{"id":249,"date":"2020-03-13T19:02:59","date_gmt":"2020-03-13T19:02:59","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/?post_type=chapter&#038;p=249"},"modified":"2020-07-13T22:15:27","modified_gmt":"2020-07-13T22:15:27","slug":"idea-map","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/idea-map\/","title":{"raw":"Visuals &amp; Graphic Organizers","rendered":"Visuals &amp; Graphic Organizers"},"content":{"raw":"<img class=\"size-medium wp-image-841 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/08202256\/141-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/>\r\n\r\nVisuals and graphic organizers can enhance as well as group and show relationships among ideas. Visuals and graphic organizers are important as strategies for reading, interpreting, recalling, and understanding information. The human brain is programmed visually; it \"processes images 60 times faster than text, and 90 percent of the information transmitted to the brain is visual.\"\u00a0<sup>[1]\u00a0 <\/sup>According to How People Learn:\r\n<p style=\"padding-left: 30px\">Different features of learning contribute to the durability or fragility of memory. For example, comparisons of people\u2019s memories for words with their memories for pictures of the same objects show a superiority effect for pictures. The superiority effect of pictures is also true if words and pictures are combined during learning (Roediger, 1997). Obviously, this finding has direct relevance for improving the long-term learning of certain kinds of information. <sup>[2]<\/sup><\/p>\r\nA study conducted by Georgetown University Medical Center and published 2015 also confirms that once the brain learns a new word, there is a small portion of the brain dealing with visual input that sees that word as a picture, grouping all of the letters together. In this way, we make sense of the image rather than processing letters separately to make meaning. <sup>[3]<\/sup>\r\n\r\nOrganizing information graphically plays on the propensity of the brain for images, and can help you process and recall information.\u00a0 You may remember the image of the graphic, which can cue your memory about the concepts in the graphic. And the acts of both interpreting and creating a visual helps you develop deeper comprehension, as you interact with information more fully.\r\n<h2>How to Read Visual Texts<\/h2>\r\n<img class=\"size-medium wp-image-2435 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/04142109\/27-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\" \/>\r\n\r\nBrian Kennedy, director of the Toledo Museum of Art, states that\u00a0\u201cvisual literacy is the ability to construct meaning from images. It\u2019s not a skill. It uses skills as a toolbox. It\u2019s a form of critical thinking that enhances your intellectual capacity.\u201d\u00a0<sup>[4<\/sup><sup>]<\/sup>\r\n\r\nAsk and answer these questions when you encounter visuals in your reading:\r\n<ol>\r\n \t<li>What is the topic of the visual? - identify the text concept that is is being emphasized or illustrated<\/li>\r\n \t<li>What feeling does the visual project? - is it bright or dull? positive, negative, or neutral?<\/li>\r\n \t<li>Is the visual direct or symbolic? - if symbolic, what are the symbols and what do they imply?<\/li>\r\n \t<li>What does the visual's type (e.g., photo, chart, video) have to do with the visual's effect?<\/li>\r\n \t<li>What meaning do you think the author is trying to convey through the visual?<\/li>\r\n<\/ol>\r\n<h3>A Subset: How to Read Charts and Graphs<\/h3>\r\nAsk and answer these questions\u00a0when you encounter charts or graphs in your reading:\r\n<ol class=\"ol1\">\r\n \t<li class=\"li1\"><span class=\"s1\">What is the topic? - look for the title and reword it in your own words<\/span><\/li>\r\n \t<li class=\"li1\"><span class=\"s1\">What is being measured? - l<\/span><span class=\"s3\">ook for labels to get an idea of what the graph is saying<\/span><\/li>\r\n \t<li class=\"li1\"><span class=\"s1\">How is it being measured? - l<\/span><span class=\"s1\">ook for units &amp; determine if the units make sense with what you know about the graph so far <\/span><\/li>\r\n \t<li class=\"li1\"><span class=\"s1\">Is color-coding use and if so, how? - C<\/span><span class=\"s1\">heck for a key that explains color-coding<\/span><\/li>\r\n \t<li class=\"li1\"><span class=\"s1\">Can I summarize\u00a0this information in my own words? - look for a<\/span><span class=\"s3\"> trend and state it in your own words <\/span><\/li>\r\n<\/ol>\r\n<div class=\"textbox exercises\">\r\n<h3>try it<\/h3>\r\nAsk and answer an appropriate combination of questions to help you read and interpret the image below.