essay structure map

Essay Mapping Tool

Instructions.

Effective writing at university is a process:

Analyse the task → Gather content → Plan → Draft → Edit

This tool may help you to bridge from planning to drafting by helping you arrange your sentences in a logical order. It also provides tips for each component of an essay – the introduction, body, and conclusion. It can be used to improve your understanding of essay writing in general or as a planning tool for one of your university assignments.

Because this tool is for your personal use only, you may decide to write in bullet points, but we recommend full sentences. Once you have filled in each section, a complete essay overview will be generated which can be printed.

1. Introduction

Three paragraphs planning spaces have been provided for you. You can add or delete as necessary.

The purpose of the body is to logically develop the points made in your thesis and outline statements. There are no rules about the number of paragraphs required in assignment, but in general, you are advised to develop one idea per paragraph. This is done with a clear and coherent structure which introduces the topic in a topic sentence, defines or clarifies which aspect of the topic you are going to discuss, develops and supports your discussion and (optionally) concludes your discussion.

A topic sentence generally has two parts. You may refer to the overall essay topic and also introduce the specific aspect you plan to discuss in this paragraph. This is referred to as topic + controlling idea . You can also use a topic sentence to link to or contrast with the previous paragraph. This is an effective strategy to use with the second body paragraph onwards. You may choose to conclude the paragraph with a summary sentence; however, you are advised not to overuse this type of sentence as it may seem repetitious.

Cohesion and coherence refer to how effectively sentences are connected and how smoothly the writing flows. This is not simply achieved by following a logical paragraph structure, but also by using linking words (e.g. however/furthermore/consequently ) and referring words (e.g. this/that/these/those )

When you develop your argument, remember to use a range of support. You can use examples, logical reasoning, speculation, statistics and citations

Paragraph 1

Write the topic and controlling idea (one sentence).

Support your controlling idea using evidence, examples, elaboration or explanations. Do not go off topic. Do use in-text references.

Sum up the paragraph and link to your thesis OR link to the next paragraph (one sentence).

Paragraph 2

Paragraph 3, 3. conclusion.

The purpose of the conclusion is to summarize the key points you have discussed; however, it often contains a paraphrase of the thesis statement. This helps link the whole essay together. A conclusion may also contain a statement which links the essay to the broader topic or suggests a future action.

You can begin with the phrase ' In conclusion, ' but there are other phrases you could consider: In summary/This assignment has…/In this essay, I have… . Avoid Finally/Briefly/

Remember to reference any sources you have used. Refer to CDU Library for more information on referencing.

Introduction

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A clear, arguable thesis will tell your readers where you are going to end up, but it can also help you figure out how to get them there. Put your thesis at the top of a blank page and then make a list of the points you will need to make to argue that thesis effectively.

For example, consider this example from the thesis handout : While Sandel argues persuasively that our instinct to “remake”(54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well”(51) is less convincing.

To argue this thesis, the author needs to do the following:

• Show what is persuasive about Sandel’s claims about the problems with striving for perfection.
• Show what is not convincing about Sandel’s claim that we can clearly distinguish between medically necessary enhancements and other enhancements.

Once you have broken down your thesis into main claims, you can then think about what sub-claims you will need to make in order to support each of those main claims. That step might look like this:

• Evidence that Sandel provides to support this claim
• Discussion of why this evidence is convincing even in light of potential counterarguments
• Discussion of cases when medically necessary enhancement and non-medical enhancement cannot be easily distinguished
• Analysis of what those cases mean for Sandel’s argument
• Consideration of counterarguments (what Sandel might say in response to this section of your argument)

Each argument you will make in an essay will be different, but this strategy will often be a useful first step in figuring out the path of your argument.  

Strategy #2: Use subheadings, even if you remove them later  

Scientific papers generally include standard subheadings to delineate different sections of the paper, including “introduction,” “methods,” and “discussion.” Even when you are not required to use subheadings, it can be helpful to put them into an early draft to help you see what you’ve written and to begin to think about how your ideas fit together. You can do this by typing subheadings above the sections of your draft.

If you’re having trouble figuring out how your ideas fit together, try beginning with informal subheadings like these:

• Introduction  
• Explain the author’s main point  
• Show why this main point doesn’t hold up when we consider this other example  
• Explain the implications of what I’ve shown for our understanding of the author  
• Show how that changes our understanding of the topic

For longer papers, you may decide to include subheadings to guide your reader through your argument. In those cases, you would need to revise your informal subheadings to be more useful for your readers. For example, if you have initially written in something like “explain the author’s main point,” your final subheading might be something like “Sandel’s main argument” or “Sandel’s opposition to genetic enhancement.” In other cases, once you have the key pieces of your argument in place, you will be able to remove the subheadings.  

