web diagram essay

Using Graphic Organizers for Writing Essays, Summaries and Research

Ask any student – essay writing is one of the most despised tasks of their educational career. Perhaps there is so much displeasure associated with the task because it’s perceived as too linear – there isn’t enough visual and creative appeal. But if you use graphic organizer for writing essays then you can make writing enjoyable – or at least less terrible.

Not only enjoyable but graphic organizers (or diagrams) can make the writing process a snap. They’ll help you think outside the box, draw conclusions you wouldn’t normally observe, and make the entire process faster and more efficient.

Why Use Graphic Organizers for Writing

The phrase “graphic organizer” is just a fancy way of saying “diagram” or “visual aid.” Basically, they are a visual representation of the information you’ve acquired in the research process. There are quite a few reasons why you should use them when writing essays or summaries.

• Helps you visualize your research and how elements connect with each other
• Enhance your essays, summaries and research papers with visual elements
• Track correlations between your thoughts, observations, facts or general ideas

When it comes to essay writing, the most common graphic organizers are webs, mind maps, and concept maps .

Using Webs for Brainstorming

Webbing is a great way to see how various topics are interrelated. This graphic organizer is particularly useful during the brainstorming step of the writing process.

A web can sometimes get a bit messy. Usually, there are lots of arrows to connect overlapping ideas. However, even with lines crisscrossing every which way, it is still a great way to visualize your thoughts. If you’re using an online diagramming software like Creately you can overcome some of this because we automatically arrange the object for you.

Once you’ve created a map to document all your ideas and establish connections, you can easily transition to other forms of diagramming to better organize the information.

For example if you’re writing a research paper about the food web of the Australian bushes you can start creating a food web diagram similar to the one below. This way you can easily visualize the web while writing the paper. This is a simple example but graphic organizers become even more important when the subject gets complex.

Although simple this example shows the importance of using graphic organizers for writing summaries. A comprehensive diagram pretty much does the summation for you.

Using Mind Maps as Graphic Organizers

Mind maps are a great way to depict a hierarchy. What is hierarchical organization ? The concept is simple: a singular topic dominates with each subsequent idea decreasing in importance.

Usually, the mind map starts with the thesis (or main idea) at the center.  From there, you can branch out with your supporting evidence.

Use this process to replace your traditional note taking technique – note cards, outlines, whatever. You’ll quickly realize a mind map is a great way to formulate the structure of your essay. The thing to note here is that the nature of the mind maps force you think about sub topics and how to organize your ideas. And once the ideas are organized writing the essay become very easy.

Above is a mind map of a research proposal. Click on it to see the full image or you can see the fully editable template via this link . As you can see in this mind map the difference areas of the research proposal is highlighted. Similarly when your writing the research paper you can use a mind map to break it down to sub topics. We have more mind map templates for you to get started.

Concept Maps

A concept map will help you visualize the connection between ideas. You can easily see cause and effect – how one concept leads to another. Often times, concept mapping includes the use of short words or phrases to depict the budding relationship between these concepts.

If you look closely you can see that its very similar to a mind map. But a concept maps gives more of a free reign compares to the rigid topic structure of a mind map. I’d say it’s the perfect graphic organizer for writing research papers where you have the license to explore.

By creating a concept map , you can also see how a broad subject can be narrowed down into specific ideas.  This is a great way to counter writers block.  Often, we look at the big picture and fail to see the specifics that lead to it.  Identifying contributing factors and supporting evidence is difficult. But with a concept map, you can easily see how the smaller parts add up to the whole.

Why Bother With Graphic Organizers?

If you already detest the writing process, adding another step might seem insane. However, there really are several advantages of using them.  If you haven’t already accepted the benefits of each individual diagram style, here are some more perks of graphic organizers in general:

• Quality essays are based on detail. No one is going to accept your opinions and reasoning just because you say so. You’ll need proof. And organizing that proof will require attention to detail. Graphic organizers can help you see that detail and how it contributes to the overall concept.
• Graphic organizers are flexible. You don’t need one of those giant pink erasers. You don’t need to restructure your outline. All you have to do is draw a few arrows and bam – the relationship has totally changed.
• No matter what you are writing about, a graphic organizer can help. They can be used to structure an essay on the Great Wall, theoretical physics, or Spanish speaking countries.
• If you write an outline, can you easily see how point A influences point X? Probably not. But if little thought bubble A is sitting out there all by itself, you can visualize the way it ties into point R, T and X.
• Some of us find it difficult to put our opinions, thoughts, and ideas into writing. However, communicating our feelings with little doodles and sketches is far less threatening.
• As a writer, our brain often feels like a 2-year-old’s toy box – a big jumbled mess. Taking that mess and putting it onto paper with some semblance of organization is challenging. Rather than trying to take your thoughts from total chaos to a perfectly structured list, just try to get them out of your brain and onto paper in the form of a diagram.
• A graphic organizer helps you establish validity and relevance. You can easily nix the ideas that don’t support or enhance your thesis.

The next time you are faced with a writing project, take a few minutes to explore the efficiency of graphic organizers. You can find a wealth of templates here.

Have you ever used a graphic organizer to structure an essay? How did it go? Do you have a diagram suggestion for the writing process that wasn’t mentioned here? Let us know!

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

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Concept Web Graphic Organizers: A Comprehensive Overview and Examples

6 minutes read

What is a concept web graphic organizer?

