academic writing and creative writing venn diagram

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"
• Chapters 16
• Department Business Administration

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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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

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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How to Use and Create a Venn Diagram to Help Write Compare and Contrast Essays

• R. Elizabeth C. Kitchen
• Categories : Help with writing assignments paragraphs, essays, outlines & more
• Tags : Homework help & study guides

Creating a Venn Diagram

When using a Venn diagram to write a compare and contrast essay, first draw two large circles. These two circles should overlap each other. Assign a title to each circle that represents each idea you are comparing. In the overlapping area, write all of the things that the two ideas, people, or objects have in common. These will be what you refer to when you are comparing these ideas in the essay. In the areas that are not overlapping, write all of the differences, or contrasts, between the two ideas, objects, or people.

Creating an Outline from Your Diagram

An example of the beginning of the outline for a compare and contrast essay should be similar to:

1. Both turtles and cats make good pets.

• a. Both of these animals are entertaining.
• b. Both animals are relatively easy to care for.
• c. Both animals are inexpensive to adopt and to care for.

2. Both turtles and cats have drawbacks.

• a. Both animals will need to have a cage (turtles) or a litter box (cats) that needs to be cleaned.
• b. Both animals require attention and time.
• c. Both animals can be costly in terms of veterinary care.

3. Cats can be easier to care for.

• a. They can feed themselves as long as their food bowl remains filled.
• b. Cats can be left alone for a day or two.

4. Turtles are less messy.

• a. Turtles live in an aquarium.
• b. Turtles do not need a litter box.

Writing the Compare and Contrast Essay

A compare and contrast essay will ultimately follow this basic format:

• Introduction and Thesis Statement (one paragraph).
• Topic One (at least one paragraph, can be more, discussing just one of the ideas, people, or objects being discussed in great detail).
• Topic Two (will follow the same guidelines as topic one).
• Topic One and Topic Two Together (analyze both topics together, can be one or more paragraphs).
• Conclusion (sum up the compare and contrast essay, should generalize the thesis and should reaffirm the thesis).

The first paragraph of the essay will be an introductory paragraph. It will also include the essay’s thesis statement. The first paragraph should present the first comparison from the Venn diagram, the second paragraph should present the second comparison from the Venn diagram, and the third paragraph should present the third comparison from the Venn diagram. If there are more comparisons on the Venn diagram, more paragraphs can be added. The fourth paragraph should present the first contrast from the Venn diagram. The fifth paragraph should present the second contrast from the Venn diagram. The sixth paragraph should present the third contrast from the Venn diagram. Like the comparison, more contrast paragraphs can be added. The eighth paragraph should present the comparisons and contrasts together. The ninth paragraph should present the conclusion, generalization of the thesis, and reaffirmation of the thesis.

Tips and Tricks

The Venn diagram should ideally contain three comparisons and three contrasts. However, it must contain at least two comparisons and two contrasts. When drawing the Venn diagram, the circles should be very large, so that all information fits within them and within their overlap. Once all of the information is written within the Venn diagram, it is a good idea to make each circle a different color, as well as the overlap area. Using three colors to “separate” the information makes a Venn diagram easier to read.

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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Difference between Technical Writing and Creative Writing

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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Venn Diagram

Easily compare similarities and differences in ideas with venn diagrams, what is a venn diagram, how to draw a venn diagram, venn diagram examples, with smartdraw, you can create more than 70 types of diagrams, charts, and visuals.

A Venn diagram is a visual depiction of the similarities and differences between two or more different items. It consists of a series of shapes - usually circles - whose edges overlap. While it's not required that you use a circle, it's probably the most convenient shape because several circles can overlap easily.

Each shape represents some group or entity. Characteristics the two entities have in common are found where the shapes overlap. Items unique to only one entity are written in the non-overlapping part of their respective shapes.

If all the features of one entity are among additional features of another entity, the entire shape of the first entity is contained within that of the second.

Venn diagrams are useful in any situation requiring a direct comparison of two or more categories or concepts. Their function varies from an informative poster to a decision-making tool.

How to Make a Venn Diagram

• The first step to creating a Venn diagram is deciding what to compare. Place a descriptive title at the top of the page.
• Create the diagram. Make a circle for each of the subjects. Every circle should overlap with at least one other circle.
• Label each circle. Near or inside of each circle place the name of the topic or item which the circle represents. Avoid writing the titles inside neighboring circles in order to maintain clarity. It may be useful to distinguish the titles from other text by placing them in a box or altering their font or color.
• Enter the differences. Inside each circle place characteristics that are unique to that specific item or idea, and are not true of any of the other topics.
• Enter the similarities. If two or more subjects have a feature in common, place that feature in the section in which all such shapes overlap.

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Venn diagram examples and teaching strategies that work

What is a Venn diagram?