Strategy #3: Create a reverse outline from your draft  

While you may have learned to outline a paper before writing a draft, this step is often difficult because our ideas develop as we write. In some cases, it can be more helpful to write a draft in which you get all of your ideas out and then do a “reverse outline” of what you’ve already written. This doesn’t have to be formal; you can just make a list of the point in each paragraph of your draft and then ask these questions:

• Are those points in an order that makes sense to you?  
• Are there gaps in your argument?  
• Do the topic sentences of the paragraphs clearly state these main points?  
• Do you have more than one paragraph that focuses on the same point? If so, do you need both paragraphs?  
• Do you have some paragraphs that include too many points? If so, would it make more sense to split them up?  
• Do you make points near the end of the draft that would be more effective earlier in your paper?  
• Are there points missing from this draft?  
• picture_as_pdf Tips for Organizing Your Essay

About this Interactive

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/

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Shane Bryson

Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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Mind Map for Essay: Complete Guide With Useful Tips

Edraw content team, planning to create mind map for essays.

EdrawMind is a powerful tool that lets you create mind maps for essays. Learn from this essay writing tips guide to know everything about different essay writing. Try this mind-mapping tool today!

Essay writing is one of the most crucial parts of any academic curriculum. Most students consider writing an essay a dreadful task, but with the correct essay writing tips, one can easily master the techniques. In this article, we will show you the importance of mind maps for essay writing. Creating a mind map for essay writing helps academic students visualize the idea before they start writing it. Here, we will discuss different essays and illustrate how just by creating a mind map in EdrawMind, one can easily write long essays for their academic purpose.

1. What is mind mapping?

Before we begin understanding the benefits of making a mind map for essay writing, we should first understand mind mapping in detail.

In general, mind mapping is a diagramming technique that helps display information visually. Let us suppose you have to write about yourself, including your hobbies, details about your parents, the video games you love to play, and more. In this case, mind mapping would be the technique you will use to visualize the content going along in your 'about me' essay. Since most students prefer to outline their essays before actually converting them into long paragraphs, it is always considered good practice to make a mind map in and around the essay's primary topic.

There are a couple of ways that mind mapping benefits the students who intend to write a good essay.

• A student can visualize the entire essay even before starting to write it.
• A student can prioritize the segments based on their subtopics.s
• A student can go back to the mind map and understand if they have missed out on any important topic.

Once students have created a mind map, they can seemingly convert it into long paragraphs for an essay. In most cases, if a student can add the mind map to the essay, it will help the reader understand the important topics covered in the submitted long piece.

2. Mind Map Helps with All Types of Essays

In academic writing, there are six different types of essay writing. As a student, you can create a mind map for different essays and later use these steps to write the essay itself. Here, we have covered all the six different types of essays and helped you understand how mind maps benefit someone who intends to write astonishing essays.

1. Argumentative Essay

An argumentative essay is a form of essay writing that requires a student to go analytical by investigating a topic, collecting the data, generating the points, evaluating all the gathered evidence, and establishing a position on the topic. As you see, an argumentative essay requires the student to go in-depth about their research. If the student works on a mind map for an argumentative essay, they will be able to properly create different segments while outlining their investigative and evaluative stages.

When a student creates a mind map, it facilitates a visual sketch of the entire material the student has gathered to write the argumentative essay. In addition, by creating a mind map, the student ensures that they have all the relevant information before proceeding to write the essay.

2. Admissions Essay

Admission essays are essays that one writes to get themselves enrolled at any particular college or university. Admission essays mostly consist of a statement of purpose (SOP), a student's academic record, a student's record of extra-curricular activities, references, and personal details. An admission essay is considered a very important piece of writing because it allows the college or university to know the student better and learn more about any specific situation.

When a student is writing an admission essay, creating a mind map is extremely handy because it allows the students to jot down the details of all of their achievements in a manner that resonates with the admission process. In a mind map, the student can dedicate a specific portion to their SOP, add their academic record in other subtopics, and then work ahead to showcase their achievements. Once the mind map for the admission essay is created, the student can follow the basic steps to writing an essay.

3. Persuasive Essay

A persuasive essay is a type of essay where a researcher or a student supports their content with facts and logical reasons to sway readers to a particular standpoint. In general, while writing a persuasive essay, the primary intention of the writer is to persuade the reader and convince them on a specific issue.

As you see, a persuasive essay requires a detailed logical argument and an emotional appeal. Most students tend to create a mind map before writing their persuasive essay to find the loopholes in the early stages of essay writing. A persuasive essay consists of three important parts: issue, side, and argument. By creating a mind map for an essay, a student can create these subtopics and work on them individually.

