctuation, spelling, format
These are parameters of a research paper.
Separate research design parameters from writing parameters.
Then rank each group from most to least crucial for
publication.
Logical
Original
Relevant
Readable
Written
formally
WORKSHOP task 1
research
issue
writing
issue
Computer
based task

Data
sufficient
Ethical
Good
mechanics*
Grammar
correct
Cohesive
*punctuation, spelling, format
Logical
Original
Relevant
Readable
Written
formally
research
issue
writing
issue

WORKSHOP task 1
Research paper attributes
Writing Research
design cohesive
logical
data
sufficient
original
ethical
readable
good mechanics
relevant
correct grammar
written formally
Paper
based task

Map why?
1 To force summarization
2 To force text analysis
3 To force signaling analysis
4 To discover structure
5 To communicate complexity

Map why?
1 To force summarization (e.g. max 8)
insects are
burned
found in the
straw
is actually
counterproductive
to protect them
from harmful insects
only 4%
harmful insects
spiders
burning the
mats in summer
traditional
tree wrapping
method still employed
in famous places
long suspected
to be low value
started in
the Edo period
Niiho
study
wrapping pine trees
in straw
during winter
insects multiply
in the mats
55% beneficial
insects
prey on harmful
insects
each year for 4 years
examined the
insects in the mats
in the spring

Map why?
2 To force text analysis

Map why?
2 To force text analysis (print)
Cool hint: in Word, make each sentence a paragraph;
then select all and paste into Excel: 1

Map why?
2 To force text analysis (electronic)
Cool hint: in Word, make each sentence a paragraph;
then select all and paste into Excel: 1
sentence/cell!

Map why?
3 To force signaling analysis (elec)

Map why?
3 To force signaling analysis (print)

Map why?
3 To force signaling analysis

Map why?
4 To discover
structure

Map why?
5 To communicate complexity
Research
complete
Your paper:
many grammar
problems?
Find an
editor
Editor
checks
English
Decide
services
grammar
only
readability
argument
Did the editor
damage your
meaning?
no
no
Decide
feedback
code
Mentor gives
feedback on
2 pages
SUBMIT!
Perfect?
no
You revise
next 2
pages
yes
Paper
ﬁnished?
no
You
revise
Do you want to
learn in this
process?
no
yes
Find a
mentor
yes yes
Did you do
dossier work
and apply the
patterns to your
writing?
no
Did you do
lots of rewrites
in TW2RW
HW?
no
yes
Do you
know how to
repair all the basic
meaning
problems
?
no
yes
yes
yes
Can you
write the paper
by yourself?
I think so
no
write
the
paper
Is it good
enough to
submit?
SUBMIT!
SUBMIT!
yes
not sure
-made with OmniGraffle

WORKSHOP task 2: text analysis
Chart based
Analyze the text in
the casual report of Sinnett (2010)

Map what?
1 A natural text (bad example)
(good)
2 A signal enhanced text
3 A structure enhanced text
4 An artificial text (great example)

