diagram analysis essay

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Organizing Your Analysis

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There is no one perfect way to organize a rhetorical analysis essay. In fact, writers should always be a bit leery of plug-in formulas that offer a perfect essay format. Remember, organization itself is not the enemy, only organization without considering the specific demands of your particular writing task. That said, here are some general tips for plotting out the overall form of your essay.

Introduction

Like any rhetorical analysis essay, an essay analyzing a visual document should quickly set the stage for what you’re doing. Try to cover the following concerns in the initial paragraphs:

• Make sure to let the reader know you’re performing a rhetorical analysis. Otherwise, they may expect you to take positions or make an evaluative argument that may not be coming.
• Clearly state what the document under consideration is and possibly give some pertinent background information about its history or development. The intro can be a good place for a quick, narrative summary of the document. The key word here is “quick, for you may be dealing with something large (for example, an entire episode of a cartoon like the Simpsons). Save more in-depth descriptions for your body paragraph analysis.
• If you’re dealing with a smaller document (like a photograph or an advertisement), and copyright allows, the introduction or first page is a good place to integrate it into your page.
• Give a basic run down of the rhetorical situation surrounding the document: the author, the audience, the purpose, the context, etc.

Thesis Statements and Focus

Many authors struggle with thesis statements or controlling ideas in regards to rhetorical analysis essays. There may be a temptation to think that merely announcing the text as a rhetorical analysis is purpose enough. However, especially depending on your essay’s length, your reader may need a more direct and clear statement of your intentions. Below are a few examples.

1. Clearly narrow the focus of what your essay will cover. Ask yourself if one or two design aspects of the document is interesting and complex enough to warrant a full analytical treatment.

The website for Amazon.com provides an excellent example of alignment and proximity to assist its visitors in navigating a potentially large and confusing amount of information.

2. Since visual documents often seek to move people towards a certain action (buying a product, attending an event, expressing a sentiment), an essay may analyze the rhetorical techniques used to accomplish this purpose. The thesis statement should reflect this goal.

The call-out flyer for the Purdue Rowing Team uses a mixture of dynamic imagery and tantalizing promises to create interest in potential, new members.

3. Rhetorical analysis can also easily lead to making original arguments. Performing the analysis may lead you to an argument; or vice versa, you may start with an argument and search for proof that supports it.

A close analysis of the female body images in the July 2007 issue of Cosmopolitan magazine reveals contradictions between the articles’ calls for self-esteem and the advertisements’ unrealistic, beauty demands.

These are merely suggestions. The best measure for what your focus and thesis statement should be the document itself and the demands of your writing situation. Remember that the main thrust of your thesis statement should be on how the document creates meaning and accomplishes its purposes. The OWl has additional information on writing thesis statements.

Analysis Order (Body Paragraphs)

Depending on the genre and size of the document under analysis, there are a number of logical ways to organize your body paragraphs. Below are a few possible options. Which ever you choose, the goal of your body paragraphs is to present parts of the document, give an extended analysis of how that part functions, and suggest how the part ties into a larger point (your thesis statement or goal).

Chronological

This is the most straight-forward approach, but it can also be effective if done for a reason (as opposed to not being able to think of another way). For example, if you are analyzing a photo essay on the web or in a booklet, a chronological treatment allows you to present your insights in the same order that a viewer of the document experiences those images. It is likely that the images have been put in that order and juxtaposed for a reason, so this line of analysis can be easily integrated into the essay.

Be careful using chronological ordering when dealing with a document that contains a narrative (i.e. a television show or music video). Focusing on the chronological could easily lead you to plot summary which is not the point of a rhetorical analysis.

A spatial ordering covers the parts of a document in the order the eye is likely to scan them. This is different than chronological order, for that is dictated by pages or screens where spatial order concerns order amongst a single page or plane. There are no unwavering guidelines for this, but you can use the following general guidelines.

• Left to right and top to down is still the normal reading and scanning pattern for English-speaking countries.
• The eye will naturally look for centers. This may be the technical center of the page or the center of the largest item on the page.
• Lines are often used to provide directions and paths for the eye to follow.
• Research has shown that on web pages, the eye tends to linger in the top left quadrant before moving left to right. Only after spending a considerable amount of time on the top, visible portion of the page will they then scroll down.

Persuasive Appeals

The classic, rhetorical appeals are logos, pathos, and ethos. These concepts roughly correspond to the logic, emotion, and character of the document’s attempt to persuade. You can find more information on these concepts elsewhere on the OWL. Once you understand these devices, you could potentially order your essay by analyzing the document’s use of logos, ethos, and pathos in different sections.

The conclusion of a rhetorical analysis essay may not operate too differently from the conclusion of any other kind of essay. Still, many writers struggle with what a conclusion should or should not do. You can find tips elsewhere on the OWL on writing conclusions. In short, however, you should restate your main ideas and explain why they are important; restate your thesis; and outline further research or work you believe should be completed to further your efforts.

• How to Order

Analytical Essay Guide

Analytical Essay Outline

How to Craft Analytical Essay Outline? An Easy Guide

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Feeling a bit lost when it comes to writing an analytical essay and don't know how to structure the data? 

Many students find it challenging to dissect a text, organize their thoughts, and structure their analysis essays effectively. 

But don't worry; we've got your back!  In our blog, we've put together some easy-to-follow templates and examples that will help you make a perfect analytical essay outline. No more staring at a blank page! With our tips and examples, you'll have a clear roadmap for your essay. 

So, let's get started!

• 1. Analytical Essay Overview
• 2. How To Write An Analytical Essay Outline? 
• 3. What is the Format of an Analytical Essay?
• 4. Analytical Essay Outline Samples
• 5. Tips to Structure an Analytical Essay

Analytical Essay Overview

An analytical essay is a type of academic writing that examines a topic, idea, or piece of literature in-depth. It involves breaking down the subject into its components, analyzing them, and presenting a well-structured argument or interpretation. 

The goal of an analytical essay is to explore the "how" and "why" of the subject, rather than just describing it. Unlike an argumentative essay , an analytical does not include persuasion of the writer’s claim. It often requires evidence, critical thinking, and careful evaluation to support your thesis and provide insights. 

This essay type is commonly assigned in literature, history, and other academic disciplines to assess your ability to think critically and articulate your ideas clearly.

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How To Write An Analytical Essay Outline? 

Like every other academic writing, an analytical essay requires an organized structure for its content to be readable and understandable. In order to shape all the raw information, an outline is drafted.  

An analytical essay outline is similar to the traditional essay outline of five paragraphs. Here are given the sections of a 5 paragraph analytical essay outline:

The researched information about the specific topic needs to be organized. This is to make sure that the content is clear and effective for the readers. 

Read on to get a better idea of each section of the outline.

Analytical Essay Introduction

The importance and significance of the introduction of an essay can not be denied. An analytical essay introduction is the first section of the essay that sets the stage for analysis.

The purpose of writing an essay introduction is to attract the readers and motivate them to read the essay. The introduction lays the whole groundwork for your essay. So the more substantial the introduction is, the more effective the paper is going to be.

The analytical essay introduction is based on three main elements:

Background Information

• Thesis statement 

A hook statement is an opening sentence of the introductory paragraph. Just as the name suggests, a writer uses a hook statement to “hook” the audience to read further.

