This is the text version describing the graphic structures found in the "Organizing" step of the writing strand in Gyrus.
Writing: Graphic
Organizers
Introduction
If you are a visual learner, you will probably enjoy using graphic organizers.
They lay out in space all the parts you want to include in your essay. It is
easy to see how all the parts fit together. The structure of the essay is shown
as a visual picture in which relationships between main ideas and facts, details,
examples and illustrations are clearly laid out. While an outline shows a linear
sequence of ideas and uses indentation to show hierarchy, a graphic organizer
uses spatial placement to show hierarchy. You can infer the logical structure
of an essay by reading carefully a well-designed diagram.
If you wish to clearly show organizational thought patterns, a graphic organizer
does the job. Essential vocabulary is integrated into the framework of ideas.
When reading a graphic organizer, every detail and placement of information
has significance.
Text Styles (or Rhetorical Styles)
The following are examples of different types of graphic organizers that match
types of essays and text patterns. Basic organizational patterns include description,
sequence (flow chart, timeline), comparison and contrast, thesis and support,
question and evidence and a basic adaptable essay structure. Graphic organizers
may be also used as models for taking notes when reading texts with these different
types of text structures. The goal is that you design your own diagrams to fit
the patterns of your thought prior to writing an essay.
Signal Words and Frame Questions
You will notice "Signal Words" and "Frame Questions" on
some of the graphic organizers. These are words that signal to the reader the
type of text structure being used. They are words that would be helpful to use
when writing out the draft from the diagram. In addition, the questions listed
help guide the reader to the purpose of the essay. You can include questions
that help your readers to put your essay into an appropriate frame of reference.
You are assisting those who read your essay to have accurate comprehension of
your thesis and supporting ideas when you guide their thinking with your own
signal words and questions.
The following list includes the types of graphic organizers that will be explained
in sequence, following the list. Any of these methods can be used to organize
the ideas generated from the Think stage.
1. Description
2. Basic Essay Structure
3. Basic Essay Diagram
4. Thesis and Support
5. Syllogism, or Pursuit of Knowledge: Question and Evidence
6. Mind Map: A Refined Cluster
7. Sequence: Flow Chart of Steps in a Process
8. Matrix Diagram: Comparison and Contrast
9. Venn Diagram: Similarities and Differences
1. Graphic Structures: Description
Description of the diagram: A spider diagram is a circle with the main theme in the center; in this case it is "George Eliot". Surrounding the circle are lines that make the circle look like a sun with rays going out from the outside edge of the circle. In between the rays are spaces in which the writer enters facts, details, and interesting information pertaining to the topic. Details written around the outside of this circle include the following: "Real name Mary Ann Evans", "1819-1880", "1st work comic stories - religion", "Influences on her life", "Middlemarch", and "Portrayal of women in novels".
Signal Words: also, and, in addition, further, too
Frame Questions:
What is it?
How would you describe it?
What does it look like?
What are its attributes?
Where can it be found?
Directions: Put your topic in the center, and write down all the relevant attributes
that come to mind as you think of the topic.
Put what you are describing in the circle. Add supporting details in the sections
outside the circle. The kind of details will depend on the subject area and
type of assignment. For example, in geography you might focus on details from
categories such as land, people and government.
Source: Adapted from Strategic Learning in the Content Areas with permission
from Wisconsin Dept. of Public Instruction, 125 S. Webster St., Madison, WI
53702: 800/243-8782. Author of the example: Gerry Lewin.
2. Basic Essay Structure
This outline does
not contain a diagram, but is the illustration of the following entry, the "Basic
Essay Structure" (number 3).
The outline of the following argument to abolish capital punishment illustrates
the structure of the graphic organizer. The explanation of how to organize and
write the essay follows after the outline.
PARAGRAPH 1: INTRODUCTION
Thesis: Capital punishment should be abolished.
Supporting Detail 1: Capital punishment is not justified by deterrence.
