La boîte à outils mind map au service de l’enseignement apprentissage de la production écrite du texte argumentatif chez les apprenants de quatrième année du cycle moyen : cas des apprenants du CEM

Abstract

This research explores the impact of using mind maps on improving argumentative writing among fourth-year middle school students. Due to the difficulty’s learners face with traditional methods, an experimental approach based on mind mapping was implemented. A comparison was made between students who followed the traditional method and those who used mind maps. The findings reveal a clear improvement in idea organization, text coherence, and argument quality. Therefore, mind mapping can be considered an effective and supportive teaching tool for developing students’ writing skills.