\r\n\r\n<img class=\"size-medium wp-image-2534 aligncenter\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/13215756\/182-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\" \/>\r\n<ol>\r\n \t<li>What is the topic of the visual?<\/li>\r\n \t<li>What feeling does the visual project?<\/li>\r\n \t<li>Is the visual direct or symbolic?<\/li>\r\n \t<li>What does the visual's type (e.g., photo, chart, video) have to do with the visual's effect?<\/li>\r\n \t<li>What meaning do you think the author is trying to convey through the visual?<\/li>\r\n<\/ol>\r\n<sup><em>Image of the word Counseling with a compass and arrows. Gerd Altmann, Pixabay, https:\/\/pixabay.com\/photos\/statistics-arrows-trend-business-3351516\/\u00a0 CC0: No Rights Reserved\r\n<\/em><\/sup>\r\n\r\n[reveal-answer q=\"2\"] Answers will vary\u00a0 [\/reveal-answer]\r\n[hidden-answer a=\"2\"]\r\n<ol>\r\n \t<li>What is the topic? - <em>counseling\r\n<\/em><\/li>\r\n \t<li>What feeling does the visual project? - <em>brightness, positivity; it implies that this is something that can be done with positive effects<\/em><\/li>\r\n \t<li>Is the visual direct or symbolic? - <em>It's both direct and symbolic. The word \"counseling\" is direct.\u00a0 However, the compass and arrows are symbolic.\u00a0 The compass is pointing to north, and the concept of finding one's \"true north\" refers to staying on track and successfully finding your way.\u00a0 The arrows are all pointing upward, which also implies positivity.\r\n<\/em><\/li>\r\n \t<li>What does the visual's type (e.g., photo, chart, video) have to do with the visual's effect? <em>As a graphic the image can incorporate more meaning than a photograph of a successful or fulfilled person, as it implies that success and\/or fulfillment can be attained through counseling.\u00a0 Even a photo of a person with the word counseling would not carry as immediate a meaning.\u00a0 If this were a chart of counseling successes, it would not carry as much emotional impact.<\/em><\/li>\r\n \t<li>What meaning do you think the author is trying to convey through the visual? <em>that counseling can help one find direction and will result in a positive outcome<\/em><\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h2>How to Use Graphic Organizers to Interact with a Text<\/h2>\r\nKnow that there are many types of graphic organizers, and know that you can create your own graphic organization as well.\u00a0 Some common graphic organizers include the following:\r\n<ul>\r\n \t<li>lists<\/li>\r\n \t<li>Venn diagrams (two intersecting circles that show similarities between two things in the intersection)<\/li>\r\n \t<li>flow charts<\/li>\r\n \t<li>lines\/shapes that indicate cause and effect or sequence<\/li>\r\n \t<li>mind maps<\/li>\r\n \t<li>matrices<\/li>\r\n \t<li>and more...<\/li>\r\n<\/ul>\r\nIf you look in Word at the Insert &gt; SmartArt options, you can get an even wider sense of the possibilities for graphic organization of information from the variety of shapes and purposes offered.\u00a0 All of these can be adapted as tools to apply during reading and note-taking processes.\r\n\r\n<img class=\"alignnone wp-image-839\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/08191318\/140-300x146.jpg\" alt=\"\" width=\"703\" height=\"342\" \/>\r\n\r\nKnow that graphic organizers do not need to be complicated.\u00a0 Although there are many types, sometimes a simple list suffices as a means of organizing the text's ideas and your own thoughts. The act of laying out information in a pattern that you can remember is key. The video below offers a quick discussion of many different graphic organizers; try those that resonate with you. Here are a few.