Reading: Brainstorming Ideas
Before you practice some brainstorming strategies, it might help to look at possible issues related to your field. In Module Two, we will take a closer look at conducting keyword searches and gathering sources. However, for now, to prepare for brainstorming and to construct your journal submission this week, you can take a look at some of the Shapiro Library’s databases, including CQ Researcher – SAGE and Academic Search Ultimate. These are not the only library databases you can use, and depending on the issue you choose, you may need to use a different database from the Library’s A-Z Databases list that better matches your topic.
You can do a quick search for topics related to your potential field or degree to get a sense of some issues you might want to write on. Then once you have done a preliminary search, take your ideas even further by using the following brainstorming activities. Finally, if you get stuck or need help, review the ENG-123 Composition Research Guide.
Brainstorming is the first step in the writing process. It helps you to freely think about what you know about a topic and record these ideas as they come to you.
Below you will find explanations of three specific methods for brainstorming* ideas—freewriting, looping, and clustering.
Freewriting
When you freewrite, you acknowledge that there is a wide range of thesis statements that you might settle on. Give yourself some space to think through your topic.
The process of freewriting lets you just begin writing without feeling like the writing you do at that moment needs to be effective, meaningful, or even good. Because you are not creating finished writing, freewriting allows you to do the important work of exploring your topic and your interests without worrying about creating a polished product. It is simply a way to get thoughts down on paper.
As you freewrite, you choose a topic, set a time limit, and see where the topic leads you. The most important part of freewriting is to ensure that you turn your editorial mind off. In other words, spelling and grammar do not matter, and you do not have to worry about writing a coherent piece with an introduction and a conclusion.
After you are done freewriting, you will read over your writing again and find the parts that can be expanded upon or that hold your interest the most.
Remember that a freewrite is not a draft—it is part of the prewriting stage. In most cases, you will not use a single phrase from your freewrite in any writing that you turn in. Writing that you turn in should be polished and focused; freewrites work best when they are not!
Instructions for Freewriting
Decide whether you write faster when writing on paper or typing on the computer. If you use the text box on the assignment page, your freewrite will be recorded in your notebook.
Decide on a topic before you start. The topic can be general (“driver’s education”) or it might be more specific. An example of a more specific topic might be either of these two topics: “how driver’s education improves driving” or “why states should pay for driver’s education for all drivers, regardless of age or citizenship status.”
Click the Begin Timer link.
Start writing and don’t stop. Write anything that comes to mind about the topic. Let your ideas run free without worrying about where the ideas are going or whether they are “right” or “wrong.” There are no “bad” ideas at this stage. Don’t correct for grammar or sentence structure; this is not the time for your internal editor to take over! Write down bullet points if you want. Then stop when your time is up (feel free to finish a sentence or two if you’re in the middle of a thought). Be sure to hit Save if you’re using the provided text box.
Finally, read over your writing. This is the most important part! Look over your writing and ask yourself these questions to see if you can find some idea that is worthy of more in-depth thought or research.
Now, read the example of freewriting below:
Click on the heading below to view an example of freewriting.
Freewrite Example
Freewrite Example
“War is hell.” Fyodor Dostoyevki said this. It’s not only hell for those fighting the war; it’s also hell for people in the countries being fought in and fought for. It’s hell, too, for the taxpayers who have to finance the war. Think about what war does to the mind of a soldier. It’s estimated, for example, that a third of all homeless people are men who fought in Vietnam. How do we ever repay their sacrifice? The price tag for the war in Iraq is $3 trillion. We’ve spent millions every single day since that war began. What have we gained? We know what we’ve lost—lives and money and the goodwill of countries that see us as an aggressor. Could the money be better spent? No doubt. It could be used, for example, to build roads. Or spent to strengthen our crumbling infrastructure. The work would give jobs to thousands who are now unemployed. With their earnings, people could pay their mortgages and buy things they couldn’t afford before. This would help prop up the sagging economy. Economy and Dostoyevski are linked in the subtitle of a book I had to read for an economics paper. It’s by Susan McReynolds. The title is Redemption and the Merchant God. Sometimes putting two things together yields some really interesting results. You wouldn’t think Dostoyevski had much to say about the economy. I guess it’s like the old saying, “Opposites attract.” What else can I say about opposites? I guess they are what makes life interesting. So, if you take an old maid like Emily Dickinson and have her write about something passionate, like the poem “Wild Nights,” that makes for an interesting combination because it is so unexpected. I’m sure I’m not the only one who likes to be surprised by the unexpected. That’s probably the basis of all the horror movies that have ever been made. Speaking of which, the classic with Jack Nicholson about that old hotel was really frightening. I remember screaming out loud in the movie theatre. It’s not surprising that it was so scary because Stephen King wrote the book that the movie was based on. And King, before he was rich and famous, used to dig graves in order to make a living. There are a lot of things I’d do if I was starving, but I don’t think I could ever dig graves, especially not in the middle of the night. Beyond being dirty work, literally dirty work, it’s so spooky.
Follow-Up Questions
Do I stay on topic in most of the writing, or do I shift to another topic? Am I more interested in my initial or my new topic?
ANSWER: I talked a lot about war, which led me to the economy, which led me to talk about opposites and finally to the creepiness of Stephen King. His story made me think about my own career, which is obviously pretty important to me.
What words are repeated in my writing?
ANSWER: I used “war” quite a bit, but that may be because my brother is in Iraq and I think about the war every day. I also talked about the economy. Another repeated word is “opposites.”
Which of my ideas can be backed up with research during the subsequent research process?
ANSWER: I can find tons of information about the war and also about economic conditions. I should also be able to do a lot of research on the topic of getting a job and earning money.
