Understanding the Text 2-Sided Graphic Organizer
This strategy was presented by Rochelle Ramay from the Northern California Writing Project as
one of the strategies used to improve students’ analytical writing. This strategy addressed the
continuum category “Understanding and Use of Text: The writer provides the reader a clear and
accurate understanding of the text and effectively uses the ideas in the text to develop the writer’s
response.”
The essay prompt is based on the University of California’s placement test—students read an
essay and write a response; it is a 2-hour test. The prompt is designed to be creative nonfiction that
demonstrates movement and provides a deeper analysis of the issue; students need to use the essay
but cannot simply summarize it. The writing placement test is designed to look at what the students
think, not what they learned; the expectation is that students will enter into an academic conversation.
The 2-sided graphic organizer was based on one developed by the Kennesaw Mountain Writing
Project. Scanning the handout did not work well (very small print), so I recreated it in Word. This way
you are also able to change the text to fit your essay/response assignment.
The “My Ideas” side is to be completed individually while reading the essay. The middle box is
your prompt, which the presenters said should tell the student “How to Read” the essay and then “What
to Write” in the response. The top two boxes are for the students to summarize the essay and note the
support in the essay. The bottom two boxes are for the students’ responses and examples/connections.
The “Others’ Ideas” side is to be completed in a group. Students are not to swap and copy; rather
they are to share/discuss their ideas. As listeners, students should note on the second side ideas they
hadn’t thought of so that they can build off one another’s ideas for the response. While the placement
test doesn’t allow for this discussion, it should be modeling to help students learn throughout the year
to read more analytically. Teachers will need to encourage students to incorporate these notes into their
responses.
Excerpt from Chapter 14 I Know Why the Caged Bird Sings by Maya Angelou
My Ideas
Original text: Cite evidence (quoted or summarized) from the
text that supports the theme/literary element/focus lesson.
Artistic medium/Alternate Interpretation: Identify evidence
that supports the theme/literary element/focus lesson.
Theme:
Analysis: To what extent do you
think that this artwork/alternate
interpretation helps you to
understand the original text?
Analysis: To what extent does this
artwork/alternate interpretation differ
from the original text? How does it
help/hurt your interpretation?
Excerpt from Chapter 14 I Know Why the Caged Bird Sings by Maya Angelou
Others’ Ideas
Original text: Cite evidence (quoted or summarized) from the
text that supports the theme/literary element/focus lesson.
Artistic medium/Alternate Interpretation: Identify evidence
that supports the theme/literary element/focus lesson.
Theme:
Analysis: To what extent do you
think that this artwork/alternate
interpretation helps you to
understand the original text?
Analysis: To what extent does this
artwork/alternate interpretation differ
from the original text? How does it
help/hurt your interpretation?