Though we have probably all used Venn diagrams for visualizing comparisons in a variety of settings — at school, at work, or at home — you may be wondering: just what is a Venn diagram? Invented by the mathematician John Venn in the 1880s, this common graphic organizer is useful as a compare-and-contrast diagram that helps people visualize information and concepts in a clear and concise manner. This type of diagram is easy for users to understand, while also being easy to create.

Why is learning Venn diagrams important?

There are many benefits to using Venn diagrams in your classroom. For teachers, Venn diagrams can help you quickly and effectively communicate differences and similarities, provide a simple visual aid for a lesson, or distinguish between multiple concepts or ideas. When students create Venn diagrams, they are better able to make decisions, reason through logic, and detect patterns in data when they use tools like Venn diagrams to support their thinking. At a broader level, Venn diagrams can be a very effective tool to help students organize information visually, better understand the relationships and overlaps between items or groups, and develop a plan for a project.

Venn diagram teaching strategies

If you’re wondering what Venn diagrams are used for, and what the benefits are of using a Venn diagram in your classroom, just think about how frequently students practice comparing and contrasting items, concepts, or events. Venn diagrams can support many different teaching styles as well as different academic subjects and topics. In a math class, students might use Venn diagrams to differentiate geometry concepts or to show the relationship between sets of equations. Venn diagrams can be used in social science or history classes to compare and contrast different political ideologies, national identities, or historical periods. Humanities educators could ask students to utilize Venn diagrams in diagramming characters from literature, or to put the work of different authors head-to-head. For science classrooms, students could be asked to Venn diagram mitosis and meiosis, types of rocks, elementary particles, or other important core concepts.

Make it personal

One of the major difficulties teachers face in preparing for class is creating materials — even simple ones like Venn diagrams! Luckily, Adobe Express has lots of templates to help you create beautiful classroom materials, handouts, visual aids, and assignments. Adobe Express templates are great for Venn diagrams — even better than common online Venn diagram makers — because it takes all the hard or tedious parts of material creation out of the equation, and also gives you a variety of exciting tools for making your Venn diagram beautiful. For teachers, this allows you to focus on preparing for class, while students love how easy it is to get started creating right away. Adobe Express Venn diagram templates are designed to be ready to use as soon as you login, with easy quick actions, a huge library of EDU-specific design assets like fonts and icons, cool image editing tools, and more. No matter what you’re trying to accomplish, it’s easy to create a beautiful Venn diagram using Adobe Express.

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How to Use a Venn Diagram

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What Is a Venn Diagram?

A Venn diagram is a visual tool used to compare and contrast two or more objects, events, people, or concepts. It is often used in language arts and math classes to organize differences and similarities. This simple graphic makes it easy for students to understand how two things are both different and alike at the same time. 

A Venn diagram can become complicated, but in its simplest form, it is two circles that overlap in the middle.

• Each circle represents one item that is being compared: Item 1 and item 2.
• One circle contains the qualities that are unique to item 1. The other circle contains the qualities unique to item 2.
• The area where the circles overlap contains qualities that both item 1 and item 2 have in common.

Simple Venn diagrams can be used to compare more than two things by adding more circles.

Venn Diagram Uses

Children will often learn to use Venn diagrams in language arts. They can be used to compare characteristics in two different books or two characters in the same book. A Venn diagram can also be used to:

• Visualize information for a compare-and-contrast essay : For example, a student may need to compare the differences between a fish and a whale. They are alike because they both live in the water and that is written in the overlap. Only fish have scales so that would go in the fish-only circle. Only whales breathe air and that would go in the whale-only circle.
• Brainstorm ideas when writing a story:  For example, each circle may represent a character in the story and a student may write down personality traits or events that happen to each character separately, then use the overlap to figure out where the characters interact in the story.
• Help make decisions:  A Venn diagram can also be used like a list of pros and cons when making a decision. Maybe your child wants to get a pet and you have given permission, but they cannot decide whether they want a dog or cat. You can use a Venn diagram to help them decide (and get a teaching moment in at the same time).

Venn Diagram Examples

Here are a couple more Venn diagram examples to help illustrate the many ways students can use this tool.

Compare Jobs in the Government

A student may need to compare the executive and legislative branches of the U.S. government for social studies. In one circle they would list the responsibilities and powers of the president and in the other circle the job details of the Congress.

In the center would be commonalities like the fact that they are both elected to office, have term limits, and so on.

Compare Books

A Venn diagram can be used to compare two books by the same author. Dr. Seuss is a popular topic for young children. When comparing The Cat in the Hat and Green Eggs and Ham, we can see that:

• Both books : Rhyme; include hats and fish; have characters who are asked to leave, get upset, and think they don't like something.
• The Cat in the Hat : There is a cat and six characters; the setting stays in the house; includes people.
• Green Eggs and Ham : There is no cat and only two characters, the story moves to different locations and includes no people. It does have green eggs and ham!

