venn diagram of academic writing and creative writing

Creative Writing(ENG-207) Week#7:- Difference between Academic and Creative Writing

• Week#7:- Difference between Academic and Creative Writing

Difference between Academic and Creative Writing

Creative writing is different from  academic writing . Writing for websites is different from writing for newspaper columns. Journal entries are different from writing press releases on behalf of a brand. Writing purposes do vary. It's important that when undertaking any writing you have a firm grasp on this concept.

Let's look at the fundamental differences between academic and creative writing.

The Principal Difference

Style is the chief difference between academic and creative writing. Creative writing need not adhere to any specific style parameters. Academic writing is different. Academic writing needs to be structured and executed adhering to a series of guidelines. Indeed, so stringent are these guidelines that academic institutions include these guidelines as part of their curriculum.

Style Guidelines Outlined

These documents or manuals outline the rules and standards needed for the successful execution of any written exercise. A quick Google search and you'll find web pages dedicated to clearly communicating the guidelines of academic writing. However, many institutions have their own stylistic guidelines.

Common Style Guide Conventions vs. Informal Writing

Here is a look at some of the differences between informal writing and conventional, academic writing.

Contractions – generally speaking contractions are acceptable in academic writing, though overuse will dilute the integrity of the writing. Studying academic writing you'll see that the writer makes use of contractions to get points across.

Technical terminology –when writing for academic purposes it's important that you always bear the audience in mind. If you're writing for a niche market alone the audience will understand any jargon that may be lost on the layman. Take out technical terminology altogether if writing for a diverse audience.

Reference appropriately – good academic writing includes references for any information used to support your argument. These need to be referenced appropriately.

Colloquial expressions and clichés – creative writing, especially dialogue, will have expressions that are unique to that character. However, these should not be used in academic writing. For example, it's unwise to describe Noam Chomsky's contribution to linguistics as ‘awesome.'

These are just a few tips for anyone considering how to cater to their writing for academic or creative purposes. Follow these are you will give yourself the best possible chance of executing a well-crafted piece of work, no matter the purpose.

DIFFERENCES BETWEEN CREATIVE AND ACADEMIC WRITING

In personal, reflective, or creative writing, there are far fewer rules since it is.. well. personal and creative!  In this kind of writing, one can tell a story,  summarize their experiences, or express their opinions, ideas, or emotions.  Their writing can be entirely fictional, requiring minimal factual evidence or support.  However, writers may still want to include support for their assertions, especially if their personal writing is supposed to be persuasive or deliver an opinion.  Writers may support their claims with personal experiences and information that they have heard, even if they aren’t entirely sure where from.  Their evidence doesn’t have to include the page number of the specific text it is found in like academic writing does.  This is simply because it is writing for the purpose of only the writer’s intentions.  It doesn’t need to satisfy requirements or match the grading of a rubric. Academic or scholarly writing on the other hand is a little more standardized.  One's writing must be much more organized and formatted, and the evidence used as support for their assertions must come from concrete sources.  The sources should be properly cited both in text and in a works cited page.  In academic writing, the writer needs to prove to the reader that what is being said is factual and correct.  Ideas need to be explained, and any inferences or deductions based on textual evidence or data must include support.  Contrary to creative writing, one cannot simply ponder about an idea and ask questions.  In academic writing, questions must be answered.

Another difference between academic writing and creative or personal writing is the presence of pressure due to time restraints.  In timed essays, ones writing situation may greatly change.  There is no time to brainstorm or procrastinate, so being able to organize ideas quickly is essential.  Also, far greater preparation before beginning the paper is required.  The writer does not have the luxury of aimlessly searching through sources for evidence.  The subject of the timed essay must be understood thoroughly, prior to the beginning of the timed writing.

Overall, creative writing allows for more personal expression whereas academic/scholarly writing aims to explore an idea, argument, or concept.  Academic writing requires more factual evidence for support, and presents challenges such as the pressure of time.  They each have their own purpose, and as a developing writer, I hope to improve my writing of both types.

• Week#1:- Literature and major forms of literature
• Week#2:- Drama and forms of drama
• Week#3:- Poetry and kinds of poetry
• Week#4:- Objective poetry and its kinds
• Week#5:- Benefits of Creative Writing
• Week#6:- Types of Writing and Writing Process
• Week#8:- Elements of Short Stories
• Week#9:- Novel and its types
• Week#10:- Novel and its uses
• Week#11:- Communication and its types
• Week#12:- Communication's elements and benefits
• Week#13:- The Barrier to effective communication
• Week#14:- Essay and its types
• Week#15:- Figures of speech
• Week#16:- Poem: "Mending Wall"
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Difference between Technical Writing and Creative Writing

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1. Technical Writing : Technical writing is a piece of writing which focuses on factual and straight forward content and technical papers are published to inform and instruct and educate the user about some specific topic. There exists specific readers who prefers technical papers. It gives readers information about some technical topics or it gives directions on how to do something.

2. Creative Writing : Creative writing is a piece of writing which focuses on imaginative and symbolic content and creative papers are published to entertain, provoke, inspire the user. There is no such specific readers who prefers creative papers. Anyone if wants can read creative paper and it gives readers a theme, message, moral or lesson which is helpful in their real lives or gives a temporary entertainment to the reader.

Difference between Technical Writing and Creative Writing :

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The difference between academic and professional writing: a helpful guide

Whether you’re a current or prospective student at Penn LPS Online, you’ve likely written your fair share of academic papers and business emails. But you’re not alone if you still have questions about the differences and similarities between academic and professional writing. This overview contains a summary of everything you need to know about the intricacies of these critical forms of writing.

What is the difference between academic and professional writing?

One of the key differences between academic writing and business writing is the goal of each endeavor. Because the readers are often students, professors, or scholars in academic writing, the goal is to present and analyze information on a specific subject and increase understanding. With professional writing, the goal is generally to communicate information or influence the opinions of managers, coworkers, clients, or job prospects. While academic writing is strictly formal, it’s common to use the first-person point of view in many standard business communications. Lastly, academic writing requires adherence to strict formatting and source requirements, but there is generally more flexibility in this area when it comes to professional documents.

Read on to dive deeper into the ins and outs of academic and professional writing.

Academic writing

The hallmarks of academic writing include the use of the third-person point of view, a logical flow, an emphasis on facts and ideas, and an authoritative, formal tone. This writing style is objective, avoids casual language and slang, offers insightful analysis, and includes citations for research backed by reliable sources such as scientific studies or journal articles. While students and professors routinely use academic writing, scientists also use it to describe their research findings, as do literary critics. There are four distinct types of this formal writing style: descriptive, analytical, persuasive, and critical.

Descriptive writing

Descriptive writing is one of the most simple and ubiquitous types of scholarly writing. You can see examples of this writing style in essays, research papers, or lab reports for several fields of study. The primary goal of descriptive writing is to use precise language to summarize and describe information, such as the result of an experiment or a section of prose.

Analytical writing

An example of analytical writing is an academic paper that compares two or more complex ideas or theories. Although a part of analytical writing is descriptive, it requires going a step further to reorganize and deconstruct facts into categories, groups, types, or relationships that provide context. As such, to author a successful analytical essay, you need to start with a strong outline.

Persuasive writing

Persuasive writing takes analytical writing to the next level. Not only must you structure a coherent, fact-based argument, but you must also include your own point of view. This could be a recommendation, interpretation of findings, or an evaluation of someone else’s work, but the claims you make need to be credible and backed by evidence.

Critical writing

This formal style is commonly used in research, advanced undergraduate, or postgraduate writing. It includes the tenets of persuasive writing with the supplement of at least one other point of view (in addition to your own) on a topic or issue. For example, if you’re writing a thesis, you may explain a researcher’s analysis from a journal article, critique the merits of their argument, and provide your own alternative explanation.