4. Compare-and-Contrast Essay

When students need to point out the similarities and differences between two or more subjects, they create a compare-and-contrast essay around it. Writing a compare-and-contrast essay is great for illustrating what separates and unites related topics, particularly those topics or concepts that are often misinterpreted by each other. In a compare-and-contrast essay, a student does not choose two specific topics to provide a contrast. Rather, they compare and contrast two types of similar topics to highlight subtle differences. For instance, when someone has to compare and contrast between watermelon and muskmelon, they will choose two different breeds of dogs and cats to convey the exact difference.

By creating a contrast-and-compare essay mind map, one can easily note the differences and similarities between two subjects. A mind map will help brainstorm the topic, collect the sources, and outline the essay structure.

5. Personal Essay

As the name suggests, a student writes about their experiences without having to prove any particular point in a personal essay. In personal essays, the author only intends to introduce the topic to the reader and make them aware of the subject and the theme. In most cases, a personal essay is based on feelings, emotions, personal experiences, and personal opinions.

While creating a mind map for a personal essay, the author can work on some important elements, like creating a compelling hook, presenting an engaging story, introducing interesting characters, having an immersive setting, and presenting meaningful conversations. With the help of a mind map, one can easily separate all these elements into subtopics and work on them individually. This way, they can present a more compelling story without missing out on important details.

6. Expository Essay

An expository essay is a long-form essay where the author's primary intent is to explain or describe a particular topic by providing factual information. When an author starts preparing for an expository essay, they start by investigating an idea, evaluating the gathered evidence, expounding on the idea, and concisely presenting an argument. Often, students get confused between expository and argumentative essay writing. The core difference between the two genres is that an expository essay will contain the information and explain the topic in brief. At the same time, an argumentative essay will contain the writer's personal ideas, facts, and other statistics.

Since expository essays contain information based on investigation and evaluation, creating a mind map for such essay writing is recommended. Using a mind map, the author can easily visualize all the evidence related to the information and brainstorm the topic before starting the writing process.

3. Mind Map for Essay: Step by Step

Now that you have understood how students can easily visualize their ideas by creating mind maps for essays, let us give you a detailed step-by-step description of how you can use mind maps for essay writing. It should be noted here that these are generic steps and can easily be applied to all the different types of essay writing.

1 Find Essay's Topic:

The first step in essay writing is coming up with a unique idea or a topic less explored. If you work on an essay topic that is already covered several times by different authors, your research might be hard-pressed to develop a unique standpoint. Instead, it is recommended to come up with the essay topic you are personally interested in, or at least something you can talk about without major complications. Choosing your essay's topic that is close to you will make the entire task of essay writing less monotonous.

• Create a mind map in a tool like EdrawMind and name the primary topic, 'Essay Topic.' Now start adding different ideas as its subtopics. These subtopics can be anything that you are closely associated with. For instance, you can add different ideas that your professors might have suggested or some ideas that were previously discussed in the classroom.
• Add your own areas of interest to the mind map and try to connect the dots with the ideas that you must have added in the previous step. Once you have a few good ideas that intersect with your interest and the ideas that were previously discussed, you can start weighing them against one another by noting down their respective pros and cons. Remove the ideas that have several cons and start working on that essay topic with maximum pros.

2 Commence Research Process:

Research is one of the most important processes in essay writing. At the same time, students often get confused between different arguments and counterarguments presented to them from different research papers. Students often waste an enormous amount of time just trying to figure out how to put all the different information into one piece. What all these students need is to make a mind map for essay writing where they can easily collect and structure their data and information.

• Create a mind map for different sources and make additional notes in these mind maps as you go on through the text. EdrawMind provides you with a comment option that helps in taking additional notes as and when they are required.
• Sometimes, students create one single mind map where they list all of their resources and branch them out for every quote and information, they want to use in the essay paper.

3 Outlining Essay Paper in a Mind Map:

Before you start writing your essay, you first create an outline of your paper that will help create a coherent structure of your arguments, counter arguments, examples, and sources. By using a mind map, one can easily review the outline and access the information they require in their essay.

Creating a mind map to outline your essay ensures that one will walk through sources and information more efficiently. It also enables the author to find and review information whenever they are stuck at any point.

4. Useful Tips for Your Essay

Essay writing can be a fun exercise if you follow some of the general steps to writing an essay. A couple of important essay writing tips ensure that your final submission has no plagiarism, no errors, has a proper citation, and does not divert from the primary topic. Some of the most useful essay writing tips are:

• Plan & Schedule: After coming up with the right topic for the essay, a student must allocate proper time and schedule their research hours. Most of the time, students underestimate the amount of work required to conduct proper research to write a professional essay and end up submitting an essay that will fetch them poor grades. It is always advisable to plan and schedule the essay writing in such a way that they get proper time for researching, and a good amount of time in writing, followed by sufficient time to conduct the second round of editing.
• Structure, Flow, & Focus: If you have not decided on the right flow of your essay, chances are your reader might not be able to relate to it. So, whenever you start writing the essay, ensure that you have properly summarized the core introduction and main body and presented your case that leads towards a proper conclusion. By structuring and focusing on the flow, each section of your essay will add a definitive value to the argument that you are presenting. At the same time, you should also perform multiple revisions just to confirm that the different parts of your essay fit together as a logical whole.
• Proper Style and Formatting: A good essay is about the argument and the narrative structure, but at the same time, the style tends to influence your readers, as that is the very first thing the reader will see when they look at your essay submission. Before writing down the essay, understand the formatting and styling criteria from your professor. You can even consult them about the language guide and the style that you have to follow while submitting the essay. It might look like a very simple or a basic step, but when an author submits an essay that has a proper table of content, introduction pages, bibliography, indexes, annexures, and references, the reader will get an idea that the author has done their proper research before writing the essay.
• Visualize the idea: In most cases, authors start writing the essay as soon as they get an idea. However, if the content is large and the project demands multiple rounds of revisions, it is highly recommended to go ahead and create a mind map. A mind map for essays will help the author visualize the content in a concrete manner. At the same time, by creating a mind map, you will be able to follow the timeline and have sufficient time to make revisions.

5. Key Takeaways

Regardless of the course of study and institution, essay writing is one of the most important curriculum activities for all grades. Even the graduates and postgraduate students need to submit their research paper that somehow starts by writing long-form essays. In this elaborate guide, we walked you through different types of essay writing and helped you understand how making a mind map for an essay is not only a logical activity but also saves you time and other important resources. Instead of wasting your time and money on complicated tools, you should start using EdrawMind, which has hundreds of templates for educational, business, and personal use.

Unlike other tools, EdrawMind has an amazing user interface that provides easy drag-and-drop features. From changing the theme of your mind map to adding different comments in subtopics, you can modify your mind map in any way you desire. So, what are you waiting for? Download EdrawMind today and make a mind map for the essay. You can also try using EdrawMind Online, which comes with a personal cloud.

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How to Describe Maps for IELTS Writing Task 1

Posted by David S. Wills | Mar 17, 2021 | IELTS Tips , Writing | 0

Today, I am going to show you how to describe maps for task 1 of the IELTS writing test. I have written about this before, but this will be the first in-depth lesson on map descriptions. In this lesson, you will find out everything you need to know in order to get a great score if you encounter a map in your next writing test.

Maps and IELTS: An Overview

First of all, you need to understand the purpose of IELTS map description. In fact, it is important to recognise the purpose of task 1 of the IELTS test! This part of the exam is designed to see how well you can describe things. In that regard, it is quite different from task 2.

Maps are used in IELTS because they require you to describe the physical layout of a location in addition to showing changes over time. Normally, you will be given two maps of the same area and you will be asked to explain what changes have occurred.

It is really important to know this because otherwise you might not understand how to approach the essay. There are many misconceptions about IELTS but really it is quite simple – you are required to show that you can use the language for different purposes.

Types of Map

You will see different types of map in the IELTS writing test. There are maps of streets, towns, villages, islands, parks, and even interior layouts of buildings in some rare cases. However, they pretty much all serve the same function – there will be two maps that show changes over a period of time.

You should not think too much about the type of map as the function is basically the same – it will show a physical location . Your job is to describe that location and then highlight the changes that take place.

Vocabulary for Map Descriptions

I have a full article on vocabulary for describing IELTS maps so you should read that if you want to know the details. This lesson is quite important because it teaches you about the key things you need to know. I will summarise the important parts here.

In describing a map, you have to imagine that your reader cannot see the same image that you see. Your job is to put that image into their head. This requires you to be accurate and concise in the words that you use.

Start with cardinal directions: north, south, east, and west. These will help you immensely. It is not enough to say “on the right” because that is relative. One person’s right could be another person’s left.

You need to know prepositions as well. This is incredibly important. If you get your prepositions wrong, it could lead to a totally inaccurate description of the map. That would be a huge problem.

Example of Direction and Preposition Use

Look at these two maps of a place called Felixstone:

We can see many changes but before we begin to describe them, we need to explain where those things were.

Where is the farmland?

• In 1967, there was an area of farmland in the eastern part of the map, just to the north of the road.

Where is the private beach?

• In 2001, there was a private beach in the southeast of the map. It meets the road at its northernmost point and leads all the way to the sea at the south.

Where are the wind turbines?

• By 2001, four wind turbines had been added between the dunes and the sea.

Please note that there could be other great ways to describe any of these things. These are just a few examples to show you the uses of accurate language.