Concept Web Graphic Organizer: A Versatile Learning Tool

A Concept Web Graphic Organizer, also known as a Concept Map, is a graphic organizer that helps students visualize and understand the relationships among various concepts. It uses circles or boxes (nodes) to represent concepts and arrows to connect these nodes, showing their relationships. The arrows are labeled with words that describe the relationships.

There are key elements of a Concept Web Graphic Organizer:

• Nodes or Boxes: These represent the main concept and related sub-concepts or ideas.
• Arrows or Lines: These indicate relationships and connections between the concepts.
• Words on Arrows or Lines: These describe the nature of the relationship between the concepts.

Concept Webs can be used across a range of subjects and disciplines. They can help with:

• Understanding Complex Topics: Concept webs can enhance understanding by breaking down complex topics into smaller, manageable parts.
• Brainstorming: During brainstorming sessions, they can help organize thoughts and generate new ideas.
• Studying & Revision: They can serve as excellent study tools, summarizing important information visually for easier recall.
• Planning Writing Tasks: They can help plan essays or reports by clearly outlining all key points and their relationships.

The key to Creating a Concept Web Graphic Organizer:

• Identify the Main Concept: This forms the central node or box.
• Identify Related Concepts: Write down all concepts related to the main one.
• Connect Concepts: Draw arrows from the main concept to related ones and label the arrows with the relationship.
• Add Additional Layers: If necessary, add further layers of related concepts connected to those already on the web.

In essence, a Concept Web is a simple yet effective tool for organizing information in a visual and easily understandable manner. By mapping out connections between ideas, it enhances learning, understanding, and retention of complex topics.

What are the benefits of a concept web graphic organizer?

1. enhances understanding.

One of the key benefits of a concept web graphic organizer is its ability to break down complex information into smaller, more manageable chunks. By visualizing the relationship between different ideas, students can better understand the connections and hierarchy between concepts.

2. Boosts Memory and Recall

Concept webs can aid memory and recall. The process of creating the concept web encourages active engagement with the material, which can help improve memory retention. Moreover, the visual nature of the concept web provides a mental picture that aids recall.

3. Encourages Critical Thinking

By requiring students to identify relationships between different concepts, concept webs encourage critical thinking. They require the student to analyze the information, discern connections, and understand how various parts relate to the whole.

4. Helps in Organizing Thoughts

Concept webs can serve as effective brainstorming tools. They provide a structured way to capture fleeting thoughts and ideas and to organize these ideas in a coherent and logical way. This is particularly beneficial for complex topics or projects that involve many interconnected elements.

5. Facilitates Collaborative Learning

In a group setting, concept webs can facilitate discussion and promote collaborative learning. Group members can work together to identify relationships and build out the web, thus encouraging teamwork and communication.

6. Versatile Across Subjects

Another benefit is the versatility of concept webs. They are not confined to any one subject area but can be used across various disciplines – from science to literature, history to math – anywhere where understanding relationships between concepts is key.

7. Supports Differentiated Instruction

Concept webs cater to a variety of learning styles and can be adapted for different learning levels. For visual learners, in particular, this method of presenting information can greatly enhance understanding and retention.

8. Useful for Assessment

Finally, teachers can use concept webs for assessment purposes – either to assess a student's understanding of a topic or as a formative assessment tool to inform teaching strategy.

In conclusion, concept web graphic organizers are versatile and effective learning tools that facilitate understanding, recall, and critical thinking.

What are the 5 examples of concept web graphic organizers?

5 Examples of Graphic Organizers and Their Applications

1. Venn Diagram

A Venn Diagram is a simple yet effective graphic organizer that illustrates the similarities and differences between two or more concepts. It uses overlapping circles or other shapes to visually organize information, making it a popular choice for comparing and contrasting ideas.

2. Flow Chart

Flow Charts are used to display a sequence of steps, actions, or operations in a process. They can effectively show a cause-and-effect relationship or the sequential order of events. In addition to being used in businesses for workflow diagrams, they are also useful in education for representing story plots or historical events.

3. Mind Map

Mind Maps are a type of radial graphic organizer that start with a central concept or idea, and branch out to display associated thoughts, ideas, or information. Mind maps help stimulate creativity, generate ideas, and visualize the hierarchy or structure of information.

4. KWL Chart

A KWL Chart is divided into three columns: What I Know (K), What I Want to Know (W), and What I Learned (L). This type of organizer is used mainly for comprehension and research purposes, allowing students to organize information before, during, and after a learning activity.

5. Fishbone Diagram

Also known as Cause and Effect Diagrams or Ishikawa Diagrams, these graphic organizers are shaped like a fish skeleton. They are commonly used for problem-solving, helping identify potential causes for an issue or effect. In education, they can be used for analyzing events in literature, science experiments, and more.

In conclusion, graphic organizers come in various shapes and forms to suit different needs. The choice depends on the specific task at hand and the learning objectives.

How do I make a concept web graphic organizer in Boardmix?

Creating a Concept Web Graphic Organizer with Boardmix .

1. Setting Up Boardmix

Start by logging into your Boardmix account. Once you're logged in, navigate to the dashboard and select the option to create a new project or worksheet.

2. Selecting the Right Template

Boardmix offers numerous templates for different types of graphic organizers. For a concept web, choose the 'Concept Map' or 'Web Diagram' template, if available. If there's no specific template, you can easily create one from scratch using the blank template.

3. Building the Concept Web

Start building your concept web by creating nodes for the main concept and related ideas. Use text boxes or circles for this purpose. Place the main concept at the center of the page.

4. Connecting the Nodes

Next, draw arrows or lines to connect these nodes. The main concept should be connected to all secondary concepts. You can also connect secondary concepts to each other if they are related.