Professional writing

Professional writing refers to any written communication that takes place in an organizational context. A primary objective of professional or business writing is to effectively educate, instruct, or persuade an audience via emails, newsletters, memos, press releases, project proposals, business plans, executive summaries, letters, and resumés. As is the case with all writing styles, proper grammar usage—including syntax, spelling, and parts of speech—is essential in professional writing, as are the three points below.

Clarity and concision

One of the main requirements for successful professional writing is to use clear, precise language so that your message is easily understood. It’s also important to avoid clichés and hyperbole and stick to simple, concise statements that efficiently share concrete information. Not only will this save you time, but it will also benefit the reader’s comprehension and enjoyment.

Active and purposeful

Whether you’re creating a quick email or preparing an in-depth report, every piece of business writing should start with a well-defined objective or purpose. To keep your communication to the point, you should use an active voice, choose strong action verbs, and avoid qualifiers or passive phrases such as “I think.”

Personal tone

Although professional writing should have a courteous tone, the level of formality does not need to be equal to that used in an academic setting. Documents such as business plans should have a formal structure, but with emails or online chats with colleagues, a friendly, polite tone and positive phrasing can go a long way.

The overlap between academic and professional writing

Although there are distinct differences, there are also many similarities between academic and professional writing. Both writing styles require that you use proper grammar and punctuation, clear and precise language, and a serious tone, along with well-developed ideas with clear objectives. Whether you’re writing for business or academic purposes, it’s also important to avoid exaggeration, emotionally charged expressions, and jargon, as they dilute the effectiveness of your communication. In everything from research papers and essays to memos and fundraising letters, it’s essential to ensure that the information you convey is both accurate and relevant. And you should always have a clearly defined goal for academic or business writing, such as to describe, inform, analyze, or persuade.

If you’re somewhat of a writing novice and looking to improve your skills, then consider PROW 1030: Introduction to Academic Reading, Writing, and Research and PROW 1000: Fundamentals of Professional Writing at Penn LPS Online. The former is designed to expand your abilities and build your confidence as you learn how to plan and execute a well-structured argument, write with logical coherence, and polish your work to ensure readability. The latter provides an introduction to critically analyzing any writing situation and creating purposeful messaging to address it. With targeted exercises to improve grammar, mechanics, and precision, you’ll work to enhance the quality and effectiveness of your writing practice.

If you want to expand and refine your existing repertoire, look to PROW 3030: Advanced Academic Writing and PROW 3010: The Power of Storytelling . The former focuses on improving your ability to translate readings, research, and findings into meaningful academic content. This includes employing time management and reading strategies and enhancing your understanding of the nuances of academic genres and writing styles. The latter explores storytelling as a means of conveying complex and memorable information. Learn how to use narrative studies as a research tool for gathering data and a rhetorical strategy for generating emotional appeal, action, and brand identity.

Explore the professional writing certificate at Penn LPS Online

The 4-course Certificate in Professional Writing at Penn LPS Online offers practical applications that provide an accelerated understanding of the art of effective business communication—and tips to help you become a master of grammar, concision, and clarity. As mentioned above, whether you’re looking to learn the fundamentals or you’re already a seasoned writer, these Ivy League writing courses will help you take your skills to the next level. Discover innovative findings in the field, receive extensive coaching and feedback, and learn how to incorporate your personal or corporate brand story into every piece of communication.

The Certificate in Professional Writing prepares you to:

• Analyze different audiences, scenarios, and contexts to better shape your messaging
• Develop effective rhetorical strategies and skills to persuade personal, professional, and social audiences
• Learn how use complex multimedia texts that incorporate language, image, and sound to produce a coherent, engaging message
• Grow your empathic and analytical skills to integrate and build upon other viewpoints
• Explore how to engage the senses to successfully convey information through social media
• Understand how to use effective visualization to make complex material more accessible 

Ready to get started? If you have yet to do so, apply to Penn LPS Online today and enroll in the Certificate in Professional Writing . Or  view our course guide to see what’s available in any upcoming term.

Academic vs. Nonacademic Writing Styles

Academic and nonacademic writing are distinct styles with different characteristics and purposes. Academic writing is formal, evidence-based, and aimed at scholarly audiences, while nonacademic writing is informal, personal, and intended for a wider audience. Choosing the appropriate style depends on the target audience and the writer's specific purpose.

Updated on September 5, 2023

Academic and nonacademic writing are two different writing styles with distinct characteristics and purposes. Each style has its own conventions and best practices. Writers must understand and adhere to these conventions to best communicate with their intended audience.

The key factor to keep in mind here is your target audience .

Academic writing

The language used in academic writing is precise and often technical. It follows a standard structure, which typically includes introduction, background, methodology, results, discussion and conclusion sections. 

Academic writing generally includes a list of cited references and figures showing the data and data analyses performed over the course of research. A few examples of academic writing include journal articles, research papers, and theses /dissertations.

Characteristics of academic writing

The fundamental characteristics of academic writing are described as follows:

• Clear and concise : Academic writing is clear and concisely written. The use of jargon and excessive wordiness are not effective means of communicating through academic writing.
• Evidence-based content : Academic writing is based on evidence and research. Credible sources are used and they are cited appropriately.
• Formal tone : Academic writing uses a formal tone and avoids contractions, colloquial language, and informal expressions.
• Structured writing : Academic writing has a clear structure, such as introduction, methodology, and conclusion sections.
• A uniform citation style : Different fields have their own citation styles, and it is important to follow the specific citation style required by your institution or field.
• Proofread and edit : Always proofread and edit your work before submitting it for review. For assistance with this step, AJE can help with all of your proofreading, editing and translation needs. 
• Avoid plagiarism : Plagiarism can be avoided by properly citing sources, paraphrasing, and summarizing.

To communicate with a general audience, nonacademic writing styles are the best bet. In contrast to academic writing, nonacademic writing has an informal tone, a personal approach, and often uses emotions to convey the message. Nonacademic writing is aimed at a general audience and is used to entertain, inform, and persuade people. The language used in nonacademic writing is not usually technical and is considered to be accessible to a wider audience. Examples of nonacademic writing include newspaper articles, blog posts, and creative writing, such as fiction and poetry.

Characteristics of nonacademic writing

Nonacademic writing is not intended for an academic audience or purpose. Some of the characteristics of nonacademic writing are described as follows:

• Colloquial language : Nonacademic writing often uses colloquial language, slang, and contractions. This means the writing often comes across as more conversational. 
• Informal tone : Nonacademic writing typically has a more informal tone than academic writing.
• Personal opinions : A writer's personal opinions and feelings are often included in this style of writing.
• Less formal structure : There is usually no strict structure or format to nonacademic writing styles.
• Less emphasis on research : Writers often rely more on personal experience and anecdotes in this style of writing.
• Use of humor and figurative language : Humor and figurative language can make writing content more engaging.
• Less or no citation requirement : Nonacademic writing often doesn't require citations and references.
• Simplicity and brevity : Writing is often simple and brief, as it is designed to be easily understood by a wider, general audience.

Both styles of writing have their own unique strengths and weaknesses, and it is important for writers to understand and use the appropriate style for their specific purpose and audience. While academic writing is essential for scholarly research and analysis, nonacademic writing is essential for communicating information and ideas to a general audience.

Final thoughts

In summary, academic writing is formal, objective, and evidence-based, while nonacademic writing is informal, personal, and emotional. The purpose and audience for each style of writing are also different, with academic writing being written for scholarly audiences and nonacademic writing being written for wider audiences. The key element in choosing a writing style is the intended audience.