A hook can take various forms, such as humor, statistics, questions, or anecdotes. Writers can select any type of opening sentence depending on the essay topic, provided it aligns with the theme and subject matter.

Example Hook:

Ready to write hooks that hook? Check out our ' hook examples' blog post and discover different types of powerful hooks!

Following the hook, provide some context about the topic being analyzed. This is where you bridge the gap between the general attention grabber and the specific argument you'll present in the thesis statement.

For Example:

Thesis Statement 

Following the hook comes the most critical element of an essay - the thesis statement. A thesis statement is the writer’s stance or argument on the chosen work. This is where the writer states and highlights the main argument of the essay topic. 

The thesis statement can be written by keeping in mind the original text’s goal and the writer’s analysis. 

For example,

Analytical Essay Body Paragraphs

The body paragraphs of an essay support your claim by providing shreds of evidence. All the gathered and relevant information that justifies the argument is presented in this section.

The body of the analytical essay should be divided into different paragraphs. Discuss each point in a specific paragraph, making your essay organized and understandable for the reader.

All paragraphs in the body section should cover the following components:

• Topic Sentence - A topic sentence is an opening sentence of a paragraph. This sentence is the claim or the important point that proves the thesis statement. Begin each of your paragraphs with a topic sentence. 
• Specific examples: Use concrete details, quotes, or scenes from the work you're analyzing.
• Data or statistics: If relevant, incorporate data or statistics to support your claims.
• Expert opinions: Opinions from credible sources can strengthen your analysis.
• Why is this evidence important?
• How does it illustrate the point you're making?
• What deeper meaning or insight does it reveal about the work being analyzed?

Note: Ea ch paragraph should be transitioned to make logical content. This transition will act as a bridge and will connect the previous paragraph with the next paragraph. 

Analytical Essay Conclusion 

The essay conclusion is the last section where all the discussion comes to an end. Here the writer restates the thesis statement and provides a short summary of the major points in the content. It will prove that the main argument is justified using the evidence for the readers.

For example, 

What is the Format of an Analytical Essay?

When it comes to formatting your analytical essay, adhering to specific guidelines is essential to ensure a professional presentation and clarity for your readers. Here are some key formatting guidelines to follow:

• Page Setup: Use standard letter-sized (8.5" x 11") paper with 1-inch margins on all sides.
• Font: Select a legible font, such as Times New Roman or Arial, and maintain consistency throughout the document.
• Font Size: Use a 12-point font size for the main text to ensure readability.
• Spacing: Double-space the entire essay, including the title, headings, and references.
• Title Page: Include a title page with the essay title, your name, course, instructor's name, and date. This information is typically centered and formatted according to your institution's guidelines.

By adhering to these formatting guidelines, you'll present your work professionally, making it easier for readers to engage with your analysis.

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Analytical Essay Outline Samples

An analytical essay is a little different than other types of essay . Therefore, to write a good analytical essay, students require essay examples to know what to produce and how to produce it. 

We have some free analysis essay outline samples for you to take assistance for your next assignment. Let’s take a look:

Analytical Essay Structure Sample

Critical Analytical Essay Outline Template

Literary Analytical Essay Outline

Macbeth Analytical Essay

Analytical Essay Outline Worksheet

Analysis Essay Outline College

5 Paragraph Analytical Essay Outline

Need more analytical essay samples? Check out our “ analytical essay examples ” blog and get the ideas!

Tips to Structure an Analytical Essay

Here are some essential tips to help you create a well-organized and effective analytical essay:

• Choose a Clear Analytical Essay Topic: Select a specific topic or idea to analyze. Make sure it's something you can dissect and discuss thoroughly. If you are looking for ideas read our blog on analytical essay topics to get inspiration.
• Begin with an Analytical Essay Outline: Start with a clear outline to organize your thoughts. Use an outline example or sample as a template.
• Introduction with a Strong Thesis: Your introduction should introduce the topic and contain a strong thesis statement that lays out your argument.
• Use Evidence to Support Thesis: Dedicate individual paragraphs to supporting evidence and arguments. Use the analytical essay structure to create a logical flow.
• Cite Sources Properly: If you're using references, ensure you follow the analytical essay format and cite sources correctly.
• Analyze and Interpret: Analyze text in detail and provide insights and interpretations.
• Conclusion with Restated Thesis: Summarize your main points and restate the thesis in the conclusion.
• Edit and Proofread: Review and edit your essay for clarity and coherence.

By following these tips and employing an analytical argument essay outline, you'll structure your essay for maximum impact.

In summary, we've covered the ins and outs of creating an analytical essay outline in our guide. With this, you should feel more confident in structuring your essays effectively. Remember, a well-structured outline is your dependable guide for successful essay writing so create one wisely!

If you're searching to get professional help, our analytical essay writing service is the answer. We provide free samples and custom essay help to guide you for all your academic assignments. 

Our essay writing service is affordable and ensures top academic quality.

Simply place your " write essay for me " request to get help from a qualified and experienced analytical essay writer.

Frequently Asked Questions

What is the formula for an analytical essay.

The formula for an analytical essay typically involves introducing a thesis statement, providing evidence to support the thesis, and analyzing that evidence to draw conclusions.

What is the outline of an analytical paragraph?

The outline of an analytical paragraph often includes a topic sentence introducing the main point, followed by evidence or examples to support that point, and analysis or interpretation of the evidence to connect it back to the thesis.

What are the three major parts of an analysis essay?

The three major parts of an analysis essay are the introduction, body paragraphs, and conclusion. The introduction sets up the thesis and provides context for the analysis. The body paragraphs present evidence and analysis to support the thesis. The conclusion summarizes the main points and restates the thesis in light of the analysis provided.

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Should I put diagrams into a formal essay?

I have asked a question like this before in Workplace , but this time is only about diagrams specifically, and on formal work generally. Some answers in there say that I can use the Venn diagram if I make it less childish (drawing by a program, not by hand).

I really like to increasing productivity and efficiency. In his book The Back of The Napkin , Dan Roam argues that to pictures is a power tool to solving problems and selling ideas. I have seen pictures used in solving problem works (e.g. research papers), but never seen them in formal selling idea works (e.g. cover letter, SOP). I want to know if adding them in any formal writing is good or not.

Let alone the space they require, what do you think?

2 Answers 2

In addition to what Monica Cellio said, whose answer I'd take to heart given that it is rife with solid reasoning, if you decide to include charts or diagrams in school applications and/or cover letters, be very careful how large you make them and the amount of visual prominence you give them.

Don't Let the Graphic Replace Your Writing...

If you make the diagrams cover too much of the page, then it will appear as if you're not taking the writing task seriously and are supplanting the necessary task of writing with a gimmick.

Don't Let the Graphic Distract From your Writing...

The same result will easily be created if you give too much visual prominence to the included graphic. If you make the graphic a header element or occupying the full width of the page then the information in the graphic had better be 20x more interesting than the text that would have gone there. Why? When you change the accepted format and force people to review that change, then you are automatically relying on the reviewer to go along with your ideas. But, this is often a very poor assumption and people can be reticent to change or too tired or distracted. So, if you're going to force a change, then what you present has to compensate for the irritation engendered when the reviewer has to now accommodate your new rules of the cover letter or application.

Consider Your Audience...