5. Labeling the Connections

This step is crucial for understanding the relationships between concepts. On each connecting arrow or line, write a word or a brief phrase that describes the relationship between the connected concepts.

6. Adjusting and Customizing

With Boardmix, you can adjust and customize the design of your concept web according to your preference. You can change colors, fonts, and sizes, add images or icons, etc.

7. Saving and Sharing

Once you are satisfied with your concept web, save it to your Boardmix account. You can also share it directly with your students or colleagues via email or a shared link.

Creating a concept web graphic organizer with Boardmix is straightforward and user-friendly. It allows for customization and offers interactive tools that can enhance the learning experience.

Remember, while creating a concept web, it's crucial to keep it clear and organized. Cluttering too many ideas can make it confusing and hard to follow. Keep refining it until it effectively aids understanding of the subject matter.

Join Boardmix to collaborate with your team.

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Web diagrams: A guide to making better decisions

If you were to join a Zoom meeting at work for a brainstorming session right now, chances are you’re working from a static document filled with bullet points of ideas.

What’s interesting, though, is rarely does everyone get a chance to share their ideas leading to a lack of engagement and innovation.

So where’s the disconnect?

Coming up with a solution to a problem isn’t always easy, especially with multiple people contributing. Turn your static document into real-time collaboration with web diagrams.

Web diagrams can bring your team together to easily map out topics and ideas to better understand the gaps and what to do next to help you make better decisions.

This guide will:

• Provide insight into how web diagrams improve collaboration across teams.
• Present a framework for how to use web diagrams at work.

MindManager is one of the world's number one web diagram mapping tools for business. Sign up for MindManager for 30 days free!

What is a web diagram?

A web diagram (see also mind map ) is a visualization of how things are connected.

A web diagram begins with a central idea or a single idea, then branches off into related ideas. Other keywords or phrases can then be linked, creating the web pattern.

When to use web diagrams

There are a variety of use cases for web diagrams, including but not limited to:

• Applications – Designers and engineers use web diagrams when building an application to translate the application's functions and purpose.
• Websites – Web developers, UX designers, and SEO professionals use web diagrams when designing site architecture and framework of a website. 
• Other processes – It might not just be a web application that you need to visualize — maybe it’s a map of an event, or a puzzle, or some kind of story you’re working on.

The advantage of using software to make a web diagram is that it allows you to remove or move ideas around quickly and creates a much tidier, cleaner result.

The MindManager team spoke with Thomas Schrüllkamp, Head of R&D Chassis Systems at Mubea Fahrwerksfedern GmbH, who works with a team of 60 to develop innovative products in the chassis segment. Thomas uses web diagrams for product innovation regularly.

Thomas shared, “We start with a blank map, in which, step by step, we develop the project and, ultimately the product. From brainstorming to scheduling to task distribution, we bring everything together in MindManager.”

A web diagram can improve collaboration and communication to help you make better business decisions.

3 types of web diagrams

Web diagrams can be used in various different visual layouts. Below are a few common examples of web diagrams.

1. Information architecture

Before UX designers create wireframes, information architecture is developed in partnership with SEO and Product Marketing teams.

Information architecture is the structure of the website. It helps website users flow quickly and conveniently throughout your website. Think about it like the main navigation and drop-downs you see.

A web diagram can help you design and develop your site by starting with the homepage and creating the web of content from there.

Your main topic pages are the first points connecting to your homepage. From there, further content can be related to the main pages, which in turn relates back to the homepage.

If you’re looking to map out the structure of a website, use MindManager’s hierarchical org chart template after you sign in.

2. Sitemaps

After the information architecture is created for a website, the UX designer will work with SEO and Product Marketing teams to create a sitemap.

A sitemap is a list of all the webpages on the website organized by the importance of hierarchy.

If you’re looking to build a sitemap for your website, use MindManager’s tree map template.

3. Spider diagrams (or radial maps)

Spider diagrams (or radial maps) organize and display data in a logical, visual way. They help you connect ideas, explore possible solutions, and visualize ideas that may be difficult to understand.

If you’re looking to create a spider diagram, use MindManager’s radial map template after you sign in.

How to make a web diagram using MindManager

To make a web diagram using MindManager, follow the steps below.

Sign in to your MindManager account .

Choose from one of the MindManager templates . For this example, we’ll choose the hierarchical org chart template.

Start with a single keyword, phrase, or image . In the example below, we started with the homepage.

Move from left to right . As web diagrams are often read in a logical order , it makes sense to start from the left and build it towards the right, like you are reading. In the example below, we started with Product on the left, moved to Solutions, and finally, Learn.

Connect lines to the next stages . Use lines and arrows to visualize how the next steps are connected to the first central idea. When creating a website, these are the pages that are directly accessible from the home page.

Continue the flow . Branch out from there to create a flowchart of how users navigate through a process. Some lines might loop back on themselves or connect to others, making it look like a literal web.

By the end of this process, you should have a clear visualization of how the items or steps in your diagram are connected and what logical order a user can follow through it.

Why use MindManager for your web diagram

MindManager is a web diagram mapping tool for project planning and management. It’s a streamlined software specifically for users to draw up their ideas in an easy, visual way.

MindManager is hailed as an industry-leading visual mapping software, as it helps you create many different visual maps to improve your planning and processes.

The maps on MindManager help you solve issues within your business and help you come to decisions to help you move forward.

