Improvement points: * show an indication of the minimum and maximum values. For example, American GPA system goes up to 50%, I believe? Is 50% the maximum, is 100% the maximum? Are we even talking about % percentages (relative values) or are they absolute values like "15 Anxiety" is that 15% out of 100%? * provide an explanation for why you chose the categorize it in roles that make the stutter or the experiences of it worse in this way: anxiety, aattach, self? What is the goal? * Most importantly, provide an explanatory paragraph that explains what 'scientific theory' you base this measurement on (e.g., Johnson, Van Riper etc, or just personal system for benchmarking?) * 'Anxiety' is in a general sense simply an intrusive feeling (often associated with intrusive thoughts). Provide an explanation why you value this specific trigger over the 100s of other triggers (that trigger stuttering)? Does the anxiety relate to fear of failure? anxiety of a sense of loss of control? or simply social anxiety? anxiety that stuttering is about to occur (like, a sensation of anticipatory pressure in the throat)? etc etc * Provide an explanation why you target the triggers, rather than the underlying factors that predispose and underlie such triggers (like anxiety) * Provide an explanation what modality you base the measurement on: CBT, ACT, mindfulness etc. For example, in mindfulness, the higher the anxiety, the better - in order to desensitize/accept/embrace it. While in CBT it's more about changing the cognitive distortions (like black white thinking) of the unhelpful anxiety-events / anxiety-thoughts and then reframing it. In other words, explain in detail why a lower level of anxiety (or in mindfulness, a higher level of anxiety) is better. A professor would most definitely ask the question: Does a lower or higher level of anxiety even mean anything with regards to stuttering improvement, at all - why should it? Hope these tips will be helpful to improve your scientific diagram!