Eliza McKowan, MS

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Venn Diagrams to Plan Essays and More

• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

A Venn diagram is a great tool for brainstorming and creating a comparison between two or more objects, events, or people. You can use this as a first step to creating an outline for a  compare and contrast essay .

Simply draw two (or three) large circles and give each circle a title, reflecting each object, trait, or person you are comparing.

Inside the intersection of the two circles (overlapping area), write all the traits that the objects have in common. You will refer to these traits when you  compare  similar characteristics.

In the areas outside the overlapping section, you will write all of the traits that are specific to that particular object or person.

Creating an Outline for Your Essay Using a Venn Diagram

From the Venn diagram above, you can create an easy outline for your paper. Here is the beginning of an essay outline:

1. Both dogs and cats make great pets.

• Both animals can be very entertaining
• Each is loving in its own way
• Each can live inside or outside the house

2. Both have drawbacks, as well.

• They can damage property
• Both can be costly
• Both require time and attention

3. Cats can be easier to care for.

• Leaving for a day

4. Dogs can be better companions.

• Going to the park
• Going for walks
• Will enjoy my company

As you can see, outlining is much easier when you have a visual aid to help you with the brainstorming process.

More Uses for Venn Diagrams

Besides its usefulness for planning essays, Venn Diagrams can be used for thinking through many other problems both at school and at home. For example:

• Planning a Budget: Create three circles for What I Want, What I Need, and What I Can Afford.
• Setting Priorities: Create circles for different types of priorities: School, Chores, Friends, TV, along with a circle for What I Have Time for This Week.
• Choosing Activities: Create circles for different types of activities: What I'm Committed to, What I'd Like to Try, and What I Have Time for Each Week.
• Comparing People's Qualities: Create circles for the different qualities you're comparing (ethical, friendly, good looking, wealthy, etc.), and then add names to each circle. Which overlap?
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Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

• Compare and contrast Frye’s and Bartky’s accounts of oppression.
• Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
• Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

• Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
• How do the different authors we have studied so far define and describe oppression?
• Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
• In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

• When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
• What kinds of work did people do? What kinds of relationships did they have? What did they value?
• What kinds of governments were there? Who were important people involved?
• What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

• What are they about?
• Did they originate at some particular time?
• Who created them? Who uses or defends them?
• What is the central focus, claim, or goal of each? What conclusions do they offer?
• How are they applied to situations/people/things/etc.?
• Which seems more plausible to you, and why? How broad is their scope?
• What kind of evidence is usually offered for them?

Two pieces of writing or art

• What are their titles? What do they describe or depict?
• What is their tone or mood? What is their form?
• Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
• Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
• For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
• Where are they from? How old are they? What is the gender, race, class, etc. of each?
• What, if anything, are they known for? Do they have any relationship to each other?
• What are they like? What did/do they do? What do they believe? Why are they interesting?
• What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

• What’s relevant to the assignment?
• What’s relevant to the course?
• What’s interesting and informative?
• What matters to the argument you are going to make?
• What’s basic or central (and needs to be mentioned even if obvious)?
• Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

• like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

• Compared to Pepper’s, Amante is quiet.
• Like Amante, Pepper’s offers fresh garlic as a topping.
• Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Another Word

From the writing center at the university of wisconsin-madison.

Venn and the Art of Writing Instruction

By shifra sharlin –.

Shifra Sharlin has been a Senior Lecturer at Yale University in the Department of English since 2013. In 2007, she received her Ph.D. in the Composition-Rhetoric Program from UW-Madison where she worked in the Writing Center. She has also taught at UC-Berkeley, the Wisconsin English as a Second Language Institute, UW-Madison’s School of Business, Department of English and Integrated Liberal Studies, Columbia University and City University of New York, Graduate Center. She has published essays in Salmagundi , Raritan , Southwest Review , New Letters and Hotel Amerika . One of her essays was a “notable,” in Best American Essays . Her most recent essay is published in the L.A. Reviews of Books .

The Two Circles of Venn: Student Needs and Classroom Objectives

This post is about a class I teach at Yale University, how it both brings writing center practices into the classroom and, to my surprise, enhances and extends those practices. I was a tutor in the Writing Center at UW-Madison in the early 2000s when I was a graduate student in the Composition-Rhetoric Program. I was a non-traditional student because I was in my late 40s when I started graduate school and in my 50s when I was a tutor in the Writing Center, that is to say, I already had a fair amount of experience teaching writing, all of it pretty horrible.

I could say that being a tutor at the Writing Center was such an enormous improvement on my classroom experience because it solved the problem of stage fright that afflicted me so badly. That’s true. For shy people like me a one-on-one conversation is much more congenial and, as a mom who had reveled in raising four children, the more personal, dare I say more nurturing, setting of the Writing Center just felt better.

And yet, I have come to believe that my difficulties teaching writing are only partly explained by my personality. A Venn diagram gives a better explanation. Imagine that student needs are one circle and classroom objectives are another circle. In the Writing Center those two circles overlap nicely. In my classroom teaching, the two circles felt miles apart.

Beginners’ Venn: One Circle

As I began to figure out how to make teaching feel less horrible, I more or less gave up on the Venn diagram. Two circles became one. My classroom objectives were coextensive with my students’ needs and their self-selected ends. I kept class requirements to a minimum. I told my students I was their coach (which I saw as a variation on being a tutor). I told them my goal was to help them find their voices. I did not correct, I commented on their papers. Students spoke freely. Discussion ranged widely. Students surprised themselves and me with their writing. I loved teaching.

These classes succeeded as self-discovery and empowerment. Students developed their writing along their own self-selected trajectory. Still. I worried if not exactly about rigor and standards since I know that those are relative terms, then about whether or not I was adding to the students’ writing skills. The dynamic between class objectives and students’ self-selected ends is productive. A Venn diagram represents an active sphere of mutual influence.

When I began teaching at the City University of New York’s Graduate Center in a Master’s program, Masters in Liberal Studies (CUNY-GC, MALS), I held onto my love of teaching and I was doing a bit better with my Venn diagram. I taught an introduction to graduate studies, which prepared students for graduate level reading and writing. It was first-year composition for graduate students. The two circles were not entirely equal. I imagined the smaller, weaker student circle distorted as it was pulled into the bigger course objective circle. The course served students’ professional ambitions and intellectual curiosity, but I still wished that each circle had been more robust.

More Venn: English 120 at Yale

I do not use any of the writing center hand-outs that proved so useful when I was teaching academic writing at CUNY in the writing course I now teach at Yale. Nonetheless, there are unmistakable methodological similarities between the writing center and my course.

The course is a multi-section, introductory writing course, “Reading and Writing the Modern Essay,” English 120. The course has a shared syllabus and methodology. The course director and assistant director believed that my background in composition rhetoric and my experience at the Writing center would prove useful in English 120. It was.

English 120 uses different terms than the writing center, but the method is similar. In English 120, as in the writing center, we analyze texts in order to use them as models for student writing was nearly identical. What writing center calls rhetorical analysis or genre analysis or the identification of conventions, the course directors of English 120 call “close reading for craft.”

As a Writing Center tutor, I would help a student write a personal statement, for instance, by studying other personal statements for to learn conventions of that genre. In “Reading and Writing the Modern Essay,” I help students write their modern essays by studying other modern essays for craft. In both my writing center tutorials and in my English 120 classroom, I dismantle the texts into parts useful for imitation or adaptation.

In both tutorial and classroom the text is the textbook. Good writing is contextualized. There are as many different kinds of good writing as there are texts. In both tutorial and classroom students talk about models. Good writing is not something abstract and absolute. Students can talk about what works and what does not, which models they like and which ones they do not. In both tutorial and classroom students work at adapting models to their own purposes. This work foregrounds differences in situation, in audience and the student’s own goals and inclinations. In these and other ways, English 120 is the classroom version of a writing center tutorial.