The benefits of using MindManager over manual drawing for web diagrams include:

• A user-friendly interface that is intuitive and easy to grasp.
• A large image library with over 700 topic images to use within your concept maps.
• Convenient and simple file management.
• Topic styles and filters to aid in data categorization and sorting.
• Powerful integrations with file storage apps like Dropbox and OneDrive.
• Google Docs integration via Zapier.
• Built-in templates for different concept map styles and various use cases.

You can also download MindManager Snap , our Google Chrome extension, to save text, links, and images across the internet

Simply open up a new project, and within a few clicks begin mapping out your new idea to share with your team.

Turn your ideas into actionable plans with web diagrams

Web diagrams are where seeing becomes doing. Web diagrams help create a shared vision across teams, improve collaboration, and bring your plan to life.

As web diagrams become ingrained into your company culture, teammates will be ready to dive right in at your next brainstorming meeting – establishing trust and alignment.

If you’re in the early stages of figuring out how a project will develop and want to use a simple, visual web mapping tool, sign up for MindManager for free today!

Visualize more with MindManager

Creating web diagrams in MindManager is easy and intuitive. Simply choose a pre-made template and follow our steps for making a flowchart. To get started making your own web diagrams, try MindManager free for 30 days .

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Task and project management, problem solving/ decision making, brainstorming, organizing data, process mapping, try the full version of mindmanager free for 30 days.

7 types of graphic organizers for education

Reading time: about 7 min

Think about the last time you got a new phone or downloaded an app. Did you spend some time organizing your screen in a way that makes sense to you? When you think about it, your smartphone is a graphic organizer.

Students of all ages can retain what they have learned for a much longer time if the information is organized visually in a manner that makes sense to them. There are many different types of graphic organizers for students and teachers—web graphic organizers can help students and teachers organize information, ideas, and concepts in a visual way. Let's dig into a few of the more common graphic organizers that can help you, or your students, better organize and asborb information. 

Note for teachers: Many of the templates in this article also offer a black-and-white printable version that you can use for assignments. Just click the image of the template you want to use to open in Lucidchart.

Types of graphic organizers

A KWL chart  is a graphic organizer tool that lets students illustrate what they know, what they want to know, and what they have learned. This chart is very easy to use and encourages students to track their learning. These charts can be used individually, in groups, or by the entire class.

The process for using a KWL chart is simple:

• Students brainstorm and write down what they currently know about a given subject.
• Students write down what they would like to learn about the subject.
• Students record what they have learned about the subject.

Use a KWL chart before, during, and after a lesson to measure how much students progress. You will be surprised by how much students are learning.

Venn diagram

A Venn diagram shows the similarities and differences between two or more items. The diagram is made up of a series of shapes, typically circles, with edges that overlap. Each shape represents a different item. The characteristics shared by each item are represented by the overlapping intersections of each shape.

Venn diagrams are typically used in scientific and engineering presentations, in computer applications, in theoretical mathematics, and in statistics. But you can use a Venn diagram as a graphic organizer in any situation where you want to find a direct comparison among different categories or concepts.

For example, younger students may have fun using Venn diagrams to discover what they have in common with their classmates. A very simple diagram can ask students to find out who has a dog, who has a cat, and who has both.

Double bubble map

A double bubble map is an educational graphic organizer that students and teachers can use to compare and contrast things such as people, characters, places, and events. Double bubble maps help students develop logical thinking skills as they organize similar data in one place and contrast it with unique data. Plus, saying “double bubble” is kind of fun.  

Unlike a Venn diagram, the shapes in a double bubble map don’t intersect where the items share common characteristics. Instead, additional shapes are placed between the two shapes that represent the items being compared. The shapes that represent the contrasts of the items being compared are placed on the left and right of the items being compared.

In the example above (which you can open in Lucidchart and use as a template), the orange shapes in the center shapes tell us what apples and bananas have in common: They are both types of food, they are both fruits, and they are both tasty, depending on who you ask. The shapes on the outside edges describe the contrasts: Apples are red, crisp, and full of Vitamin C, while bananas are yellow, soft, and full of potassium.

Cluster/word web

The cluster/word web is a graphic organizer for teachers to help students sort out their thoughts before they start writing an essay, a research paper, or another writing project. This organizer is pretty straightforward: Students write a topic or theme in the middle of the cluster/word web, similar to a mind map. Then they write their main points in the second level of circles, followed by supporting details in the third level of circles.

Learn about additional graphic organizers for writing essays.

A storyboard uses simple artwork on static panels to convey a series of events without too much detail. The idea is to present a quick and easily understood overview of what you want to do. You might think of a storyboard as a tool used by filmmakers to visually outline the sequence of the story that their movie will follow. But a storyboard can translate educational settings as well.

For example, a history teacher can create a storyboard to outline important events from history to help their students remember and recall details that they may not remember if the information is presented in words alone.

A storyboard should have more pictures than words. Blank lines can be included below the graphic panels for any text that may be necessary. For example, in a storyboard for an event in history, you may want to write down important dates and names as they relate to the graphics.

Storyboards can also be useful for helping students memorize step-by-step processes, visualize concepts, or for helping students who speak English as a second language.

Persuasion map

A persuasion map is used to visually map arguments that you want to use in a debate or in persuasive writing. Writing to persuade can be as simple as an email asking for help on a project or as complex as a scientific paper describing a new theory.

The mapping process for this classroom graphic organizer is simple and straightforward, and it can help students stay on topic as they organize their persuasive arguments.

• Introduce the goal or objective in the top box.
• List three reasons to support why the goal or objective needs to be met.
• Summarize important points and state once again what you want your audience to do or believe.