\r\n<h2>Concept\/Mind Maps<\/h2>\r\nMaps allow you to work with all of the information in the text in a more visual \"shorthand\" form to see patterns of organization, idea relationships, and\/or idea development. An idea or mind map categorizes groups of ideas, differentiates between main and supporting ideas, shows at a glance how well-developed some idea groups are, and shows linkages among the idea groups by creating a visual pattern.\r\n\r\nMapping is an important reading and composing strategy. Mapping helps you\u00a0identify and recall main ideas and supporting details. Mapping also can help you conceptualize a piece of writing, whether it's writing that someone else has done or writing that you intend to do yourself.\r\n\r\n\"Conceptualize\" is an important term. It means more than just noting the main ideas and their details; it means that you become aware of the way in which groups of ideas relate to one another (e.g., are they grouped into negatives and positives? Causes and effects? Does one main idea lead logically into the next main idea? By \"drawing out\" the idea groups in a map, you can discover their overall relationship to the main idea.\r\n\r\nHere's a sample paragraph and a map to note and remember main concepts.\r\n<div class=\"textbox\">\r\n\r\n<strong>Sample Pargraph<\/strong>\r\n\r\nChildren need small meals throughout the day to provide a consistent flow of glucose in their bodies. Glucose is stored in and released from the liver. A child's liver, which is smaller than an adult's, only stores about 4-6 hours' worth of glucose. If a child wakes up at 6:00 a.m. and eats breakfast at 6:30 in order to start school at 7:30, it may be too late to wait until a 12:30 lunch period to restore the glucose supply needed for optimum brain function.\r\n\r\n<\/div>\r\n<img class=\"alignnone wp-image-2396\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/01220113\/178-300x99.jpg\" alt=\"\" width=\"782\" height=\"258\" \/>\r\n<p style=\"text-align: center\"><sup><em>Sample map created using bubbl.us<\/em><\/sup><\/p>\r\nThe following video discusses graphic organizers and concept maps.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=_LtLqvkV3yI\r\n<h2>Outlines, Maps, Idea Matrix<\/h2>\r\nThe next video goes into more depth; it offers a review of Cornell notes and a preview of outlines, which you'll read about on the next page of this text.\u00a0 It also introduces mind maps and matrices, both of which are very useful graphic organization strategies you may want to try. (Note: you can stop at approximately 10:30, as the end of the video deals with lecture notes.)\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=FNyrpOGtQ9k\r\n\r\n&nbsp;\r\n<div class=\"textbox exercises\">\r\n<h3>Try It<\/h3>\r\nRead the \"What is Science\" section from Edward Diener's article, \"<a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/why-science-scientific-psychology\/\" target=\"_blank\" rel=\"noopener\">Why Science?<\/a>\" (The complete article is there because it's interesting, but you only need to read the one section for this exercise.) After you read, create a mind map with the article's main ideas and key supporting ideas.\u00a0 Then compare it with the sample below, with the understanding that mind maps will differ depending on the individual reader.\r\n\r\n[reveal-answer q=\"2\"] Sample Mind Map (courtesy of bubbl.us)\u00a0 [\/reveal-answer]\r\n[hidden-answer a=\"2\"]\r\n\r\n<img class=\"alignnone wp-image-850\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/09175054\/142-300x106.jpg\" alt=\"\" width=\"855\" height=\"302\" \/>\r\n\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n&nbsp;\r\n<div class=\"textbox exercises\">\r\n<h3>try it again<\/h3>\r\nRead the article \u201c<a href=\"https:\/\/www.nais.org\/magazine\/independent-school\/winter-2008\/brainology\/\" target=\"_blank\" rel=\"noopener\">Brainology<\/a>,\u201d by Carol Dweck (<em>National Association of Independent Schools<\/em> website, Winter, 2008). Create a simple matrix to organize main ideas.\r\n\r\nOnce you\u2019ve done your own matrix, compare it with the sample, with the understanding that individual responses will differ.