Cubing: A pre-writing exercise

Writing anything can be an intensely difficult process. Its not surprising then that writing
formal papers is one of the tasks that new university students fear the most. Often, just
getting the words down on a page in the proper order, using commas correctly, citing
properly and doing the required research can be quite a challenge.

Some students new to academic writing may run into trouble when they are trying to (1)
figure out or generate your ideas (often called critical thinking), (2) organize the ideas, and
(3) edit (check their grammar, word choice, or spelling, for example) all at the same time.

If you try to do all three steps at once, what may happen is that the ideas are organized but
not critical enough, or the ideas are critical enough, yet there are still many grammatical
errors, for example. If your attention is divided between three tasks, it makes sense that one
or more of those tasks may not be done as well as they should be. Thats not a problem if
you are doing laundry, talking on the phone, and watching The Amazing Race all at the same
time. However, for many students learning how to write papers for the first time, multi-
tasking may not produce their best paper. In other words, if you start the paper worried about
getting each sentence down correctly or reaching your page minimum, the result may be a
paper returned with comments that ask for a paper to be more specific, complex, critical, or
have a better developed theme. So, how do you begin? How do you produce writing and
ideas that are more complex, thoughtful or less general?.

In this case, you should begin by only figuring out or generating ideas for your paper.
Temporarily put aside the tasks of organizing and editing. You can come back to them later,
after you have formed clear and critical deeper thoughts on the topic. This is important
because writing is closely tied to thinking. In fact, writing is thinking! If you havent
sufficiently understood, developed your thinking on a topic, or explored the complexity of a
subject, the paper will reflect that. Thinking critically and deeply about a research topic can
seem overwhelming. How do we dig deeper in our thinking? Good research helps because
this builds a knowledge base, but exploring that research is another tool.

There are a number of writing exercises that can help students explore and expand their
thoughts on a subject. One of our favorites is cubing. Cubing, developed by Cowan &
Cowan (1980) is a process where you look at a subject from a number of different angles
(thus the cube). Each side of the cube, or each perspective asks a different question:

1. Describe it (colors, shapes, sizes, etc.)

2. Compare it (What is it similar to?)

3. Associate it (What does it make you think of?)

4. Analyze it (Tell how it's made)

5. Apply it (What can you do with it? How can it be used?)

6. Argue for or against it

This technique is particularly useful for those of you who tend to see things as
straightforward and miss the complexity of a situation. An example of using cubing to
develop the topic learning to speak a foreign language is illustrated below:

Describe it:

Learning a foreign language is about communicating in an environment we are

unfamiliar with using new words, sounds, gestures, or expressions.

We have to learn to respect (eventually understand?) the social norms of the culture
or the community

We aim to use the language to get our basic needs met, such as finding meals, a place
to sleep, transportation, we might just want to meet the locals while on holiday, or
we might wish to do business in another country.

Can be scary, exciting, funny, or frustrating.

Compare it:

It can feel like you are a baby or infant who doesnt have the words to explain what
he/she wants, so its easily frustrating!

The first time you try to communicate, you may feel like Tarzan, me want food! or
me bathroom now!

Associate it:

Initially, I associate it with survival!

Over the long term, learning to speak a foreign language makes me think of
recreating myself or my identity in a new way for a new context because some
words, actions, or expectations that may not be appropriate in my language and
culture may be appropriate in another place (and vice versa).

I associate it with learning a new perspective or a new way of looking at the world,
or learning how to look at the world through the eyes of people who live in a reality
different than my own.

Analyze it:

Learning a foreign language has many stages or steps.

The first stage that many people experience is the silent period in which they are
listening and trying to understand, but they are not ready to speak because they may
be overwhelmed or too scared.

How quickly one learns or advances in learning to speak a foreign language depends
on several factors including: their ability to hear different sounds, interpret
contextual clues, or take risks in trying to speak even if what they say will be mostly
incorrect.
 Progress is also influenced by how much the person needs/doesnt need the foreign
language on a day to day basis, or if the person has social/personal/emotional
connections to the foreign language culture.

Improvement also depends on the quality of formal instruction and how much effort
the language student puts in/studies.

Language development is often linked to the culture shock and adaptation processes.
Adaptability depends on the individual and/or how similar or different their native
language and culture are from the foreign language and culture.

Apply it:

Learning foreign languages are important in improving relations between countries,

governments, international organizations, multinational businesses/trade, and
international relief organizations.

Can be linked to Canadas multicultural policies and immigration policies

If more people are able to speak a foreign language, communication will likely
improve between communities and individuals.

May be important in improving communication in the areas of education, heath care,

tourism, or work where there are people from different countries.

Promotes understanding and reducing racism or discrimination.

Argue for or against it:

Based on the numerous reasons stated above, I now have sufficient points to argue
for learning a foreign language!
Five Ways to Use Cubing

Cubing is a versatile, easy-to-

use instructional strategy that adds a bit of randomness and chance to your lessons. Its easy
to differentiate and works well with both individuals and small groups of students.

Basically, students are given (or make) a cube with different directions/questions/prompts on
each of the six sides. Students then roll the cube and respond to the
directions/question/prompt that they get.

Ways to Make Cubes

1) Questioning

What the Cube Sides Might Say:

1. Who

2. What

3. When

4. Where

5. Why

6. How

Ideas for Use:

Students create their own questions about a text they just read. Their
question must start with the word they roll on the cube. This helps make
sure they dont just ask yes/no questions.

To research a person or event, have the students roll the cube 3 or 4

times and then look up and write a short answer in response to each
prompt they get.

Use to plan a story the student will write.

2) Depth of Knowledge
What the Cube Sides Might Say:
1. Describe

2. Compare

3. Contrast

4. Analyze

5. Evaluate

6. Imagine

Ideas for Use:

Use with any 2-5 objects/people/events/formulas/theories, etc.

I taught this process to my students using snack size candy bars.

o For example:

Describe: Its in a silver and brown wrapper. Its small. Its

brown. Its rectangular.

Analyze: It has _____ calories. It looks fresh. It smells like

chocolate.

Evaluate: It tastes really good!

Imagine: Imagine if chocolate was calorie free

Once the kids knew the process, we could use is for all sorts
of things

Habitats

Countries/States/Regions

Math formulas or geometric shapes

Stages in the water cycle

U.S. Presidents

Government policy

Pieces of art or music

3) Story Elements
What the Cube Sides Might Say:
1. Characters

2. Plot

3. Conflict

4. Rising Action

5. Climax

6. Resolution

Ideas for Use:

Students write or tell about the part of the story they just read

Students write questions about the part of the story they roll on their
cube. Students trade questions with a partner and answer the questions
they get in writing or out loud.

4) Vocabulary
What the Cube Sides Might Say:

Whatever words the students need to practice!

Ideas for Use:

Roll the cube and have students:

o Write or say a definition

o Use in a sentence

o Explain how the word relates to the lesson topic

5) Parts of a Book Primary Print Concepts

What the Cube Sides Might Say:

1. Title Page

2. Cover

3. Authors Name

4. First Page
5. Last Page

6. Page Number

Ideas for Use:

Sample Lesson Plan

Use as a class with the same or different books. Repeat the activity with
different books for additional practice.

For older kids: Use to get familiar with a new text book just change
the cube sides to things like: glossary, table of contents, index, Chapter 1
title, etc.