Lastly, and along the lines of the logic above, your graphic has to undoubtedly prove or forward your goals. It has the be presented in such a way that anyone looking at it will understand why it was included and subsequently agree with your decision. This is a difficult litmus test, but an important one because once you send out your written material you have no control over who looks at it and what mood or state they're in.

If you haven't considered how your audience will respond to the graphics... don't do it.

• I accept this because of the "if you're going to force a change, then what you present has to compensate for the irritation engendered when the reviewer has to now accommodate your new rules of the cover letter or application". I realize that if I just throw out the diagram, no one will understand it. They are there to sum up the idea, and I need to well cover it by words beforehand. The cover letter or the SOP are just for introducing myself and what I've done, not fully explain. –  Ooker Commented Nov 5, 2015 at 5:52

There are a few relevant factors:

Use diagrams when they add value

I see plenty of formal writing that includes diagrams -- technical flow diagrams, trend graphs, timelines, resource-allocation charts, and more. The main question you should be asking yourself is: does this diagram add value? Does it make my point more clearly, compactly, or persuasively than words would? If so, consider adding the diagram. (I don't think your proposed diagrams add value, though. More on this later.)

But follow conventions

If you're writing an analysis piece on recent elections for the press (for example), charts showing voter breakdowns in the sectors or demographics you're talking about are probably normal, maybe even expected. If you're writing a journal article, conventions vary but you can easily find out what the norm is -- look at other published examples and see what kinds and quantities of diagrams are used. And if you're writing for your own blog, you can of course do whatever you want.

You mentioned cover letters and school applications. In my experience, diagrams are extremely rare in these contexts. (I don't see a lot of school applications these days, but I see a lot of cover letters and I've never, ever seen a diagram in one.)

Know when you should blaze a new path anyway

Based on what I've said thus far, you should be very, very reluctant to use diagrams in cover letters and school applications. But that doesn't mean never ; there could be exceptions. If the diagram really is the best way to present relevant information, and doing so demonstrates a quality being sought (maybe you're applying for a design or marketing position), then you could consider adding diagrams anyway. Your application will stand out; you want it to stand out for a good reason and not a bad one.

Finally: about your diagrams

In the case of the examples you've shown here, I personally wouldn't include them. Your diagrams don't convey meaningful information; you seem to want to use them as decorations. The second one supplements what will presumably be text explaining how you work smart (so the diagram doesn't add anything); the first one is actually a bit of a mystery to me and I can't tell what point you're trying to make, but even if I could, you'd probably be better off making that point in words like other cover letters do.

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December 22, 2018

Writing about Charts, Graphs, and Diagrams

by Nicholas Walker , under IELTS and TOEFL

Make sure to organize your IELTS Task 1 essay so that the reader can navigate it easily.

Step 1: Give a clear overview of what the figure is about, showing that you understand the main message it conveys.

Step 2: Describe the data in a systematic way (left to right, top to bottom, biggest to smallest) using numbers and words from the figure.

Step 3: Compare significant elements of the figure, mentioning any trends or changes in the past, extrapolating for the future if you can.

Useful chart, graph, and diagram vocabulary

Some words are likely to appear in a discussion of a chart, graph, or diagram. Use the target structure checker with the following list of common chart, graph, and diagram vocabulary to see if you are using the vocabulary your readers (the examiners) are expecting to see.

above, according to, apparent, are compared, are presented, bar graph, below, can be seen, chart, climbed, comparable, compares, considerable, considerably, decline, decrease, demonstrates, detailed, details, difference, dipped, diving sharply, downward, dramatic, dropped off, evident, falls, fell, fluctuation, fluctuations, gap, gradual, graph, greater, grew, grows, high, higher, highlighted, highlights, highs, histogram, illustrated, illustrates, increase, indicates, jump, leads, led, level, leveled, levelled, leveling, levelling, levels, lists, low, lower, lows, moderate, narrowed, note, number, observe, peak, peaks, period, photo, pie chart, pinpoints, plummeted, presents, proves, rapid climb, rates of, reports, reveals, remained, remains, rise, rises, rose, shown, shows, significant, slid, slight, steady, summarizes, results, value of, to every, to the left, to the right, total, trend, upward, we can see, widened, widening, widens

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• Practice Tests

How To Write an IELTS Process Diagram Essay

An IELTS process diagram question can contain a wide variety of different types of graphics. It could be a natural process such as the water cycle, a manufacturing process or a diagram of a system.

Using these 5 steps will help you to write a high-scoring process diagram essay:

1)  Analyse the question

2)  Identify the main features

3)  Write an introduction

4)  Write an overview

5)  Write the details paragraphs

In this lesson, we’re going to work through the 5 stages step-by-step as we answer a practice question.

Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:

Paragraph 1  – Introduction

Paragraph 2  – Overview

Paragraph 3  – 1 st  main feature

Paragraph 4  – 2 nd  main feature

We now have everything we need to begin planning and writing our IELTS process diagram essay.

Here’s our practice question:

The diagrams below show a structure that is used to generate electricity from wave power.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

Generating Electricity From The Sea

Source: Official website IELTS Essentials

Step 1 –  Analyse the question

The format of every Academic Task 1 question is the same, with the instruction sentence (highlighted below) identical in every question. Here is our practice question again.

Every question consists of:

• Sentence 1 – A brief description of the graphic
• Sentence 2 – The instructions
• The graphic – diagram, chart, graph, table, etc.

Sentence 2 tells you what you have to do.

You must do 3 things:

1.     Select the main features.

2.     Write about the main features.

3.     Compare the main features.

All three tasks refer to the ‘ main features ’ of the graphic. You  do not  have to write about everything. Just pick out 2 or 3 key features and you’ll have plenty to write about.

Step 2 – Identify the Main Features

The graphic in IELTS process diagram questions should not be difficult to understand. There are not usually any numbers to analyse as in other types of question, just a diagram to interpret or, as in our practice question, two diagrams which each show part of the process.

All you are looking for are the main features. These should be the easiest things to spot. There will be lots of information in the graphic to help you identify them, especially, titles, labels and captions.

Here are some useful questions to ask?

1) Is it a linear or a cyclical process?

A linear process starts and finishes at different places. It will often involve the manufacture or creation of something, starting with the raw materials going in at one end and the finished product coming out the other end. An example of this can be seen in this diagram from a past IELTS process diagram question about the manufacture of bricks.

Linear process

A cyclical process, on the other hand, is a process that goes back to the beginning and repeats over and over again, such as the life cycle of a frog or a butterfly.

Cyclical process

2) Where does the process start and end?

For a linear process this will usually be obvious. It may be harder to determine for a cyclical process so it’s important that you examine the graphic carefully to find out.

3) How many steps are there to the process?

If there are a lot, it can be helpful to number them from 1 to whatever number the final stage is.

4) Can the process be easily broken down into stages?

In the brick-making graphic, for example, there are three stages:

a) Creating the bricks from clay

b) Manufacturing the finished product by drying and firing

c) Packaging and delivery

In the life cycle graphic above, there are also three distinct stages as the frog passes through different stages of development – egg, juvenile, adult.

5) What are the raw materials? What is produced at the end of the process?

These questions obviously apply only to manufacturing processes.

For other types of process, it might be more appropriate to ask the following question.

6) What is the end result of the process?