There is one key difference that arises from the simple reality of scheduling. A class meets more often and for longer stretches of time than a tutorial. The classroom showed me what would happen if students had more time to spend on each aspect of the tutorial.

Writing Center Tutorial as Classroom

What if students had weeks, not hours, to study their models? What if they had weeks not hours to figure out how to use these models in their writing? And what if the models were varied enough for students to choose ones that speak to them? How would the classroom change? What would this semester-long close reading for craft look like?

In this kind of classroom version of a writing center tutorial, the general objectives of the students and the class are nearly the same insofar as the whole class is a joint inquiry into the craft of the essay. There are also irreducible differences, the ones that make the class rewarding to teach. Each student brings their own points of view and needs to this inquiry into craft. The two circles of class objectives and student’s self-selected end are separate and also overlap.

Close reading for craft makes both circles larger; in part, because of an expansive definition of what counts as craft (Anything can count as craft); and, in part, because the course gives instructors freedom to take their own approaches to close reading for craft. Some are more directive than others. Instructors focus on a different aspect of the text depending on their own training and professional experience. Instructors assign entirely different kinds of texts. Some are more literary; others more journalistic. There is no one essay that all instructors teach.

These current and former English 120 instructors explain:

I give specific reading prompts whenever I ask students to read in class. Never just “read this paragraph” or even “read this paragraph and look for things you’d like to emulate.” Rather, “read this paragraph and circle all the adjectives.” Or, “read this paragraph and mark the place where narrative time slows down the most.” “Now re-read the same paragraph and mark the place where the writer’s ethos changes.” Etc. What I’m looking for here is descriptive responses to text rather than evaluative responses to text. I think it’s most fruitful to get my students to identify writerly/rhetorical choices and the effects of those choices on readers rather than to explain what they liked or didn’t like, etc.” Aaron Ritzenberg Definitely reading passages aloud, as well as asking students to tick off kinds of words (action verbs, words with negative connotations) in particular passages. Also stressing the notion, from the first day of class, of an essay as a machine for reading. What inspires readers to begin, continue, and finish reading a given piece? Adam Sexton Reading for craft is reading for “how” rather than reading for “what”—looking for strategies that students can import into their own writing. To this end, I often ask students to read aloud to get a sense of how particular sentences, words, and paragraphs “fit” together, and I occasionally ask students, after reading aloud from a passage, to write a paragraph in which they imitate the passage they just read. Early on in the term, I give students instructions about what to imitate—Didion’s images, for instance. But as the course develops, I then tell them to choose what to imitate, an exercise that provides some surprising and rewarding discussions. Matt Hunter My most common practice is to ask students to imagine alternatives. When they offer an observation about a text (“This word/this passage/this essay is X”), I ask them to redraft the passage (aloud) to make the passage “not-X” (to ruin it, to improve it, or simply to change it). The goal of this exercise is to encourage students to think of writing as a series of choices. Andrew Ehrgood Usually I ask a question that will get them focused on a mystery, whose answer will be a nonce term I’ll use all semester—e.g., why does Brent Staples begin by potentially alienating his reader (“I’m a criminal”)? i.e., why does he create a “false impression”? Then we define the nonce term, here false impression, and analyze its use here, consider whether we’ve seen it before in other essays or in essays assigned same day, discuss its advantages, usually in a way that implicates other nonce terms/concepts we’ve discussed so far in the class. Each lesson is a step in a semester-long conversation and is essentially connected to all the others. Kim Shirkhani

As different as the instructors are, all of us share the same objective: to conduct a semester-long inquiry into the essay. As students have the opportunity to study more models more closely, they discover new possibilities for their own writing. The systematic and extended study of essays as potential models expands student horizons. In this course, students can discover new ends and learn new means to achieve them. All of us would agree with our colleague, Mark Oppenheimer:

I like the idea of close reading for craft, but I also think we’re reading closely for excitement, for fun, and to build community in the classroom, all of them worthy goals.

Sometimes it is just fine when a Venn diagram feels like a perfect circle.

13 Replies to “Venn and the Art of Writing Instruction”

Each of us has to figure out how to be the best teacher we can be. There is no “one-size fits all.” Shifra Sharlin’s lucidity and candor make it easier to think about what works best given our own personalities and students’ needs. Her approach of giving students so much latitude requires that extra commitment of getting to know students so well that we can understand what they write because of who they are. An inspiration!

I teach at the high school level, but the idea of of a venn diagram is a useful way of articulating the multiple roles all teachers play. When I first started teaching, I also let the “student needs” circle dominate my classes, to their detriment. Now that I have a handle on the standards and objectives for the courses that I teach, I’m thinking more about how to meaningfully integrate student needs and personal relationships back into my classes.

I teach writing at Yale, including English 120, and I also work in a university writing center. This metaphor of the Venn diagram works really well for thinking about the shape and structure of a classroom lesson. I’m not sure I’ve ever so consciously divided my objectives from student needs in my mind, but I think it’s a useful way to check myself and make sure I’m not leaning too heavily toward one or the other (or to ensure that, if I am leaning, it’s toward student needs!). As you describe here, the ideal situation is one where the two merge beautifully! One interesting difference in my experience from what you describe is that my Writing Center work hasn’t leaned so heavily on close reading for craft or identifying genre conventions. I’ve done this with expository writing to a certain extent in my work in the writing center (identifying an author’s claim, sub-claims, use of evidence, etc. as models for expository writing), but before teaching English 120, I had hardly ever done it with creative/journalistic writing. So I’m interested in the fact that it felt to you like this work came straight out of your tutoring experience. Maybe this is something I should be doing more of in the writing center?!

If I apply a Venn diagram to my writing classroom – whether I’m teaching composition or creative writing – I need to add a third circle. Student needs and classroom objectives overlap messily with ideas about writing, which are actually a whole constellation of circles, because there are my ideas (shifting, evolving) and all the varied ideas that my students bring, too, which might align with their needs but maybe just as often don’t. We talk about these ideas alongside their drafts and revisions. It seems useful. As for classroom objectives, ideas about writing are embedded, aren’t they? And sometimes the ideas are useful (writing is a social practice, writing is rhetorical, writers learn through imitation) but depending on the institution or simply, life experience, the ideas can be crippling, too. (Writing depends on talent; writing must follow all the rules; great writers are unique and inimitable, i.e., not me.) My students do a lot of writing about writing – their own process and how their lives are implicated in acts of writing. Probably this is not entirely different from what your students do, too, Shifra?

I can relate to the early teaching experiences described here, and the way Writing Center tutoring can help a writing teacher come at their classroom teaching differently. This is in part because we shared some of those early teaching experiences. I am so glad to get this description of English 120 as “a classroom version of a Writing Center tutorial,” and to have the chance to consider its possibilities even as my classroom remains messy with competing ideas about what writing is and how it does.

How fascinating, Mary. Of course, you’re right, there ARE so many different notions of what writing is floating around there. That’s something I don’t talk about with my students except maybe implicitly. I’m going to try this out.

I love the idea of bringing writing center pedagogy into the classroom. The descriptive feedback that writing centers offer (as opposed to evaluative or prescriptive feedback) is so helpful in getting students to more fully realize the effects that their writing has on readers.

You had me at “Venn diagram.” I doubt a week goes by that I don’t use this concept to explain or visualize the issues of congruence and separation. This essay taught me a lot about the differing needs of teachers and students and how the lessons the author learned might apply in situations outside the classroom. I’m impressed with her self-awareness of what is happening in a tutorial, a writing center, etc., and her drive to keep innovating to meet her students’ needs and the classroom objectives. Many ideas to circle around.

