David Zelený is an English lecturer at the Language Centre of Masaryk University, Brno, Czech Republic. He is particularly interested in academic and creative writing in English and currently supervises courses focused on academic writing for bachelors, intercultural communication, and journalism. Email: zeleny@cjv.muni.cz

 

Introduction

When it comes to academic writing, a common necessity of the first class with bachelor’s degree students is to establish what academic writing is. Very often, students enter the course with a vague notion of complex texts with difficult terminology and confusing nuances. This preconception stems from students immediately having to read many “academic” texts in their new field of study aimed at experienced readers and sometimes of not ideal textual quality. Afterall, an ideal text does not exist, and therefore it is especially important to shift students’ focus instead to the ideal textual qualities any academic publication attempts to achieve. Though this activity is focused on explaining academic writing principles, it can be used in any class for introducing certain topics or ambivalent terms through comparison. This activity is also designed as a starting activity, in which students engage in conversation and prepare to be active in class.

 

Comparison clusters

Time: 30–40 minutes

Tools:

A3 sheets

Many markers of different colours

Step 1 – Creating the clusters

Time: 8–10 minutes

Type: Group activity

Tools: A3 sheets (1 per group), coloured markers

In this activity, students are split ideally into either two or four groups with 4–5 students per group, depending on the number of students in your class. The clusters always start with a key term in the middle of the A3 sheet, and at least two different key terms should be used among all groups for the comparison later. For example, in Academic writing classes, one group might have the term ‘Academic writing’ while the other group has ‘Formal writing’ (or, in case of four groups, two have the former and two the latter).

Each group then receives the A3 sheet and markers of different colours and are given 8–10 minutes to connect any of their associations to the key term. It is important that each student in a group has a differently coloured marker, so they can reflect what they have individually added to the cluster. However, branching or connecting to the ideas of others in the group is an essential element and should be strongly encouraged so that, by the end of the activity, we do not see the cluster clearly split into four corners of four different colours that were done individually by each participant. Since this activity relies on associations and communication as well (students should be encouraged to discuss their ideas and additions with other team members), giving an adequate time limit (as suggested above) is highly beneficial, even if there are moments of silence. Ideally, the teacher takes on the role of a facilitator/observer during the creation process, as this part can also serve as the icebreaker of the lesson.

Step 2 – Cluster presentation

Time: 5–10 minutes

Type: Group presentations

Afterwards, each group presents their cluster in front of the class. It is a good idea to make each person present their own additions to ensure every participant is actively involved. I suggest not interrupting them during this process, letting the students share their vision and ideas without corrections, so as not to discourage them from communicating openly, but noting down or remembering the most significant parts of their speech which can be used in the following steps.

Step 3 – Comparison

Time: 5–10 minutes

Type: Class discussion

Once all groups have presented and the clusters are positioned where students can see them (moving the students is encouraged), the focus is then brought to the differences between the two clusters, commonly asking questions like: “Why do we have this association on this sheet and not on the sheet over here as well?” It is always better if the students manage to explain the differences themselves and then the teacher either repeats them or demonstrates more articulate definitions. This activity can result in the teacher having to prompt the students and guide them in the conversation, and I advise using the notes made earlier.

Step 4 – Defining and practical implications

Time: 8–12 minutes

Type: Brainstorming or teacher-focused class discussion

With the differences highlighted and discussed, it is now time for the final part. This can be done in two effective ways that fit two different scenarios. If the students did not have any issues contributing ideas and expressing themselves, I suggest brainstorming together. If students are shier or less confident in the topic, it might be better to explain the following yourself. Whichever format you choose, it is now important to move away from the rather abstract ideas and key terms surrounding these topics to what they represent in an actual text, thus showing practically in what form a student is likely to encounter them.

A good example in academic writing is, for example, one of the most common associations: terminology. Though students know different terms necessarily appear in academic texts, it is now important to ask such questions as: “How do you think terms should be implemented? Should the author explain them? What about abbreviations? Is it the author’s responsibility to make the terms understandable?” This is the part in which the students realize what types of sentences and writing strategies should be present in a good academic text. The more practical examples the teacher or students are able to gather (whole sentences, specific expressions, and the like), the better.

 

Conclusion

Clusters are a nice way to get each student to actively participate on many levels. This activity allows students to let their minds run wild on a topic and to express themselves while learning from their peers as well. They start with general ideas and move to the specifics and practical representations. Furthermore, they manage to define the key terms more precisely, especially in the sense of how these terms relate to them, their own writing and the course itself. It is a strong activity to start the semester, and it can be adapted to many different fields of study and can be used practically in any classroom.

 

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