We all know that there is often resistance to writing in the classroom. To break this barrier, we need to consider the reasons for this, which are probably due to lack of scaffolding and under confident learners. Working through a process of reading a model text, deconstructing it and then reconstructing your own text by following a scaffold, leads to more satisfactory outcomes. It is not just the content that learners have to consider. It is the genre, it’s features and organising of ideas. Using a graphic organiser is immensely helpful at the brainstorming and planning stage.
The point of brainstorming and planning is to allow learners the necessary thinking time required before beginning to write a draft text. “Brainstorming is a way to get the ‘ideas creation engine’ running. It means ‘opening your mind and letting ideas pour out’.”(Scrivener, 2011) This can initially be done either in English, or in their first language to maximise the number of ideas. Once completed, Scrivener promotes modelling a planned layout for organising writing to assist learners to substitute with their own content. This ‘layout’ is best presented as a visual graphic organiser, also known as a concept map. It usually consists of one page where learners can organise their ideas visually and connect them in some way. This connection of ideas is the primary focus rather than accurate grammar and vocabulary.
Another advantage gained through the process of concept mapping is the development of critical, analytical and creative thinking skills. When learners identify relationships between ideas, examine meanings, prioritise and decide, they are effectively approaching writing strategically.
Approaching this process in groups benefits all learners, as well as integrating other language skills. The use of a model text allows readers to analyse before starting the writing process. Ramirez suggests that, “by increasing comprehension with graphic organisers, teachers can aid learners in being able to integrate and evaluate content present in diverse media and formats.”(Ramirez, 2017) She recommends using graphic organizers to summarise or deconstruct text so they develop coherent understanding of the topic. Likewise, graphic organisers, such as a grid can enable learners to deconstruct listening texts. Parrish refers to the use of a graphic organiser when listening. It provides a scaffold for recording important ideas and then organizing them.
When the task is done collaboratively, speaking, listening and vocabulary extension naturally develop too, not to mention other learning skills such as problem solving, decision making, planning and brainstorming. All of these skills aid faster understanding of subject matter in the process.
The key feature of a graphic organiser is its visual representation. Darn states, “With the realisation that all learners are, to some extent, visual learners, the focus is on process rather than product, and with increasing emphasis on developing organisational and thinking skills alongside language skills, visual tools such as graphic organisers are being increasingly employed.”(Darn, date unknown)
There are many different forms of graphic organisers. These roughly fall into two groups: specific such as a flow chart; and versatile, for instance a brainstorm cloud. Selecting the most suitable concept map for each style of writing is important as it can be used to direct the writer to order sentences and paragraphs in a cohesive manner.
There are lots of designs possible which can be used for similar functions. These are simply some suggestions to match different functions alongside a particular style of graphic organiser.
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Function
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Graphic organiser
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Describe
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Spiderweb – adding detail to a single topic with sub-topics. A cluster cloud is similar but allows more complex ideas to be connected with each other.
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Compare/contrast
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Venn diagram – circles represent what we are comparing. Where the circles cross show the similarities.
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Classify
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Tree diagram – the main idea is subdivided into increasingly smaller components, like a family tree.
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Sequence
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Flow chart – one idea leads to the next in a cycle.
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Cause and effect
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Fishbone skeleton where the fins break down different considerations. Useful for argument writing.
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Plotting a time sequence of events in chronological order
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Continuum timeline – start and finish point such as a plot or timeline.
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Analyse
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Chart – problems, consequence, suggestions
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Evaluate
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Plus/Minus/Interesting (PMI chart) – allows a strong emotional reaction to be transferred into a broader, more considered view.
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References
Darn, S. Graphic Organisers //www.teachingenglish.org.uk/article/graphic-organisers (date unknown)
Lindstromberg, S. (2004) Language Activities for Teenagers Cambridge University Press
Parrish, B. (21/10/2018) Using graphic organizers as scaffolds while listening //www.cambridge.org/elt/blog/2018/10/21/graphic-organizers-scaffolds-while-listening/
Ramirez, S. G. (25/1/2017) Increasing Comprehension in ELT with Graphic Organizers //www.cambridge.org/elt/blog/2017/01/25/increasing-comprehension-elt-graphic/ Scrivener, J. (2011) Learning Teaching: The Essential Guide to English Language Teaching Macmillan, 3rd edition