Concept map

A concept map , or concept diagram, is another type of educational graphic organizer that students can use to diagram suggested relationships between concepts. By making a concept map , students visually think about concepts more easily than they can with simple lists or notes.

A concept map uses shapes such as boxes or circles to represent ideas and information. Shapes are connected by arrows labeled with linking phrases such as “due to,” “can be avoided by,” “contributes to,” “requires,” and so on.

Why should you be using concept maps?

• To help students organize new information
• To help students brainstorm ideas
• To help students make meaningful connections between main ideas and other information
• To improve student understanding and increase knowledge retention
• To give students an easy and flexible way to map out any concept or idea

To create a concept map, follow these simple steps:

• Identify a topic you need to study.
• Brainstorm about the facts, ideas, themes, and questions that come to mind as you think of the selected topic.
• Start drawing your shapes. We recommend that you place the shape representing your main topic at the top and link to other shapes in a downward hierarchy. The more important the idea or concept, the closer it should be to the main topic in the hierarchy.
• Connect the ideas and concepts you brainstormed to the main topic and to each other.

See more concept map templates and examples.  

How can Lucidchart help?

As you can see from the templates throughout this article, Lucidchart has a huge selection of different types of graphic organizers for education. With an Educational account, students and teachers can use these resources to organize ideas, plan assignments, evaluate learning, and more.

Want to fully invest in bringing 21st-century learning to your classroom? Try Lucid for Education and create assignments that enable critical thinking, creativity, and collaboration. 

About Lucidchart

Lucidchart, a cloud-based intelligent diagramming application, is a core component of Lucid Software's Visual Collaboration Suite. This intuitive, cloud-based solution empowers teams to collaborate in real-time to build flowcharts, mockups, UML diagrams, customer journey maps, and more. Lucidchart propels teams forward to build the future faster. Lucid is proud to serve top businesses around the world, including customers such as Google, GE, and NBC Universal, and 99% of the Fortune 500. Lucid partners with industry leaders, including Google, Atlassian, and Microsoft. Since its founding, Lucid has received numerous awards for its products, business, and workplace culture. For more information, visit lucidchart.com.

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If you’re a student, there’s no way around it: You’re going to have to write essays. But there is an easier way to brainstorm, structure, and write the perfect essay. Learn how graphic organizers can help and get started with templates from Lucidchart.

A KWL chart is a simple graphic organizer that empowers students to own their learning and helps teachers curate the most engaging lessons. Learn how you can incorporate KWL charts into your classroom.

Bring your bright ideas to life.

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Free Editable Web Graphic Organizer Examples

Web graphic organizers are visual tools to represent relationships and links between different entities in an idea or topic space. They are a great aid for students, teachers and professionals to clarify the concepts for themselves or their audience. Read the article and get free editable web graphic organizer examples.

1. What is a Web Graphic Organizer

Web graphic organizers are a method for visually organizing information, ideas, and concepts to help the audience, students, teachers, or employees understand and retain. These tools allow making connections, making a big connected plan and communicating the idea effectively in an easy to understand way. Web graphic organizers are also very effective teaching aids, especially for children with learning disabilities. The goal of an effective web graphic organizer is to organize complex information simply. It can use shapes, colours, images and text to simplify the information and the connections. There are many types of graphic organizers that you can use according to your requirements. For example, if you are looking for an organizer to take notes while studying, a concept map is good. While in comparison studies, the Venn diagram is a better choice.

2. The Web Graphic Organizer Examples

There is no single format for web graphic organizers that we can use according to the requirement. Colors, shapes and graphics can be utilized in graphic organizers for a better experience. Below are 9 editable web graphic organizer examples.

Example 1: Character Web Graphic Organizer

This graphic organizer is a perfect tool for studying and creating characters for kids. This is a great aide for reading classes and creative writing classes. However, this is more suitable for kids of grade 2 onwards because, along with the physical features, it asks the student to fill in personality traits and actions along with the text evidence. Character web graphic organizers are an essential study tool for teachers related to language arts and literature reading.

Example 2: Idea Web Graphic Organizer

Idea web graphic organizer is based on the spider map methodology of the concept map. It has the main topic in the center of the map, and different ideas related to it are placed in the connected branches. Each branch is then classified into other concepts associated with the respective concepts. This organizer is very useful for brainstorming and idea generation in conferences, workshops and classes. It allows a better understanding of the topic and different ideas related to it.

Example 3: Story Web Organic Organizer

Story web organic organizer is a suitable organizer for studying and reviewing literature pieces and stories. For example, teachers can use it for literature review or creative writing in language classes and workshops. The student needs to fill in all elements related to the story's plot, including exposition, rising action, climax, falling action and resolution. The details of all these headings are also described in the organizer for quick reference.

Example 4: Concept Web Graphic Organizer

Concept web graphic organizer is a concept map that studies the causes of problems. For example, we can explore climate change, its causes, solutions and evidence. All these main branches are further expanded in detail. This is a great tool to study problems and find their answers and rationales. It can grow to more levels. However, too much detail and levels can make the study more complex.

Example 5: Brainstorming Web Graphic Organizer

This is another concept map that gives the basic structure for studying and brainstorming a topic. It can be used for problem-solving, idea generation, literature studies and environmental challenges. This is a bare-bone structure that can be used as it is, or it can also be customized to add specific subtopics. For example, brainstorming sessions for a team, can be used in their structural form. However, it can be filled in initially by the teachers for students of lower grades to give them pointers for guiding the thought process.

