My favorite writing exercise to use with my first-year composition classes is the ‘cubing’ exercise. This writing exercise helps students to generate content for their assigned essays by providing focused writing prompts on their topic. The idea is that their topic is a cube and each writing prompt is a side of the cube. The students are given five minutes to write about each side. The exercise overall takes about 40 minutes because I explain each prompt as we change ‘sides’.
- Describing: What does your topic look like?
- Comparing: What is your topic similar to? Different from?
- Associating: What does your topic make you think of? What is related to your topic?
- Analyzing: What are the origins of your topic? Why is your topic important?
- Applying: What are the functions of your topic?
- Arguing: What claims are you making about your topic?
One reason why I like this exercise is that it is so adaptable: the sides can be any prompts you want them to be. This exercise can be tailored to any genre or assignment. I have also used the Global Digital Citizen Foundation’s Ultimate Cheatsheet for Critical Thinking for this exercise. Each side has a series of questions (who, what, where, when, why, how) for the students to consider about their topics.
Changing sides of the cube often means interrupting students mid-thought. I tell my students it’s okay to stop mid-sentence since the idea is to keep writing. I often allow 5-10 minutes at the end to allow students to return to one of the sides. Depending on the topic, or amount of time left in class, I’ll add the ‘seventh’ side to a cube (the inside of the cube).
Students are usually surprised to see how much they’ve written in only 30 minutes (the amount of time actually spent writing). It’s not unusual for students to write 800-1000 words during this exercise, and even those who struggle with writing get at least some ideas down on paper. This writing exercise helps students break through writer’s block and realize that they can write about their topic. I emphasize that the material written during this exercise is part of the ‘shitty rough draft’ so that students don’t think they can just add a works cited and call the essay done. Instead, I encourage them to comb through what they’ve written and find the ideas and sentences that really shine and work from there.