\r\n\r\n[reveal-answer q=\"3\"] Sample Matrix\u00a0 [\/reveal-answer]\r\n[hidden-answer a=\"3\"]\r\n\r\n&nbsp;\r\n<table class=\"lines\" style=\"height: 188px\" border=\"1\" width=\"813\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 108.367px\"><strong>My Questions<\/strong><\/td>\r\n<td style=\"width: 176.583px\"><strong>topic: Fixed Mindset<\/strong><\/td>\r\n<td style=\"width: 490.583px\"><strong>topic: Growth Mindset<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 108.367px\">What does this mean?<\/td>\r\n<td style=\"width: 176.583px\">feels that achievement is based on innate ability<\/td>\r\n<td style=\"width: 490.583px\">feels that achievement can be gained through application and work<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 108.367px\">What are the benefits?<\/td>\r\n<td style=\"width: 176.583px\">there don't seem to be any benefits<\/td>\r\n<td style=\"width: 490.583px\">students perform better<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 108.367px\">How are mindsets learned?<\/td>\r\n<td style=\"width: 176.583px\">from praising the outcome of an action<\/td>\r\n<td style=\"width: 490.583px\">from praising the effort that goes into learning<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 108.367px\">What do I think about this?<\/td>\r\n<td style=\"width: 176.583px\"><\/td>\r\n<td style=\"width: 490.583px\">I think that this type of research is key for how we parent and teach our children. I will need to be more mindful in my wording when I praise my son.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<sup>[1]<\/sup><a href=\"http:\/\/www.t-sciences.com\/news\/humans-process-visual-data-better\" target=\"_blank\" rel=\"noopener\">\u00a0http:\/\/www.t-sciences.com\/news\/humans-process-visual-data-better<\/a> Eisenberg, Harris. \"Humans Process Visual Data Better.\" <em>Thermopylae<\/em> website.\u00a0 Published September 15, 2014.\r\n\r\n<sup>[2]<\/sup> Bransford, John D., Brown, Ann L., Cocking, Rodney R., editors. Mind and Brain Chapter, <em>How People Learn: Brain, Mind, Experience, and School<\/em>. Consensus Study Report, The National Academies of Sciences, Engineering, Medicine, 2020.\u00a0 <a href=\"https:\/\/www.nap.edu\/read\/9853\/chapter\/8\" target=\"_blank\" rel=\"noopener\">https:\/\/www.nap.edu\/read\/9853\/chapter\/8<\/a>\r\n\r\n<sup>[3]<\/sup> After Learning New Words, Brain Sees Them as Pictures. Georgetown University Medical Center website. March 24, 2015. <a href=\"https:\/\/gumc.georgetown.edu\/news-release\/after-learning-new-words-brain-sees-them-as-pictures\/\" target=\"_blank\" rel=\"noopener\">https:\/\/gumc.georgetown.edu\/news-release\/after-learning-new-words-brain-sees-them-as-pictures\/<\/a>\r\n\r\n<sup>[4]<\/sup><a href=\"https:\/\/www.youtube.com\/watch?v=E91fk6D0nwM\" target=\"_blank\" rel=\"noopener\">https:\/\/www.youtube.com\/watch?v=E91fk6D0nwM<\/a> Kennedy, Brian. Visual Literacy: Why We Need It. TedxDartmouth Talk.\u00a0 YouTube.","rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-841 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/08202256\/141-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/><\/p>\n<p>Visuals and graphic organizers can enhance as well as group and show relationships among ideas. Visuals and graphic organizers are important as strategies for reading, interpreting, recalling, and understanding information. The human brain is programmed visually; it &#8220;processes images 60 times faster than text, and 90 percent of the information transmitted to the brain is visual.&#8221;\u00a0<sup>[1]\u00a0 <\/sup>According to How People Learn:<\/p>\n<p style=\"padding-left: 30px\">Different features of learning contribute to the durability or fragility of memory. For example, comparisons of people\u2019s memories for words with their memories for pictures of the same objects show a superiority effect for pictures. The superiority effect of pictures is also true if words and pictures are combined during learning (Roediger, 1997). Obviously, this finding has direct relevance for improving the long-term learning of certain kinds of information. <sup>[2]<\/sup><\/p>\n<p>A study conducted by Georgetown University Medical Center and published 2015 also confirms that once the brain learns a new word, there is a small portion of the brain dealing with visual input that sees that word as a picture, grouping all of the letters together. In this way, we make sense of the image rather than processing letters separately to make meaning. <sup>[3]<\/sup><\/p>\n<p>Organizing information graphically plays on the propensity of the brain for images, and can help you process and recall information.