Supporting Detail 2: Capital punishment is arbitrarily used.
Supporting Detail 3: The principle upon which capital punishment is based, 'an
eye for an eye', is not accepted by American society.
PARAGRAPH 2: MAIN BODY OF THE PAPER
Main Idea of paragraph 2: Capital punishment is not justified by deterrence.
Supporting Detail 1 of paragraph 2: Statistics show that capital punishment
does not deter.
Supporting Detail 2 of paragraph 2: American society rejects other punishments
that might have equal or greater deterrence value, e.g. torture, and punishment
of the innocent.
PARAGRAPH 3: MAIN BODY OF THE PAPER
Main idea of paragraph 3: Capital punishment is arbitrarily used.
Supporting Detail 1 of paragraph 3: Statistics show direct correlation between
(a) income and ethnicity and (b) death sentence.
Supporting Detail 2 of paragraph 3: Mandatory death sentencing has been unsuccessful
in curbing discrimination in use of death penalty.
PARAGRAPH 4: MAIN BODY OF THE PAPER
Main idea paragraph 4: The principle upon which capital punishment is based,
`an eye for an eye', is not accepted by American society.
Supporting Detail 1 of paragraph 4: We do not steal from people as a punishment
for theft.
Supporting Detail 2 of paragraph 4: We do not assault people as a punishment
for assault.
PARAGRAPH 5: CONCLUSION
Consider broader social implications of argument and thesis.
This is just a
model of how to write the essay out to preserve the sequence of ideas.
Format
Notice the parallel format between the structure of the introduction and the
structure of the essay: the introduction outlines the format of the essay. The
structure of each paragraph in the main body of the paper is a reflection of
the structure of the introduction in that the introduction has a thesis and
supporting premises while each paragraph has a main idea and supporting premises.
Notice also that what occurs in the introduction as a premise becomes the main
idea of a paragraph in the main body of the paper; this main idea then has its
own supporting premises.
Procedure
The student may apply the preceding as a strategy in the following manner. In
paragraph 1 (the introduction) the student begins by identifying her position
on a controversial topic (this becomes the initial thesis). The student then
asks herself why someone should accept this thesis. She then produces three
reasons for accepting the thesis (these are the supporting premises). In paragraph
2 the student begins with a restatement of the first premise from the introduction,
which becomes the main idea of paragraph 2. The student then asks herself why
someone should accept this main idea as true. She produces two reasons for accepting
this main idea. This provides the structure for the second paragraph. This process
is repeated for subsequent paragraphs. The student explains how the reader should
understand the meaning of each main idea and premise and may want to use examples
for this purpose. The student might also explain to the reader how she sees
the premises as supporting the main ideas and the initial thesis. The conclusion
provokes further thought on the subject by considering the broader social implications
of the argument.
Author of the argument for abolition of capital punishment: Eric Palmer, Philosophy
110: Critical Thinking and Writing, Santa Barbara City College
3. Basic Essay
Diagram
This graphic organizer is very basic, and may be used with almost any essay.
Supporting details could also be called reasons or premises.
Description of the Basic Essay Diagram:
A single rectangle is at the top, and inside is the following: "Introductory Paragraph", "Thesis", followed by "Supporting Detail 1", "Supporting Detail 2", and "Supporting Detail 3".
Under the first rectangle is a larger, wider rectangle, labeled "Essay Body", with three smaller rectangles inside it, each representing a paragraph within the body of the essay. The first rectangle has a space on top labelled "Main Idea paragraph 2", "Introduction's Supporting Detail 1", and underneath this are two sections, labelled "Supporting Detail 1 of paragraph 2, and "Supporting Detail 2 of paragraph 2". The second rectangle is labelled "Main Idea paragraph 3, "Introduction's Supporting Detail 2". Under this are "Supporting Detail 1 of paragraph 3" and "Supporting Detail 2of paragraph 3". The third rectangle follows the same pattern of main idea and two supporting details under it: "Main Idea paragraph 4", "Introduction's Supporting Detail 3", followed by "Supporting Detail 1 of paragraph 4" and "Supporting Detail 2 of paragraph 4". This series could be expanded into any number of paragraphs to form the essay body.