Example 6: Food Web Graphic Organizer

Food web graphic organizer is a visual tool to brief students about food chains and dependency of different species on other species and how nature works. It uses pictures of animals included in the food chain; therefore, this organizer is very useful for students in lower grades. It is a great study aid for studying animals and nature and helps retain interest and information effectively.

Source: EdrawMax Online Edit Now

Example 7: Cluster Web Graphic Organizer

A cluster graphic organizer is a non-linear graphic organizer that helps systematize idea generation of a central topic. This is a detailed and informative graphic organizer to understand different types of species. It may help understand the classification or organization of specific issues or concepts. For example, this organizer is about plants and their classification at multiple levels. It can be extended to various levels. Some images and graphics are also used to make the organizer more attractive and more meaningful.

Example 8: Semantic Web Graphic Organizer

Semantic web graphic organizers are maps of words that visually display connections of words or phrases based on the meanings. Semantic maps are especially effective and useful for understanding the meanings of words for students with learning disabilities. It helps to enhance vocabulary and retain the meaning of new words learned. It also supports reading comprehension. It is also a great tool for maintaining information after reading, including word connections and concepts.

Example 9: Web Graphic Organizer with Lines

Web graphic organizers with lines are a writing aid for understanding concepts and topics. It may show a picture in the center to write about, or a written topic may be included. It can also be used to make notes about a topic, observe the given pictures or write about a topic. Adding lines to the organizer helps in writing properly and adding details to the topic.

3. Online Web Graphic Organizer Maker

Online web graphic organizer makers are available online easily. However, you need to select one with some important features like export in different formats, customizable images and different tools. EdrawMax is a perfect tool that is available in both desktop and online versions. You can draw attractive drawings and diagrams effortlessly with a wide variety of tools available in the software. It has a collection of pre-designed and customizable templates for drawings. You can also contribute to the template gallery through your diagrams. Symbol libraries are also available for different drawings that can easily be dragged and dropped in the mainframe for easy drawings.

Why Choose EdrawMax Online

• Create over 280 diagram types
• Supports team collaboration
• Personal cloud & data protection
• Print, share and download
• Powerful template community

4. Key Takeaways

Editable web graphic organizers are great graphic organizer makers for teachers, students and professional teams for brainstorming, idea generation and problem resolution. These visual tools help students with learning disabilities, and teachers use them very effectively. EdrawMax Online is a very helpful software to create all kinds graphic organizers effectively within less time. You can find out more graphic organizer examples in the Template Gallery.

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Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work

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Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were used. Useful functions that the diagrams served included clarification, summarization, integration of points, and provision of additional information and/or perspectives in visual form. However, there were also redundancies, as well as unclear, schematically erroneous, and overly complicated representations in some of the diagrams that the students constructed. These findings are discussed in terms of needs, opportunities, and challenges in instructional provision.

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Students’ Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed

How communicative learning situations influence students’ use of diagrams: focusing on spontaneous diagram construction and protocols during explanation, the impacts of domain-general vs. domain-specific diagramming tools on writing.

• Self-constructed diagrams
• Essay writing
• Effective communication
• Student instructional needs

1 Introduction

Alongside problem solving and thinking, communication is one of the areas of human activity where diagram use is considered to be beneficial. When appropriately used, diagrams can clarify and/or complement verbal information presented in speech or text, so that both verbal and visual channels of working memory are utilized, thus facilitating more efficient cognitive processing [ 1 , 2 ].

Diagrams can contribute to both message encoding and decoding (i.e., the production and the comprehension of communication), thus being of value to both the communicator and the communication receiver. Especially in contexts where there are some constraints or limitations to conveying the message through verbal means, diagrams can be indispensable. They can supplement speech or text by providing complementary or alternative means of conveying the intended message. Examples of such contexts include communicating complicated procedures, like furniture assembly [ 3 ], and communicating with people who speak a different language [ 4 ].

However, despite the apparent usefulness of diagrams in communication, its actual use remains very limited. Pictures and various kinds of diagrams, including illustrations, are regularly used in books, magazines, websites, and various forms of printed and digital media, but most of those visual representations are commercially or professionally created. They are not generated by regular people in everyday communication contexts. Regular people are often only receivers of such visual representations. In most communication contexts, they do not generate their own diagrams: they rely almost exclusively on written or spoken words. In formal education provided in modern societies, diagram use for communicative purposes is rarely taught. Despite the recognition in research and policy documents of the value of being able to use multiple forms of representation [ 5 , 6 ], students seldom receive explicit instruction about how to create and use diagrams. In both school and higher education, when students are asked to communicate what they have learned and what they think (e.g., in essays, which are focused pieces of writing intended to inform or persuade), the general expectation is that they will express that information in words – without the use of any diagrams [ 7 ].

Considering that much of the knowledge and ideas that students have to engage with, learn, and then communicate are quite complex, and diagrams have the capacity of representing complex ideas effectively [ 8 ], the general lack of attention in education to cultivating skills in diagram use is troubling. Like words, diagrams can be used effectively or ineffectively [ 9 ], so the question of the extent to which instruction or guidance may be necessary would appear important to address. In tasks like problem solving and information organization in subjects like mathematics and science, the kinds of diagrams that students generate and use have previously been investigated [ 10 , 11 , 12 ]. However, very few studies have examined diagram use in communicating information in the social sciences [ 13 ], where traditionally a greater emphasis has been placed on the quality of language that is used. In fact, the present authors are not aware of any studies that have examined students’ diagram use in essays . Our current understanding of student capabilities in using diagrams in such contexts is very limited, including what we know of the potential benefits that such use might afford.