\u00a0 You may remember the image of the graphic, which can cue your memory about the concepts in the graphic. And the acts of both interpreting and creating a visual helps you develop deeper comprehension, as you interact with information more fully.<\/p>\n<h2>How to Read Visual Texts<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-2435 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/04142109\/27-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\" \/><\/p>\n<p>Brian Kennedy, director of the Toledo Museum of Art, states that\u00a0\u201cvisual literacy is the ability to construct meaning from images. It\u2019s not a skill. It uses skills as a toolbox. It\u2019s a form of critical thinking that enhances your intellectual capacity.\u201d\u00a0<sup>[4<\/sup><sup>]<\/sup><\/p>\n<p>Ask and answer these questions when you encounter visuals in your reading:<\/p>\n<ol>\n<li>What is the topic of the visual? &#8211; identify the text concept that is is being emphasized or illustrated<\/li>\n<li>What feeling does the visual project? &#8211; is it bright or dull? positive, negative, or neutral?<\/li>\n<li>Is the visual direct or symbolic? &#8211; if symbolic, what are the symbols and what do they imply?<\/li>\n<li>What does the visual&#8217;s type (e.g., photo, chart, video) have to do with the visual&#8217;s effect?<\/li>\n<li>What meaning do you think the author is trying to convey through the visual?<\/li>\n<\/ol>\n<h3>A Subset: How to Read Charts and Graphs<\/h3>\n<p>Ask and answer these questions\u00a0when you encounter charts or graphs in your reading:<\/p>\n<ol class=\"ol1\">\n<li class=\"li1\"><span class=\"s1\">What is the topic? &#8211; look for the title and reword it in your own words<\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">What is being measured? &#8211; l<\/span><span class=\"s3\">ook for labels to get an idea of what the graph is saying<\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">How is it being measured? &#8211; l<\/span><span class=\"s1\">ook for units &amp; determine if the units make sense with what you know about the graph so far <\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">Is color-coding use and if so, how? &#8211; C<\/span><span class=\"s1\">heck for a key that explains color-coding<\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">Can I summarize\u00a0this information in my own words? &#8211; look for a<\/span><span class=\"s3\"> trend and state it in your own words <\/span><\/li>\n<\/ol>\n<div class=\"textbox exercises\">\n<h3>try it<\/h3>\n<p>Ask and answer an appropriate combination of questions to help you read and interpret the image below.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-2534 aligncenter\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/13215756\/182-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\" \/><\/p>\n<ol>\n<li>What is the topic of the visual?<\/li>\n<li>What feeling does the visual project?<\/li>\n<li>Is the visual direct or symbolic?<\/li>\n<li>What does the visual&#8217;s type (e.g., photo, chart, video) have to do with the visual&#8217;s effect?<\/li>\n<li>What meaning do you think the author is trying to convey through the visual?<\/li>\n<\/ol>\n<p><sup><em>Image of the word Counseling with a compass and arrows. Gerd Altmann, Pixabay, https:\/\/pixabay.com\/photos\/statistics-arrows-trend-business-3351516\/\u00a0 CC0: No Rights Reserved<br \/>\n<\/em><\/sup><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q2\"> Answers will vary\u00a0 <\/span><\/p>\n<div id=\"q2\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>What is the topic? &#8211; <em>counseling<br \/>\n<\/em><\/li>\n<li>What feeling does the visual project? &#8211; <em>brightness, positivity; it implies that this is something that can be done with positive effects<\/em><\/li>\n<li>Is the visual direct or symbolic? &#8211; <em>It&#8217;s both direct and symbolic. The word &#8220;counseling&#8221; is direct.