This question is relevant for our practice IELTS process diagram question which shows a process that creates something using a particular structure. The end result is the production of electricity.

So, what main features stand out in our practice graphic? Here it is again.

This graphic doesn’t contain very much detail. There are only two stages to the process:

Stage 1:  Electricity is generated as the wave flows into the structure (Diagram A).

Stage 2:  Electricity is also created as the receding wave draws air back down the column (Diagram B).

Other diagrams are more complex and you have to go through them stage by stage to work out what’s happening and then pick out just 2 or 3 main feature to write about.

The key features you select will be the starting point for your essay. You will then go on to add more detail later. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't be able to include many details.

We’re now ready to begin writing our essay. Here’s a reminder of the 4 part structure we’re going to use.

Step 3 – Write an Introduction 

In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. For example:

Introduction (Paragraph 1): 

The two diagrams illustrate a method of creating electricity from the force of waves using a specifically designed man-made construction.

This is all you need to do for the introduction.

Step 4 – Write an Overview (Paragraph 2)

In the second paragraph, you should give a general description of the diagram/s or process. The detail comes later in the essay.

State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses.

For example:

Overview  (Paragraph 2): 

The structure, consisting of a wave chamber and a tall column containing a turbine, is erected on a steeply sloping coastal cliff or sea wall where it is subject to the movement of the ocean waves.

Step 5  – Write the 1st Detail Paragraph

Paragraphs 3 and 4 of your IELTS process diagram essay are where you include more detailed information. In paragraph 3, you should explain the first key feature in more detail.

For this question, we will expand on the first stage of the process. Here it is again:

Stage 1: Electricity is generated as the wave flows into the structure (Diagram A).

And this is an example of what you could write:

Paragraph 3 :

The first diagram shows how the incoming wave fills a large chamber and forces the air inside this space up the column and through the turbine. The pressure of the air rotates the turbine which generates a current of electricity. The process does not end there for the structure is able to continue producing power as the sea recedes as can be seen in the second diagram.

Step 6  – Write the 2nd Detail Paragraph

For the fourth and final paragraph, you do the same thing for your remaining key features or, for this question, the second stage of the process.

Here it is again:

Stage 2: Electricity is also created as the receding wave draws air back down the column (Diagram B).

Here’s an example of what you could write:

Paragraph 4 :

As the water now flows away from the structure, it draws air back down the column and downwards through the turbine in the same direction as the previous upward flow of air. The turbine continues to turn thus generating even more electricity. 

Here are the four paragraphs brought together to create our finished essay.

Finished IELTS Process Diagram Essay

This sample IELTS process diagram essay is just over the minimum word limit so you can see that you don’t have space to include very much detail at all. That’s why it is essential to select just a couple of main features to write about.

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

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• First Online: 21 September 2021
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• Emmanuel Manalo 14 &
• Mari Fukuda 15  

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• International Conference on Theory and Application of Diagrams

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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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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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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!

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Introducing …

How well can you read graphs?

Watch this 8-minute -video to learn more about vocabulary to use for interpreting graphs.

Getting to know the 6 Analysis Steps to interpret a graph

Let´s continue with our example of mice and kestrels from the previous chapter.

In our example Roy counted how many kestrels and how many field mice are in a field. For many years he notes the numbers in his diary. He produced this line chart .

Let´s try to interpret this example carefully.

Analysis 1: Reading basics

First you have to read the labels and the legend of the diagram . What does it visualize?

In our example…

• x-Axis : You can read what years the animals have been sighted.
• y-Axis : You can read the numbers of sightings.
• Blue line : The number of sighted kestrels.
• Green line : The number of sighted field mice.

So this diagram visualises how many kestrels and field mice have been sighted over the years by Roy.

Analysis 2: Reading important numbers

First we have to read the most important points. Important points are peaks, lows, turning points and intersection points.

• 1952 : A peak of the mice line and a low of the kestrel’s line. A turning point for both lines.
• 1954 : An intersection point between the kestrel’s line and mice line.
• 1962 : A low point of the mice line and a highpoint for the kestrel’s line. A turning point for both lines.

Analysis 3: Define trends

Now it is important to define all significant trends.

Sightings of kestrels:

• From 1950 to 1952 they drop.
• Since 1952 they rise steadily.
• Since 1962 they drop slightly again.

Sightings of field mice:

• From 1950 to 1952 they rise significantly.
• Since 1952 they drop significantly.
• Since 1954 they drop much slower.
• Since 1962 they rise again slowly.

Analysis 4: Compare trends

Knowing the trends, we can compare them, to find out differences and relations. Are there common trends? Is there a pattern?

• When there are many sightings of field mice, there are fewer sightings of kestrels.
• When there are many sightings of kestrels, there are fewer sightings of field mice

Analysis 5: Analyse trends

Finally we can establish hypotheses how the data is related. These hypotheses have to be questioned and assessed.

A) “Mice eat kestrels. Therefore there are many kestrels when there are less mice.”

• According to our diagram this is possible. But: We know that mice do not eat kestrels.

B) “The kestrels hunt the mice. Therefore there can only be a lot of mice when there are fewer kestrels.”

• Mice are typical food for kestrels . This hypothesis could be correct.

C) “The Mice hide from the kestrels. When there are many kestrels to see, we cannot see many mice.”

• Prey animals often shelter from their hunters. Also this hypothesis could be correct.

D) “The relation between sightings of kestrels and mice is only a translucent connection. The numbers of sightings have very different reasons.”

• Very often there are only translucent connections. There can be many reasons why Mr. Varney sights a certain number of animals each year. Also this hypothesis could be correct.

Analysis 6: Predict a development

Based on the development of the diagram and the established hypothesis we can predict future developments of the diagram . But be careful: Predictions are always only speculations!

• Towards the end the lines become closer again. If they continue like that there will be an intersection at some point.
• In the coming years there might be more sightings of mice than kestrels.

A diagram helps to draft a hypothesis . To check a hypothesis very often you need to do an experiment. Based on a diagram , graph or chart we can predict a development in the future. But we have to be aware that it is only a prediction .

This example about kestrels and mice has been published by courtesy of de.serolo.org.

Concept and graphs by author Martin Forster. Note: Some words in the graphs have been deleted to make it suitable for international use. Arrows to explain graphs have been added. Some text has been changed slightly to suit the audience of explainwell.eu.

You can find the original under: https://de.serlo.org/biologie/kompetenzen-in-der-biologie/diagramme/wie-wertet-man-ein-diagramm-aus Serlos work is under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

This project has been funded with support from the European Commission. The contents of this website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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How to Analyze Diagrams for IELTS Task 1

Below are steps and techniques we teach in our English writing classes for how to analyze IELTS Diagrams for Task 1 Writing questions for the Academic IELTS test. Also, you will learn how to use your analysis of diagrams to write an effective Task 1 Writing response.

Creating an IELTS Writing Task 1 response analyzing Diagrams

Remember, for the IELTS Academic Writing Task 1 question, you need to analyze a chart, table, diagram, map, or graph (or a combination of these). The Academic Writing Task 1 assignment is always the same: “ Summarize the information by selecting and reporting the main features and make comparisons where relevant.”

Let’s use the following sample question to see how we can analyze IELTS Task 1 diagrams to build an effective Task 1 response.

