The Role of Cognition in Writing
As cognitive psychologist William J. Kerrigan argued, writing is the finest means to develop cognitive skills. The Think-Write methodology is built on this foundation. Cognitive development is a vast and complex field, but there are some essential points which can be made—about how cognition underlies writing, and how developing coherent and cohesive writing develops cognition.
The major cognitive processes, all involved at one time or another in writing are: categorizing, comparing and contrasting, analysing, synthesising, sequencing, relating cause to effect, inferencing and using metacognition (the awareness of how one’s cognitive skills operate).
Of course there is much overlap: one has to analyse before comparing and categorizing, analyse and categorize before synthesising.
To understand why these skills matter and how they fit into a structured writing process, read Why Thinking Matters in Writing.
The Eight Cognitive Skills
1.Categorizing
This — perhaps the most important cognitive process — is needed for writing coherently, for drawing the mind-maps which set up the connections between general and specific, between abstract and concrete. The writer categorizes on the scale from general to specific when constructing the general opening topic sentence and the following more specific support sentences.
Working collaboratively with mind maps in problem-solving develops this work- and life-skill.
2.Comparing and Contrasting
Many business letters and reports have to weigh up different strategies in order to solve problems. Comparison and contrast connectors like “by comparison”, “likewise”, “on the other hand”, “however” all help to make logical connections. Such cohesion aids the reader in following an argument.
Delegates learn to transfer this skill into reasoned discussions and debates and other life situations.
3.Analysing
Central to all problem-solving situations, analysis requires categorizing and other processes. Data has to be looked at in terms of main issues and supporting details, evidence examined for causes and effects and sequences of events, and comparisons made.
Practice with written assignments advances the skill for other important uses, such as analysing a business situation before making a proposal.
4.Synthesising
Every written communication involves synthesis (of what has been analysed). The clearest example is the very important executive summary, which needs to be well synthesised in order that the whole report is both read and understood.
At committee meetings, for example, a person able to sum up in a synthesis is of great value in developing a business.
5.Sequencing
Businesses must run on well-drawn plans, which inevitably involve time-scales. A marketing plan will need to use sequence connectors like “by the”, “first”, and “after” to create readable writing.
Writing exercises on clear sequencing promote awareness of how this skill can be used in general problem-solving discussions.
6.Relating Cause to Effect
Analysing what is causing profit gain or loss will result in writing which relates general points to specific statistics, and the use of clear cohesion connectors like “because”, “as a result”, and “consequently”.
7.Inferencing
Using analysis and other processes, writers will often make connections which are there, although not obviously stated. Inferences are particularly needed when interpreting graphic and statistical information. In this case, inferences will be made when analysing data, and expressed with logical connectors like: “From the above table it can be seen that”, “an analysis of the graph suggests that”.
Writing exercises requiring the inferencing skill to be used when analysing data develop the skill in general terms.
8.Using Metacognition
Effective and sophisticated thinkers, speakers, listeners, readers and writers are very aware of what makes sense and is clear, what does not and what the problem is. They have strategies to re-formulate in order to create what is logical and clear.
Many cognitive scientists argue that of all the cognitive processes, the use of metacognition is the most important. There is particular importance in the use of metacognition to transfer skills from one situation to another. For example, the thinker/writer who knows that generalizations need to be followed by specific illustrations is likely to be clear in explaining both in speech and writing.
Making Connections: The Common Thread
A key concept which runs through all categories of cognitive processing is making connections. Categorizing involves connecting like-items in groups; comparing and contrasting requires connections between similars and differences; analysing is done through connecting related aspects; synthesising involves connections between main points and supporting detail; sequencing requires connections between points in time or in processes; causes are connected to effects; and inferences connect what is stated or known to what is inferred or understood.
Cohesion involves connecting language items through devices such as repetition, synonyms, pronouns, and logical connectors showing cause and effect, contrast, and sequence.