\u00a0 However, the compass and arrows are symbolic.\u00a0 The compass is pointing to north, and the concept of finding one&#8217;s &#8220;true north&#8221; refers to staying on track and successfully finding your way.\u00a0 The arrows are all pointing upward, which also implies positivity.<br \/>\n<\/em><\/li>\n<li>What does the visual&#8217;s type (e.g., photo, chart, video) have to do with the visual&#8217;s effect? <em>As a graphic the image can incorporate more meaning than a photograph of a successful or fulfilled person, as it implies that success and\/or fulfillment can be attained through counseling.\u00a0 Even a photo of a person with the word counseling would not carry as immediate a meaning.\u00a0 If this were a chart of counseling successes, it would not carry as much emotional impact.<\/em><\/li>\n<li>What meaning do you think the author is trying to convey through the visual? <em>that counseling can help one find direction and will result in a positive outcome<\/em><\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h2>How to Use Graphic Organizers to Interact with a Text<\/h2>\n<p>Know that there are many types of graphic organizers, and know that you can create your own graphic organization as well.\u00a0 Some common graphic organizers include the following:<\/p>\n<ul>\n<li>lists<\/li>\n<li>Venn diagrams (two intersecting circles that show similarities between two things in the intersection)<\/li>\n<li>flow charts<\/li>\n<li>lines\/shapes that indicate cause and effect or sequence<\/li>\n<li>mind maps<\/li>\n<li>matrices<\/li>\n<li>and more&#8230;<\/li>\n<\/ul>\n<p>If you look in Word at the Insert &gt; SmartArt options, you can get an even wider sense of the possibilities for graphic organization of information from the variety of shapes and purposes offered.\u00a0 All of these can be adapted as tools to apply during reading and note-taking processes.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-839\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/08191318\/140-300x146.jpg\" alt=\"\" width=\"703\" height=\"342\" \/><\/p>\n<p>Know that graphic organizers do not need to be complicated.\u00a0 Although there are many types, sometimes a simple list suffices as a means of organizing the text&#8217;s ideas and your own thoughts. The act of laying out information in a pattern that you can remember is key. The video below offers a quick discussion of many different graphic organizers; try those that resonate with you. Here are a few.<\/p>\n<h2>Concept\/Mind Maps<\/h2>\n<p>Maps allow you to work with all of the information in the text in a more visual &#8220;shorthand&#8221; form to see patterns of organization, idea relationships, and\/or idea development. An idea or mind map categorizes groups of ideas, differentiates between main and supporting ideas, shows at a glance how well-developed some idea groups are, and shows linkages among the idea groups by creating a visual pattern.<\/p>\n<p>Mapping is an important reading and composing strategy. Mapping helps you\u00a0identify and recall main ideas and supporting details. Mapping also can help you conceptualize a piece of writing, whether it&#8217;s writing that someone else has done or writing that you intend to do yourself.<\/p>\n<p>&#8220;Conceptualize&#8221; is an important term. It means more than just noting the main ideas and their details; it means that you become aware of the way in which groups of ideas relate to one another (e.g., are they grouped into negatives and positives? Causes and effects? Does one main idea lead logically into the next main idea? By &#8220;drawing out&#8221; the idea groups in a map, you can discover their overall relationship to the main idea.<\/p>\n<p>Here&#8217;s a sample paragraph and a map to note and remember main concepts.