Different Ways to Make a Venn Diagram

Venn diagrams use two or more circles and there are a few different ways to make them. They can be interactive and fun.

• Draw the circles on a blank piece of paper and fill in the information. Use watercolor paints or crayons to color in the finished diagram (use two colors that combine to make a third color, such as blue and yellow to make green in the overlapping area.
• Use a dry erase board and three different colors of marker.
• Place two hula hoops on the floor and cut out strips of paper to write on and place in the correct circle. Pieces of string laid out in a circle can be used as well.
• Instead of or in addition to text, include pictures to illustrate differences and similarities.

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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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15 Creative Venn Diagrams to Get You Thinking

Updated on: 28 February 2023

Although mostly used in mathematics there are many other usages for Venn diagrams . Everyday hundreds of Venn diagrams are created by our users and below are some creative Venn diagrams from our diagramming community .

One creative way to use Venn diagrams is question and answer type. You ask the questions and hide the answer in the Venn diagram. You can leave clues to get to the answer in different intersections.

Some of the Venn diagrams shown below can have multiple answers. That’s okay as long as you can justify your answer. So lets get started with the first one.

American Dessert Venn Diagram

Can you figure our this delicious dessert by looking at the ingredients?

You need all these elements to create one of the most delicious american deserts. Can you figure out the answer ? Give it your best shot before looking at the answer.

Answer : Pan cakes

 Creative Venn Diagram Depicting a Movie

Multiple dream levels are well represented in this Venn.

This Venn is a bit tricky but if you’re a movie fan this should be somewhat easy to guess. The answer is in white text, highlight it to view it.

Answer : Inception

Who are We Talking About ?

Here’s a little hint: He visits only during Christmas.

Fairly obvious, I guess you don’t need hints for this one.

Communism vs. Fascism Venn Diagram

Click on Venn Diagram to Edit Online and Download

Geniuses Venn Diagram

If you are a good sitcom and movie fan. You can figure this one quickly.

Finding the most arrogant, annoying genius wouldn’t be so hard when you look at all these characters in here. Who could possibly be annoying than Sheldon Cooper?

Operating Systems Venn Diagram

What is the best operating system you prefer?

All three operating systems have their pros and cons. What would you prefer to be the best operating system to work on. Hint: Its Stable, User-friendly and customisable!

Cartoon Character  Venn Diagram

Most of the cartoon characters are from 80’s . Expect the private from penguins of Madagascar

These characters are from the cartoons you used love and this is your chance to figure out whether your favourite character is adorable, intelligent and super fast.

Funny Cartoon Venn Diagram

Cartoon fans, who is the character you least interested in?

Homer Simpsons, Minions and Patrick Star feature this Venn diagram. Who could be annoying than the annoying orange? Guess you’ll find out solving these venn diagram.

Superheroes Venn Diagram

Super heroes , villains  you could figure this one out if you know them all!

3/5 Avengers are here in this venn diagram. Think of a genius character that has super power and got lot of money.

Entrepreneur Venn Diagram

What entrepreneur could possibly have in common with skydivers?

Stave Jobs is a entrepreneur and a visionary in our time. But Skydivers and stunt bikers? Find  what do they have in common.

Aliens & Robots Venn Diagram

What do these movies characters all have in common?

Solving this venn diagram puzzle would be easy as finding the robotic human and the character who is an alien robot-human.

Country Quiz Venn Diagram

Test your geographical knowledge with this Venn.

There are 196 countries in the world and there aren’t much country name starts wit the letter “S”. Sort and find the answer to this diagram without Googling.

Movie Quiz Venn Diagram

What a combination. Who matches this description?

Green has strong emotional correspondence with safety and harmony. The answer is not a super-villan. Hint: He speaks back wards

Genius Venn Diagram

Who owns a desktop operating system and a search engine at the same time?

Apples owns a Mobile OS and a Desktop OS. Google Owns a Mobile OS and a Search Engine. Microsoft owns them all. Now Is it too difficult to solve this puzzle?

Guess the Movie Venn

This diagram is all about a movie. Can you guess the movie ?

If you can figure this out without the hint. You have more common senses than many people. Hint: The movie was released in 1999 staring Bruce Wills as the main character.

Entrepreneur vs Investor Venn Diagram

The answer to this Venn is pretty obvious, you just have to think what they have in common.

If you are a startup evangelist you may find the answer your eyes closed.

Listed above are some creative Venn diagrams found in our diagramming community. You can create your own creative Venn diagram by using our Venn diagram templates .

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Thanks..for sharing awwsome creative diagrams, already got the value..

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