I too teach this course. Reading over the comments reminds me of the strategies we all use to get at what makes an essay a good model for our own writing. In the end, however,for me Mark Oppenheimer sums this process up best: we’re reading closely for the excitement and the fun that reading brings to all of us as well as the pleasure of building a community over our shared enjoyment. That’s why I like to start class with evaluative responses: what did you like? Then we can deconstruct together what specifically we enjoy in what we have read. Even when students aren’t as keen on one writer’s particular style, they can appreciate -and enjoy – skill, the skill in well wrought prose. At the end of the term, students vote on the academy award-winning essays and essay techniques among the essays we’ve read. It never fails to surprise me how often they agree but also how vociferously they are willing to do battle on behalf of their favorites and the skills that make up good writing. This final class sums up the pleasure in reading that we have all shared together.

I love these reflections on how a dedicated teacher can meet students’ needs without compromising course objectives – education doesn’t have to mean imposing requirements on students.

Having followed the trajectory of Shifra Sharlin’s writing and teaching career for decades, I’m often left with the wistful thought of how different my life might have been if I had the opportunity to take a writing class of this nature. Coming from a world far from academia, but with a deep appreciation for powerful writing, how rewarding it would be to communicate in a way that unlocks deep insights and feelings to make them more accessible to myself and others. I am full of admiration and envy!

Helping build a sense of community in the classroom is perhaps one of the most important aspects of our roles as teachers. And this is one of the most moving lines from Sharlin’s essay: “Students spoke freely. Discussion ranged widely. Students surprised themselves and me with their writing.” To create a space to speak freely, discuss widely, and to continually surprise one another as readers and writers–how do these practices provide spaces for various voices (sometimes silenced, neglected, or ignored) to grow, and breathe, and experiment. These environments can be transformative in how we can create spaces to work–collaborative, open, engaged.

I especially appreciate Sharlin’s observation that “[c]lose reading for craft makes both circles larger.’” In my undergraduate days (long ago) I studied literature with Stanley Fish who trained us to pay close attention to our responses as we read, to better understand how language elicits those responses. That kind of close reading both develops our own deep knowledge of who we are as individuals, and our skills in creating texts that communicate and connect us with others through use (or rejection) of countless conventions. What a noble endeavor to teach writing! Would that classes like Sharlin’s were the norm.

Shifra, as a deeply shy teacher of writing myself, I identify with you and appreciate this. The Venn diagram solution is genius, as visual representations of abstract dynamics often are. Even in a course like English 120, I would imagine you spend much of any given semester deducing individual student needs; can you say something about how you do that, question by classroom question, draft by draft? Thank you for this!

Comments are closed.

Venn Diagram

A Venn diagram is an illustration of the relationships between and among a group of objects that have something in common. Like a web, it is useful when you want to find solutions to a problem with two or three symptoms or elements.

To create a Venn diagram

• ask yourself "what are the three symptoms of the problem?"
• write each element in a circle, and have each circle overlap (as shown on the following page)
• ask yourself "what can I do differently to resolve each overlapping set of symptoms, or how can I use these elements together to arrive at a solution?" (circle A and circle B)
• repeat the previous step with circles B and C, and A and C
• fill in the overlapping areas with your responses

You received $2,000 from the estate of a distant relative. You always wanted to travel to Europe, but you have also been trying to save money to renovate your dilapidated bathroom. In addition, a local nursery is going out of business and the landscaping project you have only dreamed about could be yours for a 50% discount. To help determine what you should do with the money, create a Venn diagram showing the possible answers and ask yourself which is more important or deserving between each answer.

Consider brainstorming with a chart if you have two or more elements that you want to compare and contrast. Charts let you clearly see how each item is similar to the others, and how it differs. In order to make an effective chart, you need to define the elements you wish to compare, and then come up with two or more areas in which to compare them. Then, you may need to conduct some research to accurately fill out your chart. The chart will keep you focused on your purpose, and on relevant information as you conduct your research.

Problem Solution Outline

Regular outlines (the kind that use Roman numerals, capital letters, Arabic numbers, and lower case letters) are highly structured graphic organizers that don't work well for brainstorming. It is too difficult to come up with ideas quickly when you are trying to fit them into a complex pattern, such as a traditional outline, at the same time.

The problem/solution outline, however, is more simply structured. This type of graphic organizer is useful because the act of filling it out forces you to:

• clearly delineate the problem at hand, including causes and effects
• come up with solutions, and even possible outcomes of those solutions

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Readers' Questions

How does a venn diagram work?

A Venn diagram is a visual representation used to illustrate the relationships between different sets of elements. It consists of overlapping circles or shapes to show the commonalities and differences between the sets. Here is a step-by-step explanation of how a Venn diagram works: Identify the sets: Determine the different groups or categories you want to compare and analyze. Let's take the example of pets, specifically dogs and cats. Draw the circles: Draw two overlapping circles or shapes. Each circle represents a set (dogs and cats in this case). The overlapping portion shows the elements that belong to both sets. Label the circles: Write the name of each set inside its respective circle. For example, label one circle as "Dogs" and the other as "Cats." Fill in the elements: Identify the elements or characteristics that belong to each set. Place them inside the corresponding circle. For instance, you can write specific dog breeds inside the "Dogs" circle and certain cat breeds inside the "Cats" circle. Identify the common elements: If there are any elements that belong to both sets, write them in the overlapping region of the circles. In our example, if there are dog breeds that are also classified as cat breeds, write them in the overlapping area. Analyze the diagram: Examine the Venn diagram to understand the relationships and differences between the sets. You can see the unique elements in each set by looking at the individual circles. The overlapping area represents elements that have common characteristics or belong to both sets. Venn diagrams provide a clear visual representation of the relationships between sets, making it easier to understand and compare different groups or categories. They can be used in various fields, including mathematics, statistics, logic, and data analysis.

How does a venn organizer work?

A Venn organizer is used to compare and contrast two or more sets of objects or concepts. It consists of overlapping circles or ellipses to visually represent the relationships between the sets. Here's how it works: Identify the sets: Determine the sets of objects or concepts that you want to compare. For example, if you're comparing mammals and birds, you would have two sets. Draw the circles: Draw circles or ellipses on a piece of paper or whiteboard. Each circle represents a set. If you have two sets, draw two circles that overlap enough to show the areas of overlap. Label the circles: Label each circle with the name of the set it represents. For example, if you have a circle for mammals and birds, label them accordingly. Fill in the circles: List the objects or concepts that belong to each set inside the appropriate circle. For example, under the mammals circle, you might write "dog," "cat," and "elephant." Find the intersection: Identify the objects or concepts that belong to both sets and write them in the area where the circles overlap. In this example, if birds and mammals intersect, you may write "bat" inside the area of overlap. Analyze the results: Look at the Venn diagram to understand the relationships between the objects or concepts in each set and the intersections. You can easily identify similarities, differences, and commonalities among the sets. A Venn organizer is a useful tool for organizing information and visualizing relationships between sets. It allows you to compare and contrast different aspects, identify similarities and differences, and understand the relationships between the sets.

What is the purpose of a venn diagram?

The purpose of a Venn diagram is to visually represent the relationships and similarities between different sets or groups of objects, elements, or concepts. It helps in organizing information and identifying common elements or attributes, as well as understanding the differences or unique characteristics between the groups being compared. Venn diagrams are commonly used in mathematics, logic, statistics, and various other fields to illustrate relationships and make comparisons.

How does a venn diagram promote critical thinking?