Map what?
1 A natural text (bad example)
(good)Traditional pest control worse than useless 　 (Mar. 27, 2008, The Yomiuri Shimbun)
The traditional method of wrapping pine trees in straw matting during winter to protect them from harmful insects is actually
counterproductive, a recent study has found. Komo-maki, or straw mat wrapping, is a traditional pest control method used to trap harmful
insects in the straw wrapped around the trunk. In early winter, straw mats are wrapped around the trunks to attract insects. During
winter, the insects multiply in the warm mats, which are then removed from the trees and burned together with the insects inside in early
spring.
But a study led by Chikako Niiho, an associate professor of insect ecology at Hyogo University, found that 55 percent of insects caught
in straw mats used to wrap pine trees at Himeji Castle in Himeji, Hyogo Prefecture, for four years, were beneficial to trees, while only 4
percent were harmful.
An examination of about 350 straw mats used to wrap pine trees at the castle found between zero and six egger moth caterpillars, a tree
pest, each year from 2002-04, and only 44 even in the worst year, 2005. The team found no long-horned beetles--not itself a pest, but a
carrier of pinewood nematodes, which damage trees. Together with egger moths, pinewood nematodes are the main cause of pine wilt, a
disease fatal to pine trees.
On the other hand, the researchers found between 337 and 625 spiders of various species that prey on insects harmful to trees. Also
found in the mats were between 90 and 486 assassin bugs, which also prey on pests.
According to researchers, egger moth caterpillars live under bark and are found in cracks in the trunk after the removal of mats, with a
lot of egger moth pupae found in the same places in summer. Nematodes also inhabit trunks, meaning the straw mat wrapping is useless
as a way of getting rid of them.
It is thought that the wrapping of pine trees in winter started in the Edo period (1603-1867), when it was common practice in the gardens
of feudal lords. The wrapping has been an annual event at Himeji Castle since the 1960s.
But there has long been suspicion that the wrapping serves little purpose. For this reason, while wrapping is still employed in famous
places such as Miho no Matsubara (Miho Pine Grove) in Shizuoka and Okayama Korakuen garden in Okayama, the method was
abandoned 20 years ago in the Outer Garden of the Imperial Palace in Tokyo and Kyoto Imperial Palace Garden in Kyoto. Hamamatsu,
Shizuoka Prefecture, did not employ the method this year and Hiratsuka, Kanagawa Prefecture, is considering dropping it.
Niiho said straw mats provide places for beneficial insects to pass the winter. Places that want to continue the wrapping should only
burn the mats after giving the beneficial insects time to get away, she advised.
A spokesman for Himeji Castle Office said: "It's true we found many spiders in the mats, but as we never knew they were good for the
trees we burned them anyway. We want to figure out a better way."

Map what?
2 A signal enhanced text
In Japan, a study of the Japanese study examined the efficacy of the
traditional Japanese method of wrapping pine trees in straw matting
during winter to protect them from harmful insects. The report of the
study claims that wrapping is actually counterproductive.In a four year
study, the researcher examined the insects caught in the straw mats used
to wrap pine trees at one location. More than half of the insects caught
were actually helpful to trees; few were harmful. However, hundreds of
spiders and bugs that prey on harmful insects were found in the mats.
Harmful egger moth caterpillars live under bark of the trees, and remain
there when the mats are removed. Harmless beetles which carry harmful
nematodes also remain after the wraps come off.The study concluded that
since beneficial insects pass the winter in the mats, the insects should be
allowed to escape from the mats before they are burned.

Map what?
3 A structure enhanced text
Not today!

Task 3: first, put the sentences in order.
Then select the content you will map.
One relatively new type of bicycle is the
mountain bike, which is used for riding on
rough terrain rather than on roads.
Mountain bikes have large-tread tires and
many gears to make climbing steep slopes
easier.
Although many people nowadays have
mountain bikes, most mountain bike owners
only ride their bikes in town, so in fact often
the mountain bike is a fashion item rather
than a practical necessity.
Usually the human power is supplied by
pedaling, pushing on pedals which transfer
power to the rear wheel by means of a
chain.
A bicycle is a 2-wheeled vehicle propelled by
human power.
There are many kinds of bicycles, each
designed for a specific purpose: most
common are racing bicycles, touring
bicycles, and urban bicycles.
Map what?
4 An artificial text
(great example)

Obstacles to successful use of
mapping:
1. Using the wrong map type
2. Mapping a poor array of concepts
3. Mixed degree of abstraction

Map HOW?
Harshly simplified rule of thumb

Map HOW?
1 Nouns in nodes, verbs in links
….then what kind of map is this?

Map HOW?
2 Argument verbs in links
Original clarification map of 200 word abstract (for mentor discussion)

Simplified clarification map: clauses in nodes, log conns in links.
Map HOW?
2 Argument verbs in links

Map HOW?
3 Hybrid:
Nodes:
nouns/clauses
Links:
verbs /
argument verbs

WORKSHOP task 3:
map an argument
Post-it based Novakian
Map the argument in Sinnett (2010)
1.Make 10 (or 8 or 12) nodes
2.Arrange the nodes
3.Create the links
4.Assign the relations to the links.
5.Peer evaluation

Summary of today’s workshop:
Novakian mapping for summarization of argument
1 Read and analyze text type
-core content/background/decoration-persuasion
1b Peer evaluation of analysis
2 Create content array
3 Create link phrases
4 Check: does argument emerge?
5 Peer evaluation of maps

WORKSHOP task 3
post-mortem
What did Hunter not tell you?