The present study was motivated by this knowledge gap, and it comprised a qualitative exploration of student diagram use in two essays they produced for an undergraduate-level introductory course in educational psychology. In the two essays, the students were asked to include at least one diagram to portray processes or mechanisms of moderately complex ideas. Both essays were expository-type essays, hence requiring the students to demonstrate not only knowledge of the topic, but also the ability to communicate information clearly – which the appropriate use of diagrams is supposed to facilitate. The following were the main questions we addressed:

What kinds of diagrams would students use to portray processes/mechanisms?

In what ways do students use diagrams effectively in their essays?

In what ways do they not use diagrams effectively?

This investigation comprised analysis of the contents of two essays that students produced as part of their coursework. No experimental manipulation was involved. The analysis was conducted following completion of the course, so it had no bearing on the students’ grading. Permission was obtained from all the students for use of their essays.

There were 12 students in the course (females = 4), 7 of whom were in their first year of study, while the remaining 5 were in their second year or higher. Nine of the students were Japanese, and 3 were international students from other East Asian countries. All had English as a foreign language, but were adequately proficient in that language (a requirement for acceptance to the university). The course was conducted entirely in English, and all assignments (including the essays) had to be written in English.

The essays were each worth 20% of the students’ final grade, and they dealt with topics covered in the course. However, both essays required students to seek additional information (beyond what was covered in class), and to provide explanations that could not simply be obtained from the instructions provided in the course. The first essay required the students to research and then explain one theory about how young children develop their understanding of the world around them. The second required them to undertake research on formative assessment and explain how it can promote more successful learning. In both essays, the students were asked to include at least one diagram, which was allotted 3 points (out of 20) in the grading rubrics (in this case, for “demonstrating a clear understanding of the mechanisms or processes that it illustrates”). Diagrams can assist in clarifying ideas [ 8 ] and so, from a pedagogical perspective, one purpose of asking the students to include the diagram was for them to better understand key processes covered in the course. The diagram had to be self-constructed (i.e., not copied-and-pasted from some other source). In the first essay, the instruction given to the students indicated that the diagram was to “help in explaining the progress in understanding that children develop ”, while in the second essay the diagram was to “help in clarifying how formative assessment facilitates learning ”. No other instruction was provided on what form the diagram should take or how they should construct it, and no diagrams relating to those or other similar mechanisms/processes were shown during instructions provided in class. During grading of the essays, apart from the score out of 3 on the grading rubrics (see above), no explicit comment or feedback was provided on the type, content, or quality of construction of the diagrams the students included.

In the analysis, firstly the number and kinds of diagrams included in the essays were determined with the use of a coding schema comprising categories from previous research [ 10 , 11 , 13 ]. Apart from the first author’s coding, the second author, who initially was not involved in this research, also independently coded the diagrams. Initial inter-coder agreement was 75%. Differences were then discussed and subsequently agreed upon. Second, the diagrams were evaluated in terms of how effectively they were used. For this, key questions asked were: Does the diagram contribute to clarifying the process it refers to – and, if so, how? Apart from clarification, does it serve other useful functions? When diagrams did not appear to work well, the reasons were also carefully considered. Again, both authors independently coded the diagrams (initial inter-coder agreement was 92%), and then discussed differences to reach agreement.

Examples of diagrams belonging to each of the categories that were identified

3 Results and Discussion

3.1 kinds of diagrams used to portray processes/mechanisms.

Table 1 shows the kinds/categories and corresponding frequencies of diagrams the students included in their first and second essays, and in total, while Fig.  1 shows examples of the diagrams belonging to each of those categories. In the first essay four of the 12 students included more than one diagram (two student with 3 diagrams, and two with 2 diagrams), and in the second essay two students included more than one diagram (both with 2 diagrams). The frequencies shown in Table 1 include all the diagrams the students generated.

All except one student included self-constructed diagrams (as the assignments required). We were fairly confident about this because the language use in and appearance of the diagrams included suggested non-native and/or non-professional creators. The one student who included diagrams that obviously came from some Internet source (they were both watermarked) did so in both the first and second essays. Both diagrams were in the category of illustrations.

Although a “list” on its own does not – technically speaking – count as a diagram, it has been included in the categories because one student erroneously included a list as one of his 3 diagrams for the first essay, and three other students included lists as part of their “combination” diagram.

The kind of diagram most frequently used was a flow diagram: apart from the total of 10 flow diagrams shown in Table 1 , 7 of the 9 combination diagrams comprised a flow diagram with another kind of diagram. This is probably understandable given that flow diagrams (also known as “flow charts”) are meant to depict processes, procedures or sequence of steps, and cause-and-effect relationships. An interesting point to note is how the number of flow diagrams increased from the first to the second essay. No instruction or hint was given to the students about what diagram to use, so this increase could have been due to a number of other possible reasons, including differences between the two essays in the procedures/mechanisms that needed to be represented, the students seeing other diagrams their peers have generated (although there were no indications of copying), and development in the students’ understanding of what works well (or not) in using diagrams to communicate particular kinds of information.

It is also worth noting that although we often consider flow diagrams as being most appropriate for representing processes and mechanisms, other forms of diagrams can work as effectively when designed well to match their intended purposes. For example, Panels C and F in Fig.  1 show two examples depicting the progression through the stages of Piaget’s theory of cognitive development, using a table in C, and a combination of illustration (of steps) and line diagram in F. Although they differ in appearance, the diagrams can be considered as working equally well not only in showing the proposed stages of the theory, but also in conveying the incremental progression through key cognitive abilities with increasing age (corresponding to those stages).