Sample Answer

Here is my full description to the Felixstone map:

There are two maps of a place called Felixstone. One map is from 1967 and the other from 2001. Many changes took place in the intervening years, including the removal of a marina and pier. In 1967, Felixstone was comprised of a road with a golf course, high street, and farmland to the north of it. To the south, there were trees and dunes, a hotel and a café, and a marina and fish market. By 2001, the farmland to the north of the road had been replaced by a hotel with a swimming pool and tennis courts. Half of the shops on the main street had been converted into apartments. To the south of the road, the hotel had gained a large car park and some wind turbines were added between the dunes and the sea. However, the biggest change was the removal of the marina and pier, which were replaced by a public beach and a private beach. The fish market beside the pier was also removed.

Tenses and IELTS Task 1 Maps

One thing that people often overlook is the importance of accurate tense use in IELTS task 1. Of course, verb tenses are always important in English. They are complicated but essential for conveying meaning. However, in task 1 people often focus on just describing the physical layout. This is important, but so is capturing time.

Considering my example above, let’s look at the first sentence of paragraph three:

• By 2001, the farmland to the north of the road had been replaced by a hotel with a swimming pool and tennis courts.

Why did I use the phrase “had been replaced”?

This is the passive form of the past perfect tense . I used the passive form because it was appropriate here. In describing map changes, we do not know who made the change, so passive voice is necessary. As for past perfect, this is how we look further into the past from the perspective of a point in the past.

Let me explain more: This map referred to two points of time – 1967 and 2001. Both of these points of time are in the past. Thus, when we look at changes that have occurred by 2001, we must use look back into the past from the past! It seems so complicated, but it really isn’t.

Choosing What to Describe

When it comes to IELTS maps, you might face two potential problems about choosing what to describe:

• There are too many things to describe.
• There aren’t enough things to describe.

This can be difficult, particularly in an exam scenario. I would offer the following advice:

• If it seems that there are too many things, then begin by picking the most important and then describe it as best you can. Then pick other things logically. If you find it is taking too long, you can finish and not worry about the others. After all, you don’t need to describe everything .
• If it seems that there aren’t enough things, you are going to need to get creative. You should devote a little extra effort to giving details about the key aspects of the map. Don’t just say “there is a bridge in the north.” Say “there is a bridge in the north of the map that goes over the Severn River. It connects the towns of Dorwith and Forlsom.” This will help you to use more words. However, it really shouldn’t be a problem as IELTS maps tend to contain enough data to easily write 150 words.

Anyway, the most important thing is that you select the most important data and sequence it logically.

How to Structure an IELTS Map Description

I wrote this article on IELTS writing task 1 essay structures. You should read this because maps really don’t require anything special. The structure will basically be the same as it would for charts, tables, and so on. It should look like this:

• Introduction – say what the map is and highlight a key change
• Body paragraph one – describe the first map
• Body paragraph two – describe the second map and highlight changes

There are other reasonable ways to approach this. You may, for example, devote a paragraph to the main changes and another paragraph to lesser changes. However, it is usually best to give a paragraph on each of the two maps.

One thing is the “general trend” sentence. As you probably know, IELTS writing task 1 essays require a sentence that gives the general trend of a chart or table. However, there is no such thing for maps. You can instead highlight a significant change or try to capture the gist of the differences.

Video about Difficult Maps for IELTS

Last year, I made this video about describing difficult IELTS maps. You might find it useful given the information in this lesson.

You can also find sample map descriptions here and here . On a related note, you can find IELTS listening map skills here .

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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IELTS with Mark Teacher

How to write ielts task 1 academic ‘map diagrams’.

There are 3 main types of diagrams in Writing Task 1 Academic: a.) Dynamic graphs   b.) Static graphs    c.) Diagrams   (Maps, Processes ) <–  we’re talking about maps

In this post I will show you how to write about  Map Diagrams. 

Already know how to write about Maps in IELTS? Send me your essays for in-depth feedback in 72 hours. 

Fortunately, the essay structure for every type of Task 1 is basically the same. 

Structure: Task 1 – Academic 4 paragraphs 1.) Summary / Introduction 2.) Overview 3.) Body 1 4.) Body 2

What are Map Diagrams?

Map Diagrams can be a few different things.

Map diagrams can be 1 or 2 images of indoor spaces, such as offices:

They can also be the exterior layout of a building, such as a shopping centre, road network, or even an entire town. 

Map diagrams always show  changes to a place. These can be finished changes.  You can see  finished changes in the tasks above and below:

However, IELTS Task 1 Writing map diagrams can be about potential future changes to a place. For example:

Another example of proposed future changes :

In this blog post we will look at how to approach all kinds of IELTS Writing Task 1 map diagrams, paragraph-by-paragraph.

1.) Map Diagram Introduction / Summary

The introduction paragraph in Task 1 only needs to be 1 or 2 sentences. Like all IELTS Writing Task 1 essays, your introduction should present the main purpose of the graph to the reader in your own words. This means paraphrasing the official IELTS diagram description if you can.