A Venn diagram promotes critical thinking by visually representing the relationships and intersections between different sets of information or concepts. By using the diagram, it encourages individuals to analyze and compare the elements in each set, as well as identify similarities, differences, and overlaps. Here are some ways in which a Venn diagram promotes critical thinking: Organizing information: Venn diagrams help structure information, allowing individuals to see the relationships between different ideas or data sets. This organization prompts critical thinking as it requires individuals to categorize and group information based on commonalities and differences. Identifying similarities and differences: Critical thinking involves comparing and contrasting different elements. A Venn diagram clearly highlights similarities and differences by showing overlapping and non-overlapping areas. By visually representing these connections, it prompts individuals to think critically about the shared features or distinct characteristics between the sets. Analyzing relationships: Venn diagrams enable individuals to examine the relationships between sets and subsets. This analysis promotes critical thinking as it encourages individuals to consider the logical connections and dependencies between different elements. It prompts questions such as how one set influences or relates to another and how they interact. Problem-solving: Venn diagrams can be used as a problem-solving tool, particularly in determining the inclusion or exclusion of elements. Critical thinking is involved in using the diagram to solve complex problems, identify solutions, or make decisions by considering the overlapping or non-overlapping relationships between sets. Creativity and flexibility: Venn diagrams provide a visual framework for critical thinking, but they also allow for creativity and flexibility in interpretation. They can be personalized and adapted to meet specific needs and contexts, allowing individuals to explore different perspectives and possibilities. Overall, a Venn diagram promotes critical thinking by facilitating the analysis, comparison, and synthesis of information, encouraging individuals to think deeply about relationships, similarities, and differences between various sets of data or concepts.

What is asterik critical thinking in venn diagram?

Asterisk critical thinking in a Venn diagram is the practice of using an asterisk (*) to indicate an exception or a particular condition within the diagram. It is a way to account for specific elements or subsets that may not fit into the general categories represented in the Venn diagram. By adding an asterisk to a specific intersection or individual set, the diagram becomes more nuanced and allows for the consideration of exceptions or special cases. This helps to enhance the accuracy and comprehensiveness of the analysis or argument being presented.

What i know critical reading venn diagrams?

Critical reading is an important part of effective writing. It involves careful analysis and evaluation of a text in order to form an informed opinion. Venn diagrams are a great tool to help people visualize how two or more different concepts or elements interact and relate to each other. They are often used to compare and contrast different ideas, analyze contradictions and similarities, or explore a relationship between two or more subjects. A Venn diagram can be used to help critically read and analyze a text by highlighting the similarities and differences between key points. It can also be used to organize complex data or track the changes in an argument. By creating a visual representation of the text, it is easier to make connections, draw insights, and come away with a better understanding of the text.

How can venn diagramms be used in preschools to promote critical thinking?

Venn diagrams can be used to introduce preschoolers to a variety of topics, including sorting and categorizing objects, comparing and matching items, and analyzing similarities and differences between concepts. By allowing preschoolers to sort objects into Venn diagrams, they learn to think critically and creatively while developing their problem-solving skills. Venn diagrams can also be used to help preschoolers understand more complex concepts, such as the relationships between plants, animals, and people, or how items are related in different ways. In addition, Venn diagrams can be used to help preschoolers understand basic math concepts, such as numbers, shapes, and patterns.

How does a venn diagram help solve a critical thinking problem?

A Venn diagram can help to organize the information in a problem and visualize the relationships between the elements of the problem, aiding in critical thinking. By creating a Venn diagram and labeling the elements in the problem, it is easier to identify connections, similarities, and differences between the elements that can help with problem solving. It also allows for brainstorming and increased understanding of the problem by illustrating the information.

How do venn diagrams encourage critical thinking and understanding?

Venn diagrams encourage critical thinking and understanding by requiring the user to think conceptually about the overlap of ideas. In order to correctly draw a Venn diagram, the user has to identify the similarities and differences between two or more concepts and visualize how they interact with one another. Through this process, users are able to gain a greater understanding of the concepts, as well as how they interact and relate to one another. Additionally, Venn diagrams provide a visual representation of abstract ideas, allowing users to more easily comprehend how different elements interact.

Which thinking map replaces venn diagram?

A Bubble Map can be used instead of a Venn Diagram.

What is the purpose of venn diagrams in critical thinking?

Venn diagrams are a visual tool used to assist with critical thinking. They help to organize information and identify relationships between different concepts, ideas, or pieces of information. They can be used to make comparisons, analyze relationships, and discover commonalities or differences. Venn diagrams can also be used to generate new ideas and potential solutions to problems.

How can veen diagrams help with critical thinking?

Venn diagrams can help with critical thinking by visualizing the relationship between information and ideas, and by helping to identify areas of agreement and disagreement. This can help to provide a clearer understanding of the overall argument and break down complex problems into more manageable chunks. The visual nature of Venn diagrams also encourages creative thinking, as the user is asked to think through the relationships between concepts and draw connections they might not have previously considered.

Is a Venn Diagram an example of critical thinking?

No, a Venn Diagram is a graphical representation of the relationships between two or more sets of data. It is useful for understanding concepts and relationships between different ideas, but it does not necessarily involve critical thinking.

The English Classroom

A GUIDE FOR PRESERVICE AND GRADUATE TEACHERS

Venn Diagrams: Encouraging Students Compare and Contrast

The solution.

Your students need to compare and contrast information.

The Situation

Venn diagrams are a useful tool to compare characters, features of a text and a number of other writing features. Remember, consider what you want your students to do and consider Bloom’s Taxonomy prior to making the lesson.

A venn diagram is simply tow circles that overlap; student record the differing and similar qualities in their respected boxes.

Check out the following example:

There are a number of ways you might use a Venn diagram. In this example, students use a Venn diagram to compare advertisements from different social contexts:

In this example, students compare the target audience of two picture books (Based solely on the images provided).

Venn diagrams can be used to compare more than two items. In this example, students have looked at the types of film trailers (teaser, theatrical and International). They need compare the qualities for each:

And to make things even more complicated, you can complete a Venn diagram as a cooperative task between four students. For example, you assign each student a box and they make their own comparisons. Next, they talk to each other and come up with a group consensus based on their own understanding. This can then be shared with the remainder of a the class for a broader discussion. Check out the instructions below:

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Venn Diagram

About this Interactive

Related resources.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles. Students identify and record concepts that can be placed in one of the circles or in the overlapping areas, allowing them to organize their information logically. Students may view and edit their draft diagrams, then print the finished diagrams for reference. In some cases, the Venn diagram tool has been customized to complement a specific lesson or activity.

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Students compare the sinking of the Edmund Fitzgerald with the song, "The Wreck of the Edmund Fitzgerald," then create their own poetry about a historical event.

Students often find poetry frustrating and meaningless. By helping students think critically about the differences between poetry and prose, this introduction sets the stage for different strategies for comprehending poetic texts.

Students build their understanding of the terms compare and contrast by participating in class discussions, using Internet resources, working collaboratively, and by visually representing information in a Venn diagram.

Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.

Students research, evaluate, and synthesize information about the Harlem Renaissance from varied resources, create an exhibit, and highlight connections across disciplines (i.e., art, music, and poetry) using a Venn diagram.

Cinderella without castles, coaches, or ball gowns? Students use versions of Cinderella to explore how the setting of a story—time, place, and culture—affects the characters and plot.

A little understanding can go a long way. After learning about difficulties that Palestinian youths face, students will write a letter to an official discussing these issues.

Following the model of N. Scott Momaday's The Way To Rainy Mountain , students write three-voice narratives based on Kiowa folktales, an interview with an Elder, and personal connections to theme.

In this lesson, kindergarten students manipulate hula hoops and real objects, as they use Venn diagrams to problem solve, explore, and record information to share with others.

Students explore picture books to identify the characteristics of four types of conflict. They then write about a conflict they have experienced and compare it to a conflict from literature.

This lesson uses clips from The Matrix and other dystopian movies to introduce students to the characteristics found in dystopian works, such as Brave New World , Fahrenheit 451 , and 1984 .