A smaller rectangle is shown below the large section of the "Essay Body", and is simply labelled "Conclusion". The former outline describes how to write from this structure.
Source: Gerry Lewin's
DSPS 77: Writing and Reading course packet, adapted from Janet Shapiro's original
packet, influenced by a training from the University of Kansas on the TOWER
writing strategy.
4. Thesis and Support
Thesis/support is a very common paragraph structure. In its simplest form, it is a statement plus information supporting the statement. It may be thought of as opinion/proof. For example, your opinion might be that Napoleon was a great leader. Your support or proof will be the reasons you give when answering the question, "Why do you think that is true?" You may list the following as proof: he ended the revolution, drew up a new constitution, and instituted fair taxation.
Forming a thesis
statement in college can be a real art. When writing a thesis statement, consider
your purpose and your audience first. What does your reader need to know? Write
down information about your subject. Can you find any connections or relationships
between your pieces of information? If so, name each of the groups of relationships.
Next, write an assertion or a complete sentence for each category. Finally,
write a statement that is broad enough to cover all of your other assertions.
This is your thesis statement that contains the kernel or the essence of what
you wish to communicate.
Each paragraph should have one organizing or main idea that is the most comprehensive
statement. Each main idea should be clearly stated. All the other supporting
sentences should clarify or elaborate upon the main idea. Similarly, each paragraph
should explain and contribute to understanding the thesis statement.
Many professors advise students to introduce the essay and build up to the thesis
statement that may be placed about two-thirds the way through the first paragraph.
The diagram described below is illustrating the many types of support that can be used.
Description of the "Thesis-Support Diagram": A circle is in the middle, labelled "Thesis: Civil disobedience involves taking responsibility for disobeying unjust laws." Four sections branch off of the center, one called "Support", with "Civil Disobedience versus Criminal Disobedience" as an example of one type of support. It is helpful to make distinctions that guide your reader to understand what you want them to realize. This defines the parameters of your terms. A second section branches off the central circle, and is labelled "Examples", with "Gandhi's Salt March" and "King's Selma March" as two examples that will be explained. A third section branches off from the center, labelled "Data", and the following statement, "Non-violent protesters go through rigorous training and discipline." The fourth and last section branching off is labelled "Quotes", and quotes Gandhi, "For the state to put civil disobedience down is to attempt to imprison conscience."
Signal Words that you could use to introduce and explain the topic include the following: "accepting the data", "granted that", and "indicate".
Frame Questions
that you might employ to think about the subject include the following: "What
is the proposition or thesis? How is it supported? Are you using examples, quotes,
and data?
Source: Adapted from Strategic Learning in the Content Areas with permission
from Wisconsin Dept. of Public Instruction, 125 S. Webster St., Madison, WI
53702: 800/243-8782. Author of the example is Gerry Lewin, DSPS 77: Writing
and Reading Strategies course packet, SBCC. Please see Dr. Jody Millward's SBCC
English 111 course packet for a more in depth explanation of how to write a
thesis.
5. Graphic Structures:
Syllogism (also called "Pursuit of Knowledge: Question and Evidence")
Description of syllogistic structure: On the top line, "Question"
with a blank appears, allowing you to state the question that you are seeking
to answer with your conclusion. Under this is "Answer or Thesis",
with a blank line upon which you fill in your answer to the question, which
is your thesis or conclusion. The answer or thesis leads to three blanks lines
on the right, representing your reasons for accepting the conclusion, labelled
"Evidence" or "Justification".