Obviously, a diagram is very different from a graph, so we will need quite different language. However, similarly to Dynamic Graphs,  map diagrams also feature changes .

You should change your grammar depending on if the changes have already happened , or if they are expected to happen in the future.

Here is a language table to help you make some summaries / introduction paragraphs in your own IELTS Task 1 Writing essays.

• The images illustrate + the changes that have been made to the floor plan of an office building between 2005 and the present. 
• The pair of diagrams depict + the differences between an office floor plan in 2005 and now.

• The two diagrams depict + the town centre of Islip now and the suggested – planned – proposed changes.
• The images illustrate + Islip town centre as it is now and the proposed / suggested – planned developments for it in the future.

You try! – Write an introduction sentence for this map diagram task. Use the table above to help you. 

The plans show the site of an airport now and how it will look after redevelopment next year.

• The images show … the layout of an airport now and the proposed changes to it after a development project. 
• The two diagrams depict … an airport site in the present and the suggest redevelopments to it in the future.

2.) Map Diagram Overview

The purpose of the overview paragraph is to give a short summary of the main features. In Map Diagrams, the main features can include: 

• New structures / areas
• Moved structures / areas
• Expanded structures / areas
• Reduced or removed structures / areas

There are two approaches you can take to Map Diagram overviews – or you can combine them together. You can describe the main features with adjectives (larger / smaller / more spacious / more developed) or you can generally describe the ​​ literal physical changes (number of rooms, names of new areas and structures. 

To describe generally I try to avoid giving specific locations (north / east etc.). I save these for Body 1 and Body 2. To generalise, I also give the group names of things and places, such as, ‘new housing’, ‘office equipment’, and ‘new transport facilities’, if I can.

Here are some examples of Map Diagram overviews using the tasks you saw earlier:

Main Features : 

• New: sofa and coffee table | coffee machine, water cooler 
• Bigger / Smaller: main room bigger, combined 
• Moved : armchairs, noticeboard 
• Removed: small office room on left gone  
• Other: top left room the same

a. Overall, we can see that the office now features fewer rooms and is more open-plan compared to the past . Some furniture has been rearranged, while some new office equipment and appliances have also been added.

b. Overall, we can see that the updated office plan contains a larger shared area with some new or rearranged furniture , while some other changes to the position of office equipment have been made.

Main Features: 

• New: dual carriageway | bus station, shopping centre, car park, new housing 
• Bigger / Smaller: x
• Removed: shops on north side of main road 
• Other: main road > pedestrian zone

a. Overall, we can see that a wide range of new developments are planned for Islip town centre, such as more extensive road networks and new housing projects . The suggested changes also include a pedestrianised area and improved traffic access via a bus station and a car park .

b. Overall, we can see that a considerable transformation has been planned for the town centre, including a new ring road and a pedestrian area , as well as a wide range of new transport facilities and even new housing.

You try! – Write an overview paragraph for this map diagram task. Use the table above to help you. The main features have been highlighted for you. 

Main Features:  

• New: gates +10 | sky train | ATM, car hire, cafe in arrivals, bag drop and shops in departures
• Bigger / Smaller: new doors +2 (4 total)
• Moved: cafe and check-in in departures
• Removed: walkway to gates
• Other: security, passport control customs all the same

a. Overall, we can see that … the plans for the airport’s redevelopment include significant expansion in the number of gates, passenger amenities and transport options.

My Maps eBook unlocks all the secrets to writing correct, advanced and high-band overviews. Click here to get this 19-page guide or click the picture. 

3.) Body Paragraphs

Next are the Body paragraphs of your Task 1 report. You can write 2 or 3 Body paragraphs. 

Body paragraphs describe the main features of the diagram in detail, including their location (either specifically or in relation to other structures or natural areas on the map). You can also write in detail about any old structures that have been replaced or moved. 

In terms of grammar, we are never told who has made or will make the changes on the diagram, so Map Diagrams often require the passive voice. 

Here is a language and grammar table you can use to write body paragraphs. Again, the grammar changes if you are talking about finished changes or future changes . 

Here are the Body 1 and Body 2 paragraphs of the example map diagrams from before, staring with the f inished changes map diagram : 

Introduction: The images illustrate the changes that have been made to the floor plan of an office building between 2005 and the present. 

Overview: Overall, we can see that the office now features fewer rooms and is more open-plan compared to the past. Some furniture has been rearranged, while some new office equipment and appliances have also been added. 

Body 1: (Biggest change) One of the key changes involves the removal of two small rooms on the western and north eastern sides of the office. It appears that the desks, chairs and cabinets have been removed from both small rooms, and now sit in the north eastern corner of the office to create a larger meeting area. 

Body 2: (Big change – last paragraph already long enough) As a result, the main room by the entrance has expanded into an open area with a new sofa and table, while the armchairs and noticeboard have been relocated from the eastern to the western side beside the new furniture. A new water cooler and coffee machine seem to service this new area as well. 