After exploring The Odyssey and a contemporary epic, students choose paired characters from the texts, complete a graphic organizer, and place their characters in hypothetical contemporary situations.

Students compose a multigenre paper, modeled after the Delany sister's autobiography, Having Our Say , that includes the autobiographical narrative essay as well as an informational nonfiction piece.

Students will be introduced to persuasive techniques used in advertising, analyze advertising, and explore the concepts of demographics, marketing for a specific audience, and dynamic advertising.

This step-by-step literature response template for use with read-alouds asks students to use drawing and writing to respond to increasingly-complex prompts which address literary elements as well as personal connections.

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Technical vs. Academic, Creative, Business, and Literary Writing: What Is the Difference?

Technical writing is all about the content that focuses on providing detailed and clear information on the product or service. It contains a factual and straightforward message. Technical writers convert complex technical information into useful and easy-to-understand language. You should know that there are different types of technical writing , for example, online tutorials , instruction manuals, API documentation, and so on.

The main idea of all types of technical writing is to help the end-user understand any technical aspect of the product or service.

In addition to technical writing, there are many types of other writings, such as creative, business, and literary writing. All of them have distinctive features. Let’s compare these writings to technical writing and see what they have in common and what makes them different.

Technical Writing vs. Academic Writing

Some people might think these two types of writing are similar. The truth is that these are two completely different categories. It may seem that academic writing should be more complicated since it is focused on some specific and narrow discipline. Indeed, this type of writing may describe very complex concepts and provide specialized knowledge.

Technical writing is intended to describe technical information. It may vary depending on the specifics of a particular industry.

Academic writing is aimed to present a certain point of view on a particular subject. Academic papers show results of research and demonstrate someone’s knowledge. In turn, technical writing explains something to readers and informs them. Technical papers often explain how to use a particular product or service. Technical documents can also describe procedures used by the manufacturer to perform certain tasks. What technical and academic writing have in common is that both types may contain jargon.

Academic and technical writing target different audiences. Academic papers are usually intended for fellow scholars. However, there are also academic pieces of writing intended for a broad audience. Technical writing is intended for people who use a product or service.

Technical Writing vs. Creative Writing

Creative writing is a piece of writing for entertainment and education. It focuses on imaginative and symbolic content, and creative papers are published to entertain, provoke, inspire the user. Technical writing, on the other hand, is not done to amuse its reader. It is used to inform someone. Some technical articles are sometimes made to trigger the reader to take action.

There is no such specific reader who prefers creative papers. Anyone can read the creative paper if they want to, and it gives readers a theme, message, moral, or lesson which is helpful in their real lives or provides temporary entertainment to the reader.

Creative writing has many genres and subgenres. If you want to write creatively, you should have talent. Of course, talent alone is not enough – practice is everything here.

It doesn’t mean that creativity can’t be used in technical writing. Technical articles contain so many facts and data that they can bore and overwhelm readers. This is where creativity in technical writing might come in handy. A tech writer should be creative to encourage their readers to continue reading the document.

Technical Writing vs. Business Writing

Business writing is just about any kind of writing people do at work, if we are not talking about journalism or creative writing. Business writing includes reports, emails, proposals, white papers, minutes, business cases, letters, copywriting, bids, and tenders.

However, many reports, bids, and proposals contain technical data and specifications. So business writers may find themselves editing technical content, and technical writers may be called upon to write persuasive documents for a non-technical audience.

The main objective for both these writings is to inform, be useful, build something or operate the equipment.

The language needs to be clear, concise, and accurate. Wordiness, repetition, and unfamiliar words that the audience may not understand do not belong in either business or technical writing.

Of course, you can use technical jargon in documents where the audience has the same technical background. But too much jargon tends to be a huge problem. So, if in doubt, avoid jargon or explain it.

Some business documents need to be persuasive, whereas technical documents tend to be neutral and objective.

However, there are differences in the content, language, and style of technical and business writing. More on technical writing in business is in our article What Value Technical Writers Bring to Business?

Technical Writing vs. Literary Writing

The main difference between technical writing and literary writing is that literary language is used in literary work while technical writing is used in writing for a particular field. Literary writing is used in fiction. Examples of literary writing include poems, novels, short stories, dramas, etc. The language used in literary writing is creative, imaginative and uses literary techniques like hyperbole, personification, similes, metaphors, etc.

Technical writing is the style of writing that is mostly observed in non-fiction. The language used in technical writing is direct, factual, and straightforward.

Literary writing appeals to emotions. Technical writing appeals to the mind.

Technical writing is aimed at people who have knowledge about a particular subject area. Literary writing is written for general readers.

Every writing style is important in its own way. They are used by writers depending on the subject matter, purpose, language, and target audience. Below is the table that summarizes what you found out about the types of writing mentioned in this article:

It doesn’t matter what you write: essays, business materials, fiction, letters, or just notes in your journal, your writing will be at its best if you stay focused on your purpose and target audience.

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VENN DIAGRAM METHOD FOR STUDENTS’ ABILITY IN WRITING AT INTENSIVE ENGLISH CLASS OF UNISMUH MAKASSAR

The objectives of this research are to find out the improvement of the students’ writing ability in terms of content and organization through Venn Diagram Method at Class A students of Intensive English Class. This research used Classroom Action Research (CAR). It had conducted two cycles. Where each cycle is consisted of four meeting. It employed writing test as instrument. The number subject of the research were 28 students and consist of 5 men and 23 women. Implementation of the first and the second cycle during the four meeting. Technique of the data collection used the cycle, based on the material being taught. Based on the findings of the research, the improvement of the students’ writing ability in content and organization were significant improved. Where the mean score in content was 7.79 and mean score in organization was 7.57. It’s mean that by using Venn Diagram method can improve the students’ writing ability. Keywords: Venn Diagram, Method, Writing.

Related Papers

Journal on English as a Foreign Language

M. Zaini Miftah

This classroom action research was intended to enhance students' skills and motivation in writing report texts by implementing the Venn-diagram strategy. Twenty-one students failing to achieve the passing grade level of scores on their writing skills at the ninth grade of an Islamic secondary school in East Java Indonesia became the subjects of the study. The observation checklist, field notes, questionnaires, and writing test were used to collect data through implementing the Venn-diagram strategy taking a two-set circle and applying the writing process – prewriting via generating ideas, selecting relevant ideas, and ordering ideas; drafting general classification and description paragraphs; revising the rough draft and editing it; and publishing a final version. The results showed that the strategy can enhance the learners’ skills and their motivation in writing report text. The learners’ writing scores significantly increased both in two cycles – thirteen learners of the twenty-one students passed from the passing grade level in Cycle 1, and all learners passed from those in Cycle 2. It also highly motivates learners in writing report text, both in two cycles. Therefore, English teachers are recommended to apply Venndiagram strategy in EFL writing class to start writing.