Can I identify one or two questions that most of my freewrite responds to?
ANSWER: Some questions that come to mind are: Are there indications the economy is turning around? I have to earn a living in a few years. What kind of job am I going to have?
As you loop, it may feel as if you are going in circles, but by asking the right questions, you’ll find that you’re heading somewhere important.
Looping
Looping refers to freewriting sessions performed in succession. The purpose of looping is to take the ideas you discover in your freewriting session that seem most worthy of exploration and freewrite again on those ideas. The process allows you to refine your topic into a narrower and more realistic topic.
To loop your idea, take the idea that emerged as most important in your initial freewrite and do another freewrite—following the freewriting instruction steps previously outlined—with that idea as your starting point.
Remember that the most important part of freewriting is reflecting on your writing. So, after your loop, be sure to ask yourself the same reflective questions you asked during your initial freewrite.
If you would like to compare a freewriting session against a looping session, compare the loops below to the freewrite from above.
Click on each of the headings below for examples of looping.
Looping Example #1
Looping Example #1
Feeding America’s poor won’t be easy. Not with one out of seven of us living at the poverty level. It’s especially bad for kids. I mean, how can a kid concentrate on learning when they haven’t eaten in two days? When you think about how much food goes to waste every single day in this country, you’d think there wouldn’t be a problem. Just think about the food fights that go on in cafeterias all over the country. With that wasted food alone, we could probably feed all the poor people. And I know a lot of people let vegetables sit in their refrigerators until they rot, and then they have to throw out all that food. Also, just think about all the restaurants that throw away food every single day. You’ve probably seen homeless people doing “dumpster digs.” I know I have. At least they are getting some nourishment out of what’s being discarded, but who’d want to eat food that’s mixed with garbage? I think we should have more public service announcements to make people aware of what they are wasting. That would be the first step. Maybe parents could also be advised not to put so much food on their kids’ plates at suppertime. That would solve two problems—the food waste problem and the obesity problem. Then we could use the money that is saved to help the hungry more than we do. It’s true that some celebrities like Sandra Lee have started a campaign, but not everybody watches her on the food network channel. I guess we need more celebrities getting the word out. I know the President and First Lady are working on this problem, which is helping a lot. But there’s really a lot to do. There are food banks, of course. But we really need more than famous people getting the word out. We need the average Joe thinking twice about waste.
Follow-Up Questions
Do I stay on topic in most of the writing, or do I shift to another topic? Am I more interested in my initial or my new topic?
ANSWER: I really did focus on the poor and how much food-waste there is in this country. I also talked about what famous people and ordinary people can do to solve the problem of people going hungry.
What words are repeated in my writing?
ANSWER: “Poor” (poverty), “food,” “waste,” “celebrities.”
Which of my ideas can be backed up with research during the subsequent research process?
ANSWER: There has to be a lot of data about poverty in America and also wasted food. I could also learn more about Sandra Lee and what people like her are doing to help.
Can I identify one or two questions that most of my freewrite responds to?
ANSWER: What are celebrities doing to help the poor? What can the average person do?
Research Question
Topic: Feeding the hungry
Research Question: What are the characteristics of an effective anti-hunger program?
Looping Example #2
What will I do to earn a living? Right now, I’m studying liberal arts, and there are a lot of possibilities in front of me—assuming I don’t change my major. There are a lot of things I know I wouldn’t do—no matter how much money I could make. I also wouldn’t do anything that would harm animals. And I would never steal from people the way Madoff did. But, as a liberal arts generalist, especially a generalist with some computer skills, I could probably enter any field I wanted to. There really are a lot of choices. Plus, I could always learn on the job. Most businesses have orientation and training programs that help new hires learn what they need in order to do a specific job. And a lot of places will actually pay for employees to take additional college courses. Of course, I could pay for further education myself if I had to. I could get a master’s degree or some other degree that would help me get promotions once I’ve started working. Plus, there’s always stuff I could learn about on my own by doing research on the internet or by taking some online courses. Things are changing so fast that I’d probably have to take additional courses anyway. Take electrical engineers, for example. I read that by the time they graduate, half their knowledge is obsolete. So maybe I shouldn’t worry too much about what I’m learning right now. Instead, I should concentrate on getting a good solid academic base rather than a narrow or too-specific body of knowledge. Being able to communicate well is critical for career success, no matter what field I choose, and I’ve always had A’s in my written and oral communications classes. Being a good problem-solver is important too. I like challenges and have often been complimented on my analytical skills. Another thing that’s going to serve me well is my people skills. Everybody tells me I’m both a good leader and a great team player. So, I guess, now that I think about it, I won’t have to dig graves. I should be able to get any job I want… assuming the economy is better by the time I graduate.
Follow-Up Questions
Do I stay on topic in most of the writing, or do I shift to another topic? Am I more interested in my initial or my new topic?
ANSWER: I did stay on the topic of my future–work I’d like to do and work I definitely wouldn’t do.
What words are repeated in my writing?
ANSWER: “earn a living,” “money,” “job,” “learning”
Which of my ideas can be backed up with research during the subsequent research process?
ANSWER: I should be able to research jobs in general, especially those available to liberal arts majors. I’d also have to find out what skills are required for entry-level jobs in certain industries.
Can I identify one or two questions that most of my freewrite responds to?
ANSWER: What jobs does a liberal arts degree lead to? How soon does knowledge become obsolete?
Research Question
Topic: Job economy
Research Question: What can one do with a liberal arts degree?
Clustering
Clustering is another method of brainstorming ideas. You can use it by itself, or you can organize some of the ideas you discovered during your freewrite.