Body 3: (Exception / Contrast) Lastly, however, the corner office in the north-western corner of the office remains virtually unchanged from any of the rearrangements, remaining in its 2005 layout.

Here is the full example essay of the  future changes map diagram:

Introduction: The images illustrate Islip town centre as it is now and the proposed developments for it in the future.  

Overview: Overall, we can see that … a considerable transformation has been planned for the town centre, including a new ring road and a pedestrian area, as well as a wide range of new transport facilities and even new housing.

Body 1: Starting with the most obvious development, a new dual carriageway is planned to circle around the northern and southern edges of Islip town centre. This is seemingly intended to replace the main road running through the town centre, which in turn is set to be turned into a pedestrianised area.

Body 2: Focusing more on the city centre itself, a raft of new facilities are intended. While the current row of shops will remain, a new bus station, shopping centre and car park are going to be built on the north side of the old main road. In addition, new housing will also be built on the eastern side of town, with another housing project planned beside the park in the southeastern part of town.  

You try! – Write the body paragraphs for this map diagram task. Use the examples above to help you.

• New: gates +10 | sky train | ATM, car hire, cafe in arrivals, bag drop and shops in departures 
• Bigger / Smaller: new doors +2 (4 total) 
• Moved : cafe and check-in in departures 
• Removed: walkway to gates  
• Other: security, passport control customs all the same 

Introduction: The images show the layout of an airport now and the proposed changes to it after a development project. 

Overview: Overall, we can see that after its development, the airport will host considerably more gates, as well as more food and travel amenities for both arriving and departing passengers. 

Body 1: Beginning with the most notable proposal, the number of gates in the airport is set to receive a substantial increase, from 8 at present, to 18 after renovations are completed. To seemingly accommodate an expected increase in passengers, the walkway to the gates will be replaced by a new skytrain, and the amount of doors at the entrance will be doubled from 2 to 4 across departures and arrivals.  

Body 2: In addition, before security, customs and passport control, which will remain in the same place, the amount of facilities will increase significantly. This will include a new cafe in arrivals, as well as an ATM and a care hire kiosk. A bag drop is also set to be added at departures, with new shops planned for departing passengers after they have gone through security and passport control.

There you go! A high-band approach, several examples and a reliable framework for you to use in your own IELTS Writing test. 

Questions? Write them in a comments below. 

Want to show me what you’ve learnt from this guide? Send me your IELTS Writing Task 1 Essays for detailed feedback: 

If you still want more guidance and advice about IELTS Maps, I highly recommend my IELTS Maps eBook. It’s full of high-band grammar and vocabulary structures that you can’t find on my website, custom-made maps to help you tackle the most common types of maps in IELTS and much more! Click here or the picture to see more about this download PDF.

<– Back to Task 1 Academic example essays and lessons.

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How To Write an IELTS Map Essay

IELTS map questions are the easiest to answer. There are no numbers to analyse, just 2 or 3 maps to compare. Very occasionally, there might only be a single map, but this is rare.

The maps will be of the same location at different times. This could be in the past, the present time or a plan for a proposed development in the future. You are required to write about the changes you see between the maps.

There are 5 steps to writing   a high-scoring IELTS map essay:

1)  Analyse the question

2)  Identify the main features

3)  Write an introduction

4)  Write an overview

5)  Write the details paragraphs

I must emphasise the importance of steps 1 and 2. It is essential that you complete this planning stage properly before you start writing. You’ll understand why when I guide you through it. It should only take 5 minutes, leaving you a full 15 minute to write your essay.

In this lesson, we’re going to work through the 5 stages step-by-step as we answer a practice IELTS map question.

Before we begin, here’s a model essay structure that you can use as a guideline for all IELTS Academic Task 1 questions.

Ideally, your essay should have 4 paragraphs:

Paragraph 1  – Introduction

Paragraph 2  – Overview

Paragraph 3  – 1 st  main feature

Paragraph 4  – 2 nd  main feature

We now have everything we need to begin planning and writing our IELTS map essay.

Here’s our practice question:

The maps below show the village of Stokeford in 1930 and 2010.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

Step 1 –  Analyse the question

The format of every Academic Task 1 question is the same. Here is our practice question again with the words that will be included in all questions highlighted.

Every question consists of:

• Sentence 1 – A brief description of the graphic
• Sentence 2 – The instructions
• The graphic – map, chart, graph, table, etc.

Sentence 2 tells you what you have to do.

You must do 3 things:

1.     Select the main features.

2.     Write about the main features.

3.     Compare the main features.

All three tasks refer to the ‘ main features ’ of the graphic. You  do not  have to write about everything. Just pick out 2 or 3 key features and you’ll have plenty to write about.