<\/p>\n<div class=\"textbox\">\n<p><strong>Sample Pargraph<\/strong><\/p>\n<p>Children need small meals throughout the day to provide a consistent flow of glucose in their bodies. Glucose is stored in and released from the liver. A child&#8217;s liver, which is smaller than an adult&#8217;s, only stores about 4-6 hours&#8217; worth of glucose. If a child wakes up at 6:00 a.m. and eats breakfast at 6:30 in order to start school at 7:30, it may be too late to wait until a 12:30 lunch period to restore the glucose supply needed for optimum brain function.<\/p>\n<\/div>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-2396\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/01220113\/178-300x99.jpg\" alt=\"\" width=\"782\" height=\"258\" \/><\/p>\n<p style=\"text-align: center\"><sup><em>Sample map created using bubbl.us<\/em><\/sup><\/p>\n<p>The following video discusses graphic organizers and concept maps.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Graphic Organizers and Concept Maps\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/_LtLqvkV3yI?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h2>Outlines, Maps, Idea Matrix<\/h2>\n<p>The next video goes into more depth; it offers a review of Cornell notes and a preview of outlines, which you&#8217;ll read about on the next page of this text.\u00a0 It also introduces mind maps and matrices, both of which are very useful graphic organization strategies you may want to try. (Note: you can stop at approximately 10:30, as the end of the video deals with lecture notes.)<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Note-Taking\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/FNyrpOGtQ9k?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox exercises\">\n<h3>Try It<\/h3>\n<p>Read the &#8220;What is Science&#8221; section from Edward Diener&#8217;s article, &#8220;<a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/why-science-scientific-psychology\/\" target=\"_blank\" rel=\"noopener\">Why Science?<\/a>&#8221; (The complete article is there because it&#8217;s interesting, but you only need to read the one section for this exercise.) After you read, create a mind map with the article&#8217;s main ideas and key supporting ideas.\u00a0 Then compare it with the sample below, with the understanding that mind maps will differ depending on the individual reader.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q2\"> Sample Mind Map (courtesy of bubbl.us)\u00a0 <\/span><\/p>\n<div id=\"q2\" class=\"hidden-answer\" style=\"display: none\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-850\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/03\/09175054\/142-300x106.jpg\" alt=\"\" width=\"855\" height=\"302\" \/><\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox exercises\">\n<h3>try it again<\/h3>\n<p>Read the article \u201c<a href=\"https:\/\/www.nais.org\/magazine\/independent-school\/winter-2008\/brainology\/\" target=\"_blank\" rel=\"noopener\">Brainology<\/a>,\u201d by Carol Dweck (<em>National Association of Independent Schools<\/em> website, Winter, 2008). Create a simple matrix to organize main ideas.<\/p>\n<p>Once you\u2019ve done your own matrix, compare it with the sample, with the understanding that individual responses will differ.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q3\"> Sample Matrix\u00a0 <\/span><\/p>\n<div id=\"q3\" class=\"hidden-answer\" style=\"display: none\">\n<p>&nbsp;<\/p>\n<table class=\"lines\" style=\"height: 188px; width: 813px;\">\n<tbody>\n<tr>\n<td style=\"width: 108.367px\"><strong>My Questions<\/strong><\/td>\n<td style=\"width: 176.583px\"><strong>topic: Fixed Mindset<\/strong><\/td>\n<td style=\"width: 490.583px\"><strong>topic: Growth Mindset<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 108.367px\">What does this mean?<\/td>\n<td style=\"width: 176.583px\">feels that achievement is based on innate ability<\/td>\n<td style=\"width: 490.583px\">feels that achievement can be gained through application and work<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 108.367px\">What are the benefits?<\/td>\n<td style=\"width: 176.583px\">there don&#8217;t seem to be any benefits<\/td>\n<td style=\"width: 490.583px\">students perform better<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 108.367px\">How are mindsets learned?