Before we begin writing your IELTS Task 1 response, we need to spend a few minutes analyzing the diagram and planning what we will write. During this analysis we want to ask a few questions:

What seems most important to know about the effect of high clouds on different kinds of radiation?

What seems most important to know about the effect of low clouds on different kinds of radiation?

Step 1: Analyzing different types of Radiation for a Main Feature

First, when you analyze IELTS diagrams you need to look at each part of the graphic, one by one, and notice what processes you see in various parts of the diagram. Here, we should focus on the differences between shortwave and longwave radiation, paying attention to what happens when they interact with high and low clouds.

What happens to shortwave radiation when it hits different kinds of clouds?

How do different kinds of clouds affect what happens to longwave radiation?

What happens to shortwave radiation when it hits the Earth’s surface?

For example, when analyzing this diagram, you might notice the following about shortwave radiation:

• When shortwave radiation hits high clouds , very little reflects back into space ; nearly all of it passes through high clouds to reach the Earth’s surface .
• For shortwave radiation that hits low clouds , around 1/3 reflects back into space ; a large amount of shortwave radiation seems to be absorbed by the low clouds, with very little of it reaching the Earth’s surface .

Regarding longwave radiation, we can see the following:

• When longwave radiation hits high clouds , very little is passes through into space ; about equal amounts of the remaining radiation seems to be either absorbed or reflected by the high clouds.
• For longwave radiation that hits low clouds , about equal amounts of the remaining radiation seems to be either pass through or is reflected by the low clouds; it seems like no longwave radiation is absorbed by the low clouds.

That is a lot to think about! We should now be able to use these pieces of information as Main Features for each of the cloud effects on short- and longwave radiation.

Step 2: Comparing Main Features to each other

Next, however, we need to compare the effects of clouds on longwave and shortwave radiation to each other. One thing we could compare are the absorption rates of short- and longwave radiation. These comparisons could help us to create a plan for our body paragraphs.

How do high clouds absorb shortwave radiation differently than low clouds? 

How do high clouds absorb longwave radiation differently than low clouds? 

For example, when analyzing this diagram, you may notice the following about shortwave radiation :

• About half of the shortwave radiation that hits low clouds seems to be absorbed by the clouds .
• When shortwave radiation hits high clouds, none of it is absorbed .

These effects of clouds on shortwave radiation could form the basic focus of one body paragraph .

For longwave radiation , you may notice the following:

• About half of the longwave radiation that hits high clouds seems to be absorbed by the clouds .
• When longwave radiation hits low clouds, none of it is absorbed .

So, we could compare how clouds affect longwave radiation in another body paragraph .

By focusing on how cloud absorb radiation, we have been able to discover a way of comparing shortwave and longwave radiation. We can now use these groupings to build an outline for our body paragraphs (paragraphs #2 and #3). Because this diagram is simple, we only need to write a three-paragraph response.

Step 3: Choosing information for the Overview statement

Now we have to think about what information should go in our Overview statement. Remember, an ‘Overview Statement’ states what we think is most important to know about the diagram.

How do the effects of high and low clouds on radiation compare to each other?

For example, when we analyze IELTS diagrams here, the comparison of Main Features made two things clear:

• Low clouds have a greater effect on shortwave radiation than high clouds.
• High clouds have a greater effect on longwave radiation than low clouds.

All of these pieces of information would be good to include in our Overview when we analyze IELTS diagrams.

NOTE : In Overview Statements for graphs, charts, or tables, it can often be useful to focus on the the ‘ rankings ’ (highest, lowest, etc.) of different parts of a graph, chart, or table. This is especially true when you are having a hard time deciding what information feels ‘most important’!

Step 4: Writing the Overview Paragraph

Now we need to start writing our response. First, we need to write the first paragraph: the ‘ Overview Paragraph’ . In this paragraph we only need to include two items: 1) paraphrase of the Description Sentence and 2) an Overview Statement .

Paraphrasing the Description Sentence

The Description Sentence is the one-sentence description given to you above the diagram: “ The diagram shows how clouds affect radiation in the Earth’s atmosphere .” We need to rephrase this using as much of our own grammar and vocabulary as possible. Also, we need to get a little more specific about what kind of information is in the diagram.

For example, this might be a good paraphrase of the Description Sentence:

The diagram describes the impact clouds have on radiation entering and cycling through the Earth’s atmosphere.

Notice that our paraphrase gets a little more specific about what information is in the diagram. Our paraphrase mentions that the table gives data about radiation “ entering and cycling ” through the atmosphere, which was not in the original Description Sentence.

Creating the Overview Sentence

Then, we will write our Overview Statement. For all your Overview Statements, we recommend you always start with “ Overall, it is notable that …”.

Overall, it is notable that while clouds at different altitudes have varying effects on radiation that hits them, low-lying clouds have a greater effect on shortwave radiation and high-altitude clouds have a larger impact on longwave radiation.

In this sentence, we have included two pieces of information in a complex sentence with a lot of high-level grammatical structures and a few high-level vocabulary words.

So, with those two sentences, I have now completed my Overview Paragraph. This paragraph is 53 words long!

The diagram describes the impact clouds have on radiation entering and cycling through the Earth’s atmosphere. Overall, it is notable that while clouds at different altitudes have varying effects on radiation that hits them, low-lying clouds have a greater effect on shortwave radiation and high-altitude clouds have a larger impact on longwave radiation.

Step 5: Writing Paragraphs #2 and #3 (and possibly #4)

Now I need to write two body paragraphs where I describe the Main Features I came up with earlier. Also, I will need to add some statistics (i.e., numbers) that ‘support’ some of these Main Features. Typically, I will add statistics to most, but not all, of the sentences in my body paragraphs.

In my analysis, I already grouped some of the different purchasing methods, which I will use to build my body paragraphs:

• I’ll focus on shortwave radiation   in Paragraph #2.
• I’ll focus on long wave radiation  in Paragraph #3 . 

Using words and phrases to introduce, connect, and contrast

When writing my body paragraphs, it is very important to use words and phrases that introduce , connect , and contrast these different purchase methods. Words and phrases like “ according to …”, “ however ”, “ similarly ”, and “ regarding ” are very useful to do this.

Adding statistics to provide “evidence” for Main Features

The last thing I need to think about with what statistics (i.e., numbers) I will add to my response. For the most effective, high-level responses, we need to provide ‘evidence’ that various purchase methods are increasing or decreasing. So, in most of the sentences in paragraph #2 and #3, I will add short prepositional phrases in various ways. Sometimes I will add them to the end of a sentence and sometimes I will add them somewhere in the middle.

See how I use various words and phrases to introduce , connect , and contrast the different pieces of information in these following paragraphs. Also, notice also how I add statistics to support most of the Main Features in each sentence.

According to the diagram, over half of the shortwave radiation that hits low clouds seems to be absorbed by the clouds, with one-third being reflected back into space–very little of it reaches the Earth’s surface. In contrast, when this type of radiation hits high clouds, none is absorbed; nearly all of it passes through to the Earth’s surface.

A somewhat inverse process is seen with longwave radiation (radiation emanating from the Earth’s surface); high clouds seems to absorb around half of the longwave radiation that hits them. Very little of this radiation passes through high clouds into space, with roughly equal amounts of the remaining radiation seeming to be either absorbed or reflected by the high clouds. In the case of low clouds, about equal amounts of the remaining longwave radiation seems to be either pass through or is reflected by the low clouds; it appears that no longwave radiation is absorbed by the low clouds.

