Using the Card Strategy

In class, we recently used the Card Strategy Lesson that was written about by Kucer & Rhodes in their article, "Counterpart strategies: Fine tuning language with language"(1986). This activity allowed for us to brainstorm about our topic for the genre pieces project. Reflecting on my experience with this strategy, it provided me with a sense of clarity in terms of which path to take for this project. I knew that I wanted to do something regarding diversity in literature but I felt that that was too broad. I wanted to narrow down my topic and make it feel more concrete. I then had the thought of focusing on banned books. Going into class with this being my train of thought, I welcomed the card strategy! This brainstorming did not disappoint. By allowing myself to just come up with terms that had some type of connection to my topic, it allowed for me to gain insight into my project. I realized that all the key words and terms that I could relate to the topic of banned books where similar to those of diversity in literature. I was still able to mention how we needed diversity while at the same time having a focused and narrowed approach. 

When I would usually brainstorm, it was often just writing things down in a list format. I tended to move quickly through the brainstorming process. After crafting a list, I would often just pick my favorite and move on. This new brainstorming process made me think about my thinking in a new way. I was forced to spend time thinking about my topic and fully fleshing out my thinking. I was also able to see how someone else viewed my ideas. I don't often ask for input that that stage, usually I wait until I have a draft of something to get peer feedback. Having someone actually go through my ideas and share there own led to a really great discussion. I got to see my project through someone else's eyes which was a very interesting experience. 

I enjoyed this activity and felt that it forced me to extend the thinking at the brainstorming process. It reminded me of what we read in Tompkins about students not spending enough time in the pre-write process of writing. To me, this card strategy confirms that notion. The thinking I did about my topic and how I could layer my information was invaluable. This strategy made me slow down and take the time to see if this was a topic that could not only withstand the demands of the project, but was fleshed out in enough detail before the drafting process truly commenced. I would not only do this strategy again but, I would use this strategy in the classroom. I could see my students benefitting from taking the time to really think about their ideas and sharing it with each other.