<\/td>\n<td style=\"width: 176.583px\">from praising the outcome of an action<\/td>\n<td style=\"width: 490.583px\">from praising the effort that goes into learning<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 108.367px\">What do I think about this?<\/td>\n<td style=\"width: 176.583px\"><\/td>\n<td style=\"width: 490.583px\">I think that this type of research is key for how we parent and teach our children. I will need to be more mindful in my wording when I praise my son.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><sup>[1]<\/sup><a href=\"http:\/\/www.t-sciences.com\/news\/humans-process-visual-data-better\" target=\"_blank\" rel=\"noopener\">\u00a0http:\/\/www.t-sciences.com\/news\/humans-process-visual-data-better<\/a> Eisenberg, Harris. &#8220;Humans Process Visual Data Better.&#8221; <em>Thermopylae<\/em> website.\u00a0 Published September 15, 2014.<\/p>\n<p><sup>[2]<\/sup> Bransford, John D., Brown, Ann L., Cocking, Rodney R., editors. Mind and Brain Chapter, <em>How People Learn: Brain, Mind, Experience, and School<\/em>. Consensus Study Report, The National Academies of Sciences, Engineering, Medicine, 2020.\u00a0 <a href=\"https:\/\/www.nap.edu\/read\/9853\/chapter\/8\" target=\"_blank\" rel=\"noopener\">https:\/\/www.nap.edu\/read\/9853\/chapter\/8<\/a><\/p>\n<p><sup>[3]<\/sup> After Learning New Words, Brain Sees Them as Pictures. Georgetown University Medical Center website. March 24, 2015. <a href=\"https:\/\/gumc.georgetown.edu\/news-release\/after-learning-new-words-brain-sees-them-as-pictures\/\" target=\"_blank\" rel=\"noopener\">https:\/\/gumc.georgetown.edu\/news-release\/after-learning-new-words-brain-sees-them-as-pictures\/<\/a><\/p>\n<p><sup>[4]<\/sup><a href=\"https:\/\/www.youtube.com\/watch?v=E91fk6D0nwM\" target=\"_blank\" rel=\"noopener\">https:\/\/www.youtube.com\/watch?v=E91fk6D0nwM<\/a> Kennedy, Brian. Visual Literacy: Why We Need It. TedxDartmouth Talk.\u00a0 YouTube.<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-249\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Visuals &amp; Graphic Organizers, includes some information adapted from English Composition I; attribution below. <strong>Authored by<\/strong>: Susan Oaks. <strong>Project<\/strong>: Introduction to College Reading &amp; Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>image of woman considering a blank mind map. <strong>Authored by<\/strong>: Gerd Altmann. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/illustrations\/mind-mapping-thoughts-woman-move-4497350\/\">https:\/\/pixabay.com\/illustrations\/mind-mapping-thoughts-woman-move-4497350\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>video Graphic Organizers and Concept Maps. <strong>Authored by<\/strong>: Jason Millard. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=_LtLqvkV3yI\">https:\/\/www.youtube.com\/watch?v=_LtLqvkV3yI<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube video<\/li><li>video Note-Taking. <strong>Provided by<\/strong>: The Academic Success Center at Oregon State University. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=FNyrpOGtQ9k\">https:\/\/www.youtube.com\/watch?v=FNyrpOGtQ9k<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube video<\/li><li>5 Step Approach for Reading Charts and Graphs. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/engcomp1-wmopen\/chapter\/text-5-step-approach-for-reading-charts-and-graphs\/\">https:\/\/courses.lumenlearning.com\/engcomp1-wmopen\/chapter\/text-5-step-approach-for-reading-charts-and-graphs\/<\/a>. <strong>Project<\/strong>: English Composition I. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>image of four people with thought balloons and question marks. <strong>Authored by<\/strong>: Gerd Altmann. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/photos\/group-team-balloons-question-mark-464644\/\">https:\/\/pixabay.com\/photos\/group-team-balloons-question-mark-464644\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":81366,"menu_order":10,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Visuals & Graphic Organizers, includes some information adapted from English Composition I; 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