3.2 Ways that Diagrams Were Used Effectively

The majority of the students did not refer to their diagrams in the text of their essays: only two students did in both essays. Thus, this is perhaps an academic writing method that undergraduate students (like these students) could usefully be instructed to do. However, in general, the students placed their diagrams appropriately, following the text where they deal with the information that is portrayed in the diagram – thereby making the connection between text information and the diagram more apparent.

Concerning the question of whether the diagrams that the students constructed contributed to clarifying any of the processes or mechanisms they were explaining: in the first essay, 7 of the students were considered to have satisfactorily achieved this with at least one of their diagrams, while 8 of them were considered to have done so in the second essay. In each of these cases, the diagrams served a useful function in the essay, to the extent that if they were not included, something sufficiently important in the essay would have been lost, not achieved, or not conveyed as adequately. In most of the cases, the diagrams clarified how the stages or processes referred to in the essay text connect or relate to each other and progress through particular sequences: Panels A and D in Fig.  1 are good examples of this. However, in a few cases, the diagrams also made clearer concepts that – to those unfamiliar with them – could be difficult to understand, such as what is involved in developing the ability of conservation (Panel B of Fig.  1 ).

In some cases, the diagrams also showed or clarified the connections to other components, such as children’s abilities in connection to the progression of developmental stages in the previously referred to Panels C and F in Fig.  1 . In a way, some of the diagrams that worked well served a summarizing function: they visually represented key components and showed more saliently how they were related to each other – which were not as easy to apprehend in sentences because of temporal/sequential separation. This is one of the reasons diagrams are considered effective: they integrate all information that is used together, reducing the need and effort for searching [ 14 ].

In the majority of cases where the diagrams worked well, they visually represented content that was already represented in words in the text – albeit with some enhancements like integration, as noted above. However, in a few exceptional cases, the diagrams also introduced content that was not present in the text of the essays. Figure  2 provides two examples of this. In Panel A, the diagram includes details in the lower part about unsuccessful (arrows with x) and successful (arrows with o) outcomes which require different responses. These details were not explicitly provided in the text but they enable readers to better understand how formative feedback is used in the example of solving story problems. Likewise, in Panel B, the diagram shows details not duplicated in the text about how different categories of complexes are formed, leading eventually to the formation of concepts [ 15 ]. The illustrations of different object combinations make the categories of complexes easier to grasp and distinguish from each other.

Examples of diagrams that introduced content or elaborations not present in the text

3.3 Ways that Diagrams Were Not Used Effectively

There were also numerous instances when the diagrams the students included did not appear to serve any useful function in the essay. In a couple of those cases, the diagrams were redundant: they showed images that portrayed information from the text that was simple enough not to require visual clarification. The illustration in Panel A in Fig.  3 is an example of this. Another ineffective use manifested was when the schematic structure of the diagram was unclear or erroneous. Examples of this are shown in Panels B and C of Fig.  3 . In Panel B, both the intended message and the connections between the components shown are unclear. In Panel C, the meaning of the arrows, and therefore what process might be depicted by the diagram, is unclear. In addition, there were a few diagrams, like the one shown in Panel D of Fig.  3 , which were quite complicated and therefore hard to understand. The contents of Panel D were also referred to in the text of the student’s essay, but the relationships shown in the diagram are new configurations that are not obvious and not explained explicitly in the text. It is therefore difficult to grasp its possible contribution to explaining, in this case, children’s development of understanding of the world around them.

Examples of diagrams that did not effectively serve their intended purpose in the essay

3.4 Implications for Theory, Research, and Practice

The many purposes that diagrams can serve in enhancing communication have been established in previous research [ 2 , 5 , 8 ], and the findings of the present study provide additional evidence for those in the area of student essay writing at the tertiary level. The findings also provide support for the idea that the same communicative purpose can be served by different kinds of diagrams [ 14 ]. Thus, for example, conveying the progression of a particular process can effectively be achieved using a flow diagram – or a table … or an illustration. This means that, in the same way that different words can convey the same meaning, different diagrams – if used/constructed appropriately – can communicate the same meaning. However, in future research, it would be useful to examine the range of communicative purposes that different kinds of diagrams can serve as there are probably important limitations to it. For example, if the communicative purpose is to describe what something looks like , other kinds of diagrams may not be quite as effective as an illustration (e.g., a table or a flow chart would be quite limited in conveying qualities pertaining to appearance).

The findings of the present research also suggest that many students, even at the tertiary level, would likely benefit from receiving some instruction or guidance on the use of diagrams not only in essays but also other forms of communication. While some students were able to generate diagrams that served useful functions in their essays, there were also quite a few who did not manage to do this. However, the findings of this exploratory study were based on a small sample of students taking the same course, so future investigations about spontaneous use and the effects of instruction provision ought to be conducted with larger and more diverse student groups.

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Acknowledgment

This research was supported by a grant-in-aid (20K20516) received from the Japan Society for the Promotion of Science.

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Catherine Legg

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Manalo, E., Fukuda, M. (2021). Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work. In: Basu, A., Stapleton, G., Linker, S., Legg, C., Manalo, E., Viana, P. (eds) Diagrammatic Representation and Inference. Diagrams 2021. Lecture Notes in Computer Science(), vol 12909. Springer, Cham. https://doi.org/10.1007/978-3-030-86062-2_56

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