Signal Words
Conclusion Indicators: therefore, in conclusion, so, demonstrates that, consequently
Reason or Premise Indicators: because, for the reason that..., since, is supported
by
Example of a syllogism: The question is stated as "Is abortion wrong?" The evidence used to justify the conclusion is listed in the following order: "Killing is wrong. Abortion is killing." The answer or thesis is "Yes, abortion is wrong."
Explanation under the diagram:
The above would
read:
Killing is wrong. Abortion is killing. Therefore, abortion is wrong.
Line of Thought:
Is your answer true? How do you know? Give evidence to justify your conclusion.
How adequate is the support as evidence? Are your reasons given for accepting
the conclusion true? Are there enough reasons for accepting the conclusions?
Are the reasons relevant or critical to the conclusion? Knowledge is justified
true belief.
Signal Words
Conclusion Indicators:
therefore, in conclusion, so, demonstrates that, consequently
Reason or Premise
Indicators:
because,
for the reason that, since, is supported by, as shown by.
Frame Questions
What is the conclusion?
What are the premises that support the conclusion?
What can be logically inferred?
Do the reasons support the accepting conclusion?
Author of the example
of the syllogism: Joe White, Philosophy Dept., Santa Barbara City College
6. Mind Map: A Refined Cluster
A mind map is a refined cluster. Whereas a cluster is not organized and is used at the "think" stage, a mind map comes at the stage of organizing because you put ideas and details together that work well together, and eliminate unwanted information. A mind map can take any form, but the requirements are that the theme is shown as central, with main ideas branching off of it. Specific details branch off of the main ideas. The main ideas will usually be written out as individual paragraphs, with the more specific details providing the support for the main idea from which they branch out.
The example (described below) shows how the author started with clustering, and reviewed it by asking the question, what relates to what? Are any connections implied? Categories of related information were organized together, and where an overall concept name was not present, the author devised one (e.g. "Difficulty with Calmness"). Further, spatial proximity implies a relationship of topics, but each may need its own paragraph. For example, depression and low self-esteem are clearly related, but should be elaborated upon separately as they are not identical. Low self-esteem does not always result in depression, and depression is not a category of low self-esteem.
Description of
the Mind Map example: In the center of the diagram is a circle with the theme
"Challenges to Wellness" listed inside. Lines with arrows point to
circles containing words that relate to the central theme. Some of these circles
are broken down into more details. Main ideas listed include the following:
depression, low self-esteem, difficulty with calmness, relationship problems,
eating disorders, and substance abuse. Those ideas branch out into further details
as follows: difficulty with calmness leads to stress management, test anxiety
and anxiety and panic attacks; relationship problems branches out to abuse issues,
dating problems, and loneliness; substance abuse lists as details alcohol and
drugs.
Source: Students
from SBCC's DSPS 77: Writing and Reading Strategies course created this mind
map based upon their class cluster.
7. Sequence: Flow Chart of Steps in a Process
Sequential graphic
organizers may be used to show order in time. For example, time lines are often
seen in history texts. Sequential graphic organizers are also used to show steps
in a procedure, as seen in the postpartum education flow chart example below
from the nursing field. They also may show stages of development, like the life
cycle of primates. Sequence also refers to logical order, such as the saving
for buying a car before buying the car.
Description of Flow Chart: The title of the diagram is "Postpartum Education",
from the maternal nursing course. "Three Maternal Phases" is the subject,
and leads sequentially to three phases, listed in order as "Taking In",
"Taking Hold", and "Letting Go". Under "Taking In"
are listed in order: "focus on self, need for sleep and food, relive birth
experience, and passive and dependent". This is followed by another related
section including "nutrition, breast care, hygiene, and incision care".
The second section, "Taking Hold", includes the following: "focus
on infant, independent in self care, open to teaching about infant, lack of
confidence". This section is elaborated by a related set of details, including
" nutrition, breast feeding, hygiene, circumcision care, and positioning".
The third main idea is "Letting Go", which includes the following:
"increasing independence in infant and self care, separate infant from
self, grief at role changes, and adjustment". Further details include "help
and support, coping mechanisms, and time for self and baby".