You can find more information about how to use transition words and statistics in our Top 5 IELTS Academic Task One Writing Tips blog post! Also, study the sample responses found on our Sample IELTS Writing Task 1 Charts & Responses blog post!

Complete Response for IELTS Writing Task 1 Diagrams

And that’s it! For IELTS Writing Task 1, we do NOT need a conclusion paragraph. Again, some IELTS Writing Task 1 responses may require a fourth paragraph because you are analyzing more complex diagrams.

See the complete responses for this IELTS Academic Writing Task 1 Diagram Question  

So, you need to practice how to analyze IELTS diagrams and see what parts of the sample response above you can use for other Task 1 responses. Many parts of the above response could be used for Task 1 questions focused on graphs, pie charts, bar charts, maps, and tables, too! The more you practice writing Academic IELTS Task 1 responses, the more you will see your IELTS Writing score improve!

More IELTS Writing Tips!

• Top 5 IELTS Academic Task 1 Writing Tips
• Top 5 Tips to improve Writing IELTS Academic Task 1 Skills
• Advanced Grammar for IELTS Writing Task 1
• Advanced English Vocabulary for IELTS Academic Writing Task 1
• Prepositions about Time for IELTS Academic Writing Task 1

Want to know how to prepare for the IELTS exam at home? You can learn many IELTS preparation tips for how to improve your IELTS score with PELA Online’s Academic IELTS Preparation course , with Modules to help you with listening, reading, writing, and speaking test questions.

Watch Lesson 1, Module 1 for IELTS Writing Task One for FREE!

Want to learn more IELTS Writing tips? Learn how to start paragraphs for IELTS Task 1 Writing!

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Process Analysis: How to Write a Process Analysis Essay

Writing a process analysis essay sounds like a problematic task to do, but in reality, it’s just another writing assignment. In this article, our college essay writing service will explain how to write a process analysis essay, list some process analysis essay topics and give you useful writing tips and examples. But first things first — let’s start with a process analysis definition.

What Is a Process Analysis Essay

Before jumping to the How To section, let’s answer the question of what is process analysis. Process analysis is an essay which explains how something is done, how something occurs, or how something works. In this type of essay, the writer is required to present the steps of the process in sequential order, from first to last. All concepts or terms that might appear uncommon are defined.

For Example: When writing a process analysis essay about becoming a better person, you count and describe some actions — from small to bigger ones — like lifting peoples’ self esteem around you when you were young, to becoming a motivational speaker when you’re older.

Sometimes, your professor will assign you a process analysis topic. And sometimes, you will have to pick a topic by yourself.

You should also read the article on discursive essay format . It will help expand your understanding in writing any type of paper.

Stuck on the Steps of Process Analysis?

Journey through your essay with ease. Our expert guides are ready to help you analyze every step of the way!

Process Analysis Essay Structure

Process essays may be divided into two categories: informative and directive. A directive process analysis gives instructions on how to accomplish a certain goal (for example, how to prepare the best waffles). An informational process analysis essay describes a topic to the reader (for example, how an aircraft engine functions). A process essay may be written in three easy steps:

• Split the task

The workflow should be broken down into simple, well-defined phases that generally maintain a temporal sequence and have a clear objective. You can better arrange the document with a process paper outline.

• Make smooth transitions

A process analysis essay remains more engaging when you use transitional terms—the audience benefits from phrases like - therefore, subsequently, afterward, etc.

• Study the essay thoroughly

Inspect any potential gaps, such as missing ingredients from a recipe, by going through the process essay point by point.

Process Analysis Essay Examples

Referring to an example can save you time. Our free samples can provide insight into what a process analysis essay should look like.

How to Pick a Process Analysis Essay Topic

Imagine you need to describe something in steps: what would they be? Don’t rush with making a final decision and try to rationalize your choice by following our recommendations:

• Pick a topic you have a good understanding of.
• Choose a theme that will involve the readers.
• Focus your topic on a specific thing.
• Make sure you can explain your topic without pictures. Focus on words.
• Ensure that the topic is helpful and has practical worth.
• Your topic must be relevant. If you decided to write about using a pager, we suggest you rethink your idea.

It’s okay if you don’t have a lot of process analysis essay topics in mind; just focus on the writing process and pick one of the ones we’ve prepared for you below.

Check out our ARTICLE TO FIND MORE ESSAY TOPIC IDEAS

Writing a Process Analysis Essay Step-By-Step

Process analysis essay structure is as follows:

Let's overview that structure in more details:

• The introductory part should explain the actual process and why it’s relevant or necessary. Avoid any unnecessary information such as the background, history or origin. If for instance, a recipe needs tomato sauce, the reader should be informed so. In other words, go directly to the issue and provide only the necessary information.
• The next paragraph should present a list of all the equipment, tools or resources necessary for the particular process. For instance, if some ingredients cannot be found in the locality, explain where you can find it, or them. Potential risks or side effects that are likely to occur in the process should be stated so that the reader remains informed. Furthermore, it is essential to inform the reader about what might go wrong and what can be done to avoid potential mistakes.
• Then, outline the process in sequential order. If the process requires some steps to be undertaken at particular stages, these should be stated and explained clearly, at relevant points in the sequence. The writer should be very keen to avoid confusion. For processes that appear complicated, the steps should be subdivided accordingly. Additionally, the writer needs to vary their use of transitional words such as “after”, “then”, “next” to make sure the essay does not become repetitive.
• The final part should present a general review of the whole process so the writer can reinforce the main points succinctly, without details.

You can also read the essay example from our essay writer . If you still need help, contact us and we will do everything in the best way.

Process Analysis Essay Outline

The structure for this type of analysis essay outline is as follows:

Introduction:

• Introduce your topic and briefly outline what the process will achieve.
• Demonstrate where this process is relevant or when it is useful.
• It’s a good idea to offer a real-world example of the outcome of the procedure.
• The processes should be presented in paragraphs.
• Perform each step in its section.
• Appropriate transitions should be employed for each step.
• Be descriptive in your presentation.

Conclusion:

• In your conclusion, summarize the procedure. You don’t have to repeat all the individual steps, but you need to reinforce the main points and milestones.
• Describe the expected result.

Writing Tips

• Appropriate Use of Language and Vocabulary Making good use of vocabulary and technical terms can often make or break an assignment. This impacts the degree of depth and clarity the reader can get out of it. Thus, if your audience is meant to be doing the procedures while reading, the steps should be simple and to the point.
• Give the Reader a Sense of Direction When including comments in your essay that are tailored to give a sense of direction, like “once that’s done” or “wait until”, it’s best to do so where relevant. Try to avoid over-complicating the steps, while keeping everything clear and concise.
• Use Chronological Progression For example, if it’s a cooking recipe, it should always include the steps in sequential order, while also indicating how much of each ingredient to add. Additional information like cooking techniques can be added at the end—to be as detailed as necessary.

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Process Analysis Got You Puzzled?

Break down complex processes into simple, understandable essays. Let our professionals illuminate the path!

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Plot Diagram and Narrative Arc

What is a Plot Diagram?