GroundsGrounds ModalityModality Claim
WarrantWarrant
BackingBacking
since
on account of
Toulmin model
of argument
Toulmin, S. (1958) The Uses of Argument, Cambridge University

GroundsGrounds ModalityModality Claim
WarrantWarrant
BackingBacking
RebuttalRebuttal
since
on account of
unless
Enhanced
Toulmin model
of argument
Toulmin, S. (1958) The Uses of Argument, Cambridge University

Receiver
makes more
errors and is
slower
since
because
unlessWhite noise in
video caused
reaction error
and slowness
Server grunts
during service
in tennis
Video reaction
is not
equivalent to
tennis
reactionWhite noise
has the same
effect as
grunting
It is highly
likely that
Toulmin model
of argument in
Sinnett (2010)
Critique: full Toulmin loses visualization benefit of mapping

Citation as subject Results as subject Claim as subject
claims (that)
proposes (that)
implies (that)
suggests (that)
infers (that)
observes (that)
reveals (that)
demonstrates (that)
indicates (that)
disproves
proves (that)
implies (that)
is supported by
is contradicted by
is in agreement with
is in opposition to
assumes (that)
Constraint
Use only these links in your argument map

Sinnett
(2010)
Sinnett
(2010)
claims that
is supported by
assumes that
White noise
is equivalent
to grunts
Server grunts
during service
in tennis cause
receiver
slowness and
error
Video reaction
is equivalent
to tennis
reaction
Subject error and
slowness in video
response with white
noise bursts
Novakian
rhetoric map
of argument
in Sinnett
(2010)
Target behavior
Critique: constrained Toulmin expression
loses visualization benefit of mapping

Sinnett
(2010)
Sinnett
(2010)
claims that
is supported by
assumes that
white noise is
equivalent to
grunts
video is
equivalent to
tenniserror and slowness
with white noise
Novakian
rhetoric map
of argument
in Sinnett
(2010)
error,
slowness
grunts cause
Success! compression of node content
regains visualization benefit of mapping.

Part 1: current styles of concept visualization
-and their attendant syntax and information structures)
Part 2: introduction to the use of Cmap tools
-what to map, task design, learner constraint
Part 3: guided model task performance
-you: the explorer (student) -Hunter: the guide
Part 4: guidelines for your own exploration:
-download this resource-packed powerpoint
-when stuck, call Hunter

Thank you so much
for your kind attention.
Write me! I share.
Lawrie Hunter
Editor/mentor, Center for Professional Communication,
National Graduate Research Institute for Policy Studies
http://grips.ac.jp
http://lawriehunter.com
lawriehunter@gmail.com
Powerpoints on SlideShare (view and download)
Videos on youtube
Weblinks on Delicious

Concept mapping - theory
Joseph D. Novak & Alberto J. Cañ as
http://cmap.ihmc.us/docs/theory-of-concept-maps
Ausubel’s Assimilation Theory
https://sites.google.com/sitecognitiveapproachtolearning/aus
ubel-s-assimilation-theory
A guide by Lucidchart
https://www.lucidchart.com/pages/concept-map

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.
Cohn, N. Japanese Visual Language: The Structure of Manga.
http://www.emaki.net/essays/japanese_vl.pdf
Jonassen, D.H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs,
NJ. Prentice-Hall, Inc.
Kress, G. and van Leeuwen, T. (1996) Reading images: The grammar of visual design. Routledge.
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
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.
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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
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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
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Rowley-Jolivet, E. & Carter-Thomas, S. (2005) Genre awareness and rhetorical appropriacy:
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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.
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Language, 37, 331-355.
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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., &
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Introduction
Method
Results
Analysis
Conclusion
What is the argument in a Research Paper?

Novakian mapping for argument work

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