Author of example
of sequential diagram: Jan Anderson, Associated Degree in Nursing Program, SBCC
8. Matrix Diagram:
Comparison and Contrast
The matrix diagram is a grid by which you can analyze and organize your material
prior to writing. It is useful not only for essays but for essay exams. It provides
an easy format to follow in writing. Which aspects of the course do you wish
to compare, contrast, or develop information? What attributes, parameters, dimensions
or common questions do you wish to apply to those aspects? The parameters must
be applied to each aspect selected.
Some examples include: compare the pro and con arguments given by candidates
in an election in relation to central issues, compare and contrast characters
in a novel in terms of character traits, decisive actions taken, roles in a
novel, and compare and contrast theories in a specific discipline according
to important criteria or elements.
Description: Visualize a square with nine sections, three across by three down. The top of the square has terms describing each column underneath it, as follows: "Strategy", "Type of Thought", and "Method".
The three strategies
each appear in their own squares, beginning with "Translate", below
it is "Symbolize", and lastly, "Diagram". The second column
lists the types of thought required for each strategy. Translate involves "Flexibility:
seeing different points of view." Symbolize involves "Representational:
making one thing stand for another." Diagram involves "Organizing:
structure your ideas to be able to communicate." The third column, "Method",
lists how to go about enacting each strategy. Translate: "Translate your
ideas from one medium, i.e. numerical, to another medium, i.e. verbal."
Symbolize: "Imagine a symbol to stand for the theme, or the essential core
idea, in your task at hand." Diagram: "Put your plans and ideas into
a visual graphic form. Explore if new connections emerge when relationships
are clarified visually."
The structure of the matrix diagram (described above) makes it easy to compare
the three strategies: translate, symbolize, and diagram. They are being compared
in terms of the type of thought required by that strategy and the method used
to enact the strategy. The items being compared are in the left column, and
the ways in which they are being compared are on top of the middle and right
hand columns.
Your grid can have as many boxes going vertically or horizontally as needed.
The relationship between the details and the categories will become clear as
you fill in bits of information within the matrix diagram. When writing it out,
be consistent in your approach; follow a horizontal or vertical sequence. Add
introductory and concluding remarks.
Source: Example
of matrix by Gerry Lewin, DSPS 77: Writing and Reading course packet, SBCC.
9. Venn Diagram:
Similarities and Differences
Similarities and Differences
When your essay or speech calls for comparing and contrasting, or for finding
similarities, differences and shared characteristics, then the Venn Diagram
may be a useful graphic structure. Anything may be compared: parties, individuals,
ideas, elements, places or items. The advantage of using a Venn Diagram is that
you may organize the important details visually before writing the essay. The
characteristics shared in common between the two things being compared show
in the middle section. Those characteristics that define differences are placed
in the outer sections.
Description of Venn Diagram: There are two intersecting rectangles (usually you will see ovals). The outer sections are labelled, specifically "Joseph" on the left and "Manual" on the right, each section showing descriptive details about each boy individually. The center part is labelled "Both", showing characteristics the two boys had in common. Under "Joseph" are listed the following facts: "left out of activities, isolated from others, treated as incompetent although normal IQ, trouble with abstract symbols, slowly learned sign language after entering school for the deaf at age 11 years." Under "Manual" on the right are listed the following facts: "always loved by family, included in all activities, treated as normal, had responsibilities, bright, learned sign language in 3 months after entering school for the deaf at 9." In the center intersecting section, labelled "Both", appear the following similarities: "born deaf, languageless before learning to sign, entered school for the deaf in late childhood, good visual intelligence, loved learning to communicate through sign."
Source:
Gerry Lewin created the example based upon Oliver Sacks's excellent book, Seeing
Voices (New York: HarperCollins Publishers, 1990). The diagram's purpose
is to explore why Joseph had so much more difficulty learning sign language
than did Manual.
Return to Main Menu