A useful plot diagram definition is a concise and visual representation of a story's structure, breaking it down into its essential components, which helps readers and writers analyze and understand narratives more effectively. Simply stated, it is a way of tracking the important events in a story. A plot diagram exposition typically introduces the main characters, establishes the setting, and provides the initial context of the story, laying the foundation for the narrative's development.

Formally, it is a linear graphic representation of the narrative arc of a story that demonstrates the important elements occurring from beginning to end. A detailed plot chart diagram can be a valuable tool for both readers and writers, as it visually maps out the key elements of a narrative, aiding in analysis and storytelling. To put it simply, this visual triangle (as shown in the above image) is an easy way for students to remember the way a story's events unfold. The plot line diagram is broken down into three segments: three segments: beginning, middle, and end that include six main parts or "The Six Parts of a Story": Exposition, Conflict, Rising Action, Climax, Falling Action and Resolution.

Narrative arc diagrams, story arcs, or Plot Diagrams are essential tools for students to improve reading comprehension, build literary connections, and increase their appreciation of literature! Plot line diagrams are called by many names. They may also be referred to as story charts, story arcs, story plot line, plot graphs or charts, story mountains, or plot mountain diagrams . Whatever you call it, it's useful to arrange the plot elements in order because it allows students to pick out major themes in the text, to trace character development with character arcs over the course of the narrative, and for students to hone their analytical skills. They challenge students to create the story arc in order of events, and to pick out and include only the most important key elements to create a concise, organized summary, which is a skill they will use throughout their life!

Lessons emphasizing these skills meet many Common Core Standards for English Language Arts ( CCSS.ELA-Literacy ) and are referenced in all grade levels. Students are sure to use the skills they learn throughout elementary, middle and high school. However, these concepts can also be used outside of the classroom! They not only give students a fuller understanding of classroom texts, but their favorite books and movies as well.

Plot Structure Example

The plot diagram picture example below is a completed story map from the award-winning novel The Lightning Thief by Rick Riordan. This storyboard exemplifies the plot diagram format, and follows the basic structure of a story arc.

What are the Six Elements of a Plot Diagram?

The 6 elements of a plot diagram or traditional story arc are: exposition, rising action, climax, falling action, and resolution. Creating a story plot map can be an invaluable tool for writers, as it helps them visualize the trajectory of their narrative and ensure a well-structured and engaging story.

Elements of Plot Structure Diagrams Explained:

The exposition of the literary plot diagram is the introduction to a story. In many stories, this is where the author exposes the reader to the important elements of the "set up" or background of the story such as the major characters' names, setting , and mood . In a good story, the exposition generally includes introducing the reader to the main and supporting characters as well as where and when the story takes place. The exposition shows how this introduction "sets the stage" and gives the reader the story idea.

The plot diagram conflict is the primary problem that drives the story. The conflict may also be called the inciting incident and it is the principal goal for the protagonist or main character to achieve. In a common story structure, the conflict is usually revealed as a problem the main character must solve or an obstacle they need to overcome in order to reach their goal. Both the Exposition and the Conflict are considered part of the Beginning of the story.

Rising Action

The rising action of the story consists of all of the events that lead to the eventual climax of the story. The rising action includes the events in which the character attempts to solve the primary conflict of the story. Most complications unfold during a plot's rising action, adding depth and intrigue to the narrative as the story's central conflict develops. The events broaden the character's development and are notable in the way they create suspense, increased emotion and tension in the story. The rising action is the bulk of the middle of the story.

The rising action culminates in the climax or turning point in the story. The climax is often the most exciting point of the story or a series of exciting events. The climax in the chart is at the peak of the mountain. This is the moment or moments where there is a marked turning point for the story or the goals of the main character. This may include a major revelation, the overcoming of an obstacle or the character's main problem is resolved. The climax concludes the middle of the story. A climax chart can be used to graphically illustrate the pinnacle of tension and conflict in the story, serving as a visual aid for readers to pinpoint the narrative's most crucial turning point.

Falling Action

The falling action is the beginning of the end. It includes all of the events and everything that happens as a result of the climax, including wrapping-up of main points, questions being answered, and character development. The falling action are all of the events after the turning point that lead the reader to the end or resolution of the story. These events are usually more relaxed and notably decreasing in tension as the story makes its way towards its conclusion.

A common resolution to fairytales is "happily ever after," and this classic ending is often depicted on plot diagrams as the point where all conflicts are resolved, and the main characters' lives are filled with joy and contentment. The resolution is not always happy, but it does complete the story. It can leave a reader with questions, answers, frustration, or satisfaction. The resolution or ending of the story may answer important questions and tie up loose ends. However, the resolution can also end in a 'cliff-hanger' wherein some problems remain unsolved perhaps for the reader to ponder or to queue up a sequel.

Why Teach Plot Diagrams?

Teaching students about story structure encourages critical thinking and greater comprehension in reading. Understanding the narrative helps students engage in deep reading and utilize skillful analysis as they read. It encourages students to predict what will happen next and make connections between the story they are reading and other books they have read.

In addition, narrative arcs provide a useful framework for students to apply to their own creative writing . When students engage in creative writing a common challenge is in organizing their ideas and honing in on the important elements that they need to convey.

Making storyboards that illustrate a plot diagram chart can bring students' understanding to life as they identify the key ideas. Storyboarding is an engaging and fun way for students to interact with the texts they read in class. The details featured in a student's storyboard allow their teacher to immediately assess whether the student is comprehending the main events of the story, and the scope of the objectives. " Four Innovative Ways to Teach Parts of a Story " is another helpful article on teaching narrative arcs in elementary school using the popular teaching tools: "Somebody Wanted But So Then" and the "STORY" acronym. By utilizing storyboards, teachers can easily assess students’ understanding of important story components. Combined illustrations and text can enliven difficult concepts like “rising action” and “climax”. These story arc templates help students to flesh out the most important parts of a story in a clear, visually appealing way.

Make a Plot Diagram with Storyboard That!

Students having difficulty making a story arc? Storyboard That Creator to the rescue! Teachers can quickly and easily use the Storyboard Creator in a variety of ways to introduce story plotting to their students.

Students can create short story arc diagram examples using a simple "BME" or "Beginning, Middle End" in a three-cell storyboard. They can also track longer novels or more complicated stories in a "Six Parts of a Story" six-cell storyboard. In addition to traditional storyboards, students can use our worksheet layout to create digital worksheets !

BME: Beginning, Middle and End Summaries

Students can use our classic comic strip layout to retell the elements of plot using a three-cell storyboard. This is best for younger grades, short stories, or for those looking for a quicker assessment. Check out the example stories below! These illustrate how a Beginning, Middle, End, sometimes known as a three act structure, is included in the novel studies for the popular books Sadako and the Thousand Paper Cranes , Pattan's Pumpkin and Charlotte's Web . Note that for Charlotte's Web students can create a BME summary in a chart layout that has two cells for each part giving them more choice in what scenes and important events to include.

Below is a blank BME template and a completed example of a BME summary for the exciting tale Tristan Strong Punches a Hole in the Sky by Kwame Mbalia.

Teachers can also take Storyboard That offline with these pre-made Beginning, Middle, End worksheets . Like all of our pre-designed worksheet templates, these can be easily customized by the teacher or the student to include images and ample space for writing.

