dieS Summer School 2015

Reading and visualizing in order to write

In order to get from the foreign factual text to one's own, the work with visualizations has proven itself (also) in school: The students first read a factual text and work the information they have read into a visualization. In addition to checking comprehension, this also serves as a collection of material and structural planning for the subsequent writing. The students work with so-called visualization blancos (visualizations with predefined structures without text field entries), so they do not have to have the skills to visualize completely independently at the beginning of the training. Even weak students use this method to read increasingly close to the text and to make sense of it. They learn to read and complete different types of visualization (according to PISA: "non-linear texts"). The completed visualization blanco  leads to the independent reformulation of a factual context. It is striking that many students formulate better on the basis of visualizations than is visible in conventional writing tasks. They also copy less from the reading text and use their own formulations.

In the workshop, the potentials of visualization will be presented, connections between primary texts, student visualizations, and own texts will be analyzed, and student visualizations will be assessed using an empirically based criteria and consultation tool.

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