Adapted from Teaching Through Text (2nd ed.). M.C. McKenna and R.D. Robinson. 1997. New York: Longman. pp.127-130.

Concept, or semantic, maps are a more open-ended approach to graphic organizers. Open-endedness means that students contribute to the map as it is being constructed by the teacher on a chalkboard, overhead, or wall chart.

The steps for concept, or semantic, mapping are as follows:

1. The teacher chooses a keyword and other target words from material that the students will read.

2. The keyword is listed on the chalkboard and students are asked to suggest terms associated with the keyword.

3. The teacher lists the suggested words. From this list, a map is constructed. The relationships between the key word and the target words are discussed thoroughly.

4. Students are then asked to try to categorize each section of the map. A copy of an incomplete semantic map is handed out to the students. They are asked to fill in the words from the map on the board and any other additional categories or words they can add.

5. The reading is assigned, and students are instructed to work on their maps during reading.

6. After reading, the maps are discussed once more and new terms and categories are added.

Semantic mapping offers an interesting alternative to the use of preplanned, conventional graphic organizers. It has the advantages of encouraging student involvement during the introduction of words and of helping students discern relationships between new terms and those previously encountered. Not surprisingly, the research base underlying semantic mapping supports its effectiveness.

The freewheeling nature of semantic maps offers a unique advantage as well. In addition to the vital links between the target word and its category membership, other associations can be attached as offshoots of the diagram. For example, a word's connotations, as supplied by students, can be added. The result can be a cluttered, web-like maze. Semantic maps (often called webs), act in much the same way that spiderwebs trap insects. The more an insect struggles, the less likely it is to escape. Similarly, the more associations a teacher can provide for a new word, the more likely it is to remain in the students' memory.