"Six Parts of a Story" Plot Diagrams

For longer books and more complicated plots, a six-cell storyboard is necessary for the story diagram. The storyboard template can include titles above each cell for: exposition, conflict, rising action, climax, falling action and resolution. Below is an example from the classic high school novel, To Kill a Mockingbird by Harper Lee. As you can see, there is ample room for descriptions as well as compelling images that illustrate these primary story elements.

Plot Diagrams for any Book

How to get started? Copy the storyboard below to easily give students a blank template to map the narrative arc of a story for any book!

Blank Template

Or, copy our pre-made lesson plan in our General Novel Study Guide and adapt it to meet the needs of your students! The finished example using the tale Goldilocks is below. Since most students know the story of Goldilocks (or can easily re-read it), it is an effective plot chart example to use for many students!

More Examples of Related Activities

A plot diagram in literature can be completed with any novel and across grade levels from elementary through high school. Below are some of our most loved pre-made activities that you can quickly and easily copy into your teacher account: Because of Mr. Terupt by Rob Buyea, The Stars Beneath our Feet by David Barclay Moore, and The Book Thief by Markus Zusak. For more inspiration, see all of our novel studies in our vast Literature Library !

Working on plays with your students? We also have lots of information about Five Act Structure and three act structure to help you and your students understand more about the plot format of the dramatic arc!

How to Differentiate Lessons with Modified Templates

Within all classrooms there are varying degrees of abilities , challenges and needs. Some students may be able to complete a narrative arc template with little assistance while others need a more personalized approach. Students who struggle with reading comprehension may have difficulty picking out the different parts of a story. In our Storyboard That assignments, teachers have the ability to add as many templates as they wish!

Teachers can add templates that include leading information such as prompts, sentence starters and even finished cells to help students that need more scaffolding with the assignment. The best part about providing templates is that teachers can control just what information is provided and decide how much to guide students.

Providing visuals prior to asking the students to complete the assignment gives them “clues” to what they are looking for when completing the diagram. The visuals act as context clues for students to focus their energy on the appropriate information, as seen in the Holes examples below.

In the first template on the left, the teacher used our finished example but removed the text in the description boxes. In this way, the student may use the illustrations as a guide but the challenge is to complete the writing in the descriptions for each plot element.

In the second story template on the right, the teacher included the text in the description boxes but left the cells blank for the student to create the illustrations.

In the third example on the left, the teacher included one finished cell to help get students started. They can see what an illustration and description can look like and apply that knowledge to completing the rest of the diagram.

Finally in the last example, both text and images are included for those students that need maximum support. Teachers can have students use this as a starting point and add speech bubbles, quotes or other text evidence to enhance each plot element.

Digital or Printable Worksheets

Teachers and students can use our worksheet layout along with the pre-made graphic organizer found in the worksheets category in the Creator to create a template from scratch. Even better, teachers may choose from our pre-made narrative arc worksheets ! These worksheets can be customized and printed out for students to fill out by hand, or they can be completed in the Storyboard Creator like a digital worksheet. You can even create multiple versions for those students who might need a little extra help with their plot map, and keep them in your teacher dashboard for future use!

Check out our Digital Worksheet Plot Diagram Assignment for the popular book Wonder by R.J. Palacio, or our book creator where students can make their own books. A GIF of the finished example is below! Do your students love Wonder ? Check out our more in-depth lessons on this modern classic . These lessons are all standards-aligned and ready to assign to students in just a few clicks!

Relating to the Common Core

Analyzing a literary work with a plot structure diagram fulfills Common Core ELA standards for many age groups. Below are only two examples of ELA standards for different levels. Please see your Common Core State Standards for grade-appropriate strands.

• ELA-Literacy.RL.9-10.2 : Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• ELA-Literacy.RL.6.3 : Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Example Rubrics for Story Diagram Lesson Plans

Rubrics are an essential tool to use with assessments for both teachers and students. For students, rubrics help outline what is expected in a positive, clear and concise way. Students do not have to guess how to meet the expectations of an assignment because it is clearly iterated and can be referenced as they work. For teachers, rubrics allow them to point to specific criteria when grading and providing feedback.

The challenge for most teachers is that rubrics are extremely time consuming to make. Fear not! The educators at Storyboard That have created them for you! Below are some example rubrics that you can use with any plot point lesson plan in elementary, middle and high school. They are all created with Rubric , our easy online rubric maker! These rubrics can be attached to any assignment by simply copying the url! You can also customize and edit these rubrics to meet your specific needs by going to Quick Rubric .

How to Teach Plot Diagrams in the Elementary Classroom

Define the parts of a plot diagram.

Begin by introducing the five key components of a plot diagram: exposition, rising action, climax, falling action, and resolution. Provide examples of each of these parts to help students understand their meanings.

Use Graphic Organizers

Use graphic organizers such as a story map or plot diagram to visually represent the different parts of a story. These organizers can help students see how the different parts of the story fit together.

Read Stories with Clear Plot Structures

Choose books or stories that have clear plot structures. This will help students see how the different parts of the plot diagram work together to create a cohesive story.

Provide Opportunities for Practice

Provide students with opportunities to practice creating their own plot diagrams. This could be done through independent work, small group work, or whole-class activities.

Connect to Real-Life Experiences

Help students see how the plot diagram can be applied to their own lives. For example, they could create a plot diagram for a personal experience or a current event.

Frequently Asked Questions about Plot Diagrams

What are the six parts of a plot diagram.

The plot, or narrative arc of a story, is composed of 6 main parts that make up the beginning, middle and end of the story. The six parts are: exposition, conflict, rising action, climax, falling action, and resolution. These can be mapped out in a storyboard or shown as a plot triangle or story mountain.

Why is it helpful to make plot diagrams?

Plot diagrams can increase students' reading comprehension as well as aid students in their creative writing. They help students learn to identify the most important parts in the plot as well as delve into higher level literary thinking about themes and devices that authors use to tell a story.

How can I make a plot diagram?

Storyboard That makes it so easy to create your own plot diagram! Students can use a storyboard template that has titles and descriptions for each of the 6 parts of the story. We also have many plot diagram worksheet templates to choose from that can be used online as a digital worksheet or printed out and used offline as well!

What is the narrative arc of a story?

The narrative arc of a story includes key stages: exposition (introduction), inciting incident (triggering event), rising action (developing conflict), climax (peak conflict), falling action (unraveling), and resolution (conclusion). These stages structure the story's progression, engage the audience, and provide a satisfying narrative experience.

What is a good narrative arc?

A good narrative arc is a storytelling structure that engages the audience and delivers a satisfying story. It typically consists of key elements: exposition (introduction), inciting incident (triggering event), rising action (developing conflict), climax (peak conflict), falling action (unraveling), and resolution (conclusion). It should engage the audience, develop characters, introduce conflict, explore meaningful themes, and ultimately provide a satisfying and meaningful conclusion, tying up loose ends and answering key questions. The quality of a narrative arc can vary depending on the genre, style, and intended audience, but these elements and qualities are often essential for a compelling narrative.

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• Knowledge Base
• How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

• An introduction that tells the reader what your essay will focus on.
• A main body, divided into paragraphs , that builds an argument using evidence from the text.
• A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

• Who is telling the story?
• How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

• Novels are often divided into chapters and parts.
• Poems are divided into lines, stanzas, and sometime cantos.
• Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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