Nonfiction Text and the Use of Graphic Organizers Essay

Nonfiction textual matter and the Use of Graphic Organizers - Essay ExampleOne strategy for developing these skills in students is through the use of in writing(p) organizers.Graphic organizers ar communication devices used to show the structure or organization of concepts and the relationships betwixt them (Ellis). They ar optical tools that use visual symbols to denote ideas and concepts to convey meaning. They depict the relationships between facts, terms, and/or ideas. They are often referred to as a map because they help teachers and students map out ideas in a visual manner (Saskatoon). According to Ellis, the visual spatial ar locatements which represent the informations structure reduce the cognitive demands on the savant. The learner need not process a lot of semantic information to understand the information. Graphic organizers are very powerful devices for students with language-based knowledge disabilities (Ellis). They are of course similarly useful, if not more so, for regular students who do not have learning disabilities.Being a visual tool, a graphic organizer allows the pass to see patterns and relationships in the information presented. One of the most common graphic organizers is the calendar. It is a descriptive matrix. At a glance it shows what month it is, the number of days in the month, what day of the week a sealed date falls on, which dates fall on a particular day, and so on. The calendar helps the user gather, sift, multifariousness and share information (Graphic.org1).Usefulness of Graphic OrganizersAs instructional tools, graphic organizers are very valuable because they are flexible and endless in application. They show the order and completeness of a students thought process. They can immediately indicate strengths and weaknesses of understanding. They show different aspects of an issue or problem, whether it be the big picture or a part of it up close (Kipperman & McIntry). Graphic organizers are applicable across a wide range of curriculum subject areas such as reading, science, social studies, language arts, and mathematics (Saskatoon). However the effectiveness of graphic organizers lies in the ability of teachers teaching students how to use them efficiently. Especially in the area of non-fiction text, graphic organizers foster learning in reading, comprehension and vocabulary knowledge. The learner does not merely read a bunch of dustup but learns to understand the importance or lack of importance of these words, understanding the concept behind what is being read, determine a main idea and process relational information from there (Graphic.org2).Ellis identifies three oblige reasons for using graphic organizers. First, students will more likely understand and remember the subject substance they are being taught. A graphic organizer highlights what is/are important, and separates these from those that are interesting but not essential. In other words, information tends to be more pr ecise. Second, graphic organizers allow the teacher to expound on the content at more complex levels because the burden of semantic processing is greatly reduced. Showing instead of scarce telling students the information facilitates understanding. Third, students more likely become strategic learners with the use of graphic organizers, thereby amend reading and writing skills, communication skills, and analytical, critical, and creative