English Educational Departement Tarbiyah and Teachers Training Faculty State Institute for Islamic Studies Padangsidimpuan

SRI R A H M A D H A N I SIREGAR

Penelitian ini difokuskan pada masalah siswa dalam kemampuan membaca teks Bahasa Inggris. Masalah yang dihadapi siswa adalah memahami kosa kata sulit dalam yang terdapat pada teks Bahasa Inggris. Selain itu, mereka juga kesulitan mengidentifikasi tata bahasa dan karakteristik teks yang dibaca. Penelitian ini adalah penelitian eksperiment. Populasi nya adalah semua siswa di kelas delapan SMP Swasta Nuril Ilmi Padangsidimpuan tahun akademik 2017/2018. Sample yang diambil adalah berjumlah enam puluh dua orang yang dibagi ke dalam kelas control dan kelas eksperiment. Data dikumpulkan melalui pre-test dan post-test dalam bentuk tes pilihan berganda. Data dianalisis menggunakan rumus t-tes untuk membuktikan hypothesis. Hasil dari penelitian ini menunjukkan penghitungan t-tes pada post-test 3.408 dengan sig 2.00. Dengan demikian hypothesis diterima karena t count > t table yaitu 3.408 > 2.00. Oleh karena itu dapat disimpulkan bahwa ada pengaruh penggunaan Venn diagram terhadap kemampuan membaca siswa kelas delapan SMP Swasta Nurul Ilmi Padangsidimpuan.

iis islamiah

This research is motivated by the students 'ability to write is still low, it is due to a lack of students' understanding of the material taught so that they are still confused to write and integrate words into full text. The purpose of this study is to determine the implementation of theprogram, lesson study especially in terms of improving the ability to write student observation report text. This type of research is Classroom Action Research (CAR) based on lesson study. The subject of this study was VII-F class students of MTs Nurul Falah, Cimahi City. The instruments used were observation sheets, RPPs, Student Worksheets (LKS), and test sheets of students' ability to write observational report text. The finding of this analysis is that implementing theprogram lesson study showed an increase in students' writing ability in the observation report text. This is known by the increasing number of students who show independence in the learning process, students are abl...

Safitri Arifiastri

ABSTRACT Arifiastri, Safitri Nur. 2014. Improving students’ writing skill using bubble diagram for SMP NU Syamsudin Malang. Thesis. English education department faculty of teacher training and education. Kanjuruhan university of Malang. Advisor 1) Dra Nanik Suratmi, M. Pd, Advisor 2)Uun Muhaji, S. Pd, M. Pd. Key words: Improving, Writing skill, Bubble diagram English is an international language that is used for communication among people. There are four skills in English language (speaking, listening, reading and writing) but among the skills, writing is the complex skill that needs sources from listening and reading to find idea or authentic resources. For students in junior high school especially for SMP NU Syamsudin Malang junior high school, writing is the most difficult subject because they never learned before. It was showed in preliminary study that the students were only giving attention to the teacher when translating words. The students were always writing down the translation by the teacher but they could not remember the translation when the teacher asked them to make a new sentence. The students also could not find idea in writing sentence. Realizing those problems, the researcher used bubble diagram which was selected to be implemented in the teaching and learning process. For supporting the research, the researcher needed some theories of writing and teaching methodology, such as: element of writing, the process of writing and Bubble Diagram in teaching narrative text theories. In this research, the researcher used classroom action research. There were four steps in conducting this research: Planning, implementation, observation, and reflection. This research was done in one cycle because of limited of time which was elaborated in 4 meeting. In the first meeting, the aim was to build student background knowledge of narrative text. The second meeting was drawing the bubble diagram in order to make a new narrative story. The third meeting was about writing the first draft of narrative story and the last meeting was submit the final draft of narrative text. After the implementation of the action which was conducted in four meeting, the research showed unsuccessful result in improving student’s writing ability. It can be seen in the result of the first draft from cycle 1 the mean was 8,3 and 40,2 for the final draft of students’ narrative text. The improvement could not achieve the Minimum Learning Mastery (KKM) required by the school which was 75. The researcher could not continue the research because of limited of time that was given by the teacher. In conclusion, the implementation of Bubble Diagram was helpful the students in improving their writing skill but unsuccessful to achieve the minimum Learning Mastery (KKM). In order to achieve the maximum result of students’ writing skill, it must be supported by other things, such as the teacher’s role in the class, students’ activeness, mastering grammatical structure, mastering vocabulary and so on.

Adwidya Yoga

CAHAYA PENDIDIKAN

Dede Khoirunisa 2205

Exposure Journal

The research aimed at improving the ability of the Eleventh grade students of Senior High School of Unismuh Makassar in writing descriptive text using the Brain-Sketching Technique. For the purpose, it employed Classroom Action Research in which the researcher worked in planning, implementation, observation, and reflection on the data collected from the teaching and learning process and the students' writing products. The method of this research is Classroom Action Research that consists of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done in Senior High School of Unismuh Makassar for English subject. As subjects in this research is class XI IPA 2 in 2012-2013 academic years which consists of 26 students. Those consisted of 14 women and 12 men. The instruments used were writing test and observation sheet. The study was conducted in diagnostic test, cycle one and cycles two, each cycle was carried out in four meetings. The objective of the research was intended to know the improvement of the students’ writing ability after using Brain-Sketching Technique at the Eleventh grade students of Senior High School of Unismuh Makassar. The findings indicated that using Brain-Sketching Technique could improve the students' ability in writing descriptive text. Before giving implementation the researcher gave the students diagnostic test and the mean score of diagnostic test was 63.90 as classification “fairly good”. Then the researcher conducted the first cycle and the second cycles, and the result showed that the students' scores in the first and second cycles improved. In the first cycle, the mean score of students was 67.22 as classification “fairly good”, meanwhile the mean score of students in the second cycle was 71.41 as classification “good. It means that the improvement of students’ writing ability from D-Test to cycle I was 5.21%, cycle I to cycle II was 6.22%, D- test to cycle II was 11.73%. Keywords: Brain-Sketching, Technique, Descriptive, Text, Writing.

J-SHELVES OF INDRAGIRI (JSI)

samsul amri

The purpose of this research is to know students’ writing skill of discussion text. The design of this research was descriptive quantitative research. To reach the purpose above, the researcher was distributing test to twelfth Grade students of XII Agama 1 of MAN 1 Indragiri Hilir. The amount of them is 20 students. After collecting the data, the researcher found that their writing skill of discussion text was good. It was proven by their mean score that is 74.1. It can be concluded that students have had good skills to write discussion text. The researcher assumed that this good result can be because the students had been able to understand what the teacher explain during the teaching and learning process and they also read many texts in the library or the internet.

Journal on English Language Teaching

siti nurani

The aim of this research is to analyze empirically English writing skill of Senior High School students. This research is a descriptive qualitative research. The population of this research is the second grade students from SMA Yaspen Tugu Ibu in Depok. The sample was taken through simple random sampling of which 25 students as samples of this research. For collecting the data, the instruments used in this research were writing test and interview. The writing test was conducted to obtain the writing skill indicators, while the interview was carried out to elicit information of students’ problems in writing. The result of this research explained that students’ English writing skill was definitely good at SMA Yaspen Tugu Ibu Depok. There were 88% of students with scores more than 50 and only 12 % with scores less than 50. In conclusion, the students’ writing skill at SMA Yaspen Tugu Ibu is considered to be high category in English writing skill.

THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL

Putry Maylinia Utami

This writing aims to analysis the difference between students’ ability in writing recount text and descriptive text at SMAN 18 Makassar (comparative analysis). The population of this writing was the tenth-grade students of SMAN 18 Makassar at the first semester 2021/2022 academic year. The writer took 270 students as population. The data were obtained from the writing text. The writer choose of class X IPA 3 and the writer took 30 students as a sample. The results of the writing used inferential analysis of t-test by SPSS v.16. It showed that there was a significant difference in the students’ mean score writing ability between recount text and descriptive text. The mean score of the students’ writing test recount text is 82.20 while descriptive text is 76.43. The significance value calculated 0.014 is smaller than 0.05 (P-value = 0.014 < 0.05). Therefore, the hypothesis of these writing was accepted. It means that, there were a Comparative difference of Students’ Writing Abil...

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Academic Writing and Technical Writing [classic]

You can easily edit this template using Creately's venn diagram maker . You can export it in multiple formats like JPEG, PNG and SVG and easily add it to Word documents, Powerpoint (PPT) presentations, Excel or any other documents. You can export it as a PDF for high-quality printouts.

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