Step 2 – Identify the Main Features

All you are looking for are the main features. Start with the earliest map. Identify the key features and look to see how they have changed in the later map, and again in the final map if there are three.

Here are some useful questions to ask?

1) What time periods are shown?

Are the maps of past, present or future situations? This is important to note because it will determine whether you write your essay using past, present or future tenses.

The two maps in our practice IELTS map question show the village of Stokeford at two different times in the past. This immediately tells us that we will need to use the past tense in our essay.

2) What are the main differences between the maps?

What features have disappeared? What new features are in their place?

3) What features have remained the same over the time period?

Although the location on the maps will have undergone major development, some features may remain unchanged.

Also, think about directional language you can use, such as:

So,  what information is contained our maps? Here they are again.

Source: IELTS past paper

There are a number of different features we could select such as, the loss of the shops, the disappearance of farmland, the enlargement of the school and the development of the large house into a retirement home.

Many maps will contain far more changes than our sample maps and the changes may be more complex. In such cases, you won’t have time to write about all of them and will need to select just 2 or 3 main features to focus on.

Our maps are quite simple so we’ll list all 4 of the major changes I’ve just identified. 

Main feature 1:  The farmland has been built on.

Main feature 2:  The large house has been converted into a retirement home.

Main feature 3:  The school has been enlarged.

Main feature 4:  The shops have disappeared.

The key features you select will be the starting point for your IELTS map essay. You will then go on to add more detail later. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't be able to include many details.

We’re now ready to begin writing our essay. Here’s a reminder of the 4 part structure we’re going to use.

For this essay, we’ll adapt this a little to write about two of the features in Paragraph 3 and the other two features in Paragraph 4.

Step 3 – Write an Introduction 

In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. For example:

Introduction (Paragraph 1): 

The two maps illustrate how the village of Stokeford, situated on the east bank of the River Stoke, changed over an 80 year period from 1930 to 2010.

This is all you need to do for the introduction.

Step 4 – Write an Overview (Paragraph 2)

In the second paragraph, you should describe the general changes that have taken place. The detail comes later in the essay.

State the information simply. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses.

For example:

Overview  (Paragraph 2): 

There was considerable development of the settlement over these years and it was gradually transformed from a small rural village into a largely residential area.

Two sentences would be better than one for the second paragraph but we’ll be getting into the detail if we say more about these maps at this point, so we’ll leave the overview as one sentence.

Step 5  – Write the 1st Detail Paragraph

Paragraphs 3 and 4 of your IELTS map essay are where you include more detailed information. In paragraph 3, you should give evidence to support your first 1or 2 key features.

In the case of our main features, 1 and 3 are closely related so we’ll write about these two together.

Here they are again:

And this is an example of what you could write:

Paragraph 3 :

The most notable change is the presence of housing in 2010 on the areas that were farmland back in 1930. New roads were constructed on this land and many residential properties built. In response to the considerable increase in population, the primary school was extended to around double the size of the previous building.

Step 6  – Write the 2nd Detail Paragraph

For the fourth and final paragraph, you do the same thing for your remaining key features. 

Here are the two we have left:

This is an example of what you could write:

Paragraph 4 :

Whilst the post office remained as a village amenity, the two shops that can be seen to the north-west of the school in 1930, no longer existed by 2010, having been replaced by houses. There also used to be an extensive property standing in its own large gardens situated to the south-east of the school. At some time between 1930 and 2010, this was extended and converted into a retirement home. This was another significant transformation for the village.

Here are the four paragraphs brought together to create our finished essay.

Finished IELTS Map Essay

This sample IELTS map essay is well over the minimum word limit so you can see that you don’t have space to include very much detail at all. That’s why it is essential to select just a couple of main features to write about.

Now use what you’ve learnt in this lesson to practice answering other IELTS map  questions. Start slowly at first and keep practicing until you can plan and write a complete essay in around 20 minutes.

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Ielts academic writing task 1 – all lessons.

IELTS Academic Writing  –  A summary of the test including important facts, test format & assessment.

Academic Writing Task 1  – The format, the 7 question types & sample questions, assessment & marking criteria.  All the key information you need to know.

Understanding Task 1 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 1 Essay  –  Discover  3 reasons why you must plan, the 4 simple steps of essay planning and learn a simple 4 part essay structure.

Vocabulary for Task 1 Essays  –  Learn key vocabulary for a high-scoring essay. Word lists & a downloadable PDF.

Grammar for Task 1 Essays   – Essential grammar for Task 1 Academic essays including, verb tenses, key sentence structures, articles & prepositions.

The 7 Question Types:

Click the links below for a step-by-step lesson on each type of Task 1 question.

• Table Chart
• Process Diagram
• Multiple Graphs
• IELTS Writing
• IELTS Maps Essays
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