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          Project Five

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                                                    Project Five

                Introduction

Writing can, in many ways, improve someone’s conceptualization of ideas. Recent studies have proved that the repetitive nature of the process of writing has enhanced many students learning and writing. Writing also promotes someone’s critical thinking in many subjects that require this skill (Zacharias,2010).

Our mind makes meaning through different modes of making, which include: visual, linguistic, Aural, Gestural, and Spatial. Written meaning is meaning conveyed through writings through using someone’s handwriting, printed papers, and screenplays. The words, phrases, and sentences are then organized through lingual grammar conventions. The students may be allowed to use transliteration to translate their native languages into English words (Krauss,2005).

The mind may make meaning from the language being spoken. The spoken language is put forward through the recording of speeches. The word choice, sentences, and phrases are always organized through the genre, register, or the. For our minds to understand the oral meanings, we have to consider factors around us. for example, it may be dependent on fluency, speed, the rhythm, just to mention a few.

The apparent meaning is portrayed through the use of visual sources such as still and moving images (Ignelezi,2000). This image may be from different cultures and may convey people from different cultures and different practices. These visual sources may be color, points of view, symbols, gaze, camera movement, as well as vectors.

 

 

Spatial meaning can be conveyed using space designs of spatial sources (Langer,2017). The spatial sources include boundaries, layout, and organization of objects in this space. The idea of space is seen to range from designs on a page of a book, the screen on a webpage, to the landscapes and layouts of rooms.

Gestural meaning is portrayed through the use of body movements, dances, facial action expressions, and eye movements (Langer,2017). Body language and gestures have wide cultural. This model is essential to the learners as they enable them to be able to comprehend, compose as well as respond to meaning.

The organization of work has been learned in this class. The students, including me, have learned how to plan ourselves to engage in research projects. We learned about planning our time and resources to be able to undertake the study without any hiccups. This can be portrayed in the research projects we handed in to the instructor in this term.

We got to learn on different forms used by students to make meaning out of what we see. I got to know more about the various types of ways which include: question memory, images dreams as well as experiences. Students can use their mind to remember a specific concept and derive meaning from it. Experience is also helpful to learners as they get to relate current situations to what they faced sometime back to make meaning and consequently make a choice (Danielsson,2016).

Students can get insights on how the mind forms relationships and how they can be maintained (Krauss,2015). The information has enabled me to get to know how to relate with my peers and ensure we have productive relationships with them. I got to know that research success is dependent on the methodology used to gather data and the organization.

We have learned about using rhetoric questions to get the audience or readers’ attention. In my projects, i used evidence to prove my claims about the effects of Quarantining people. For example, in my project, i used video interviews to gather information. In class, we were informed on how to make the best use of evidence to support our statements. We also came to know that research entailed using the various forms needed to gather meaning and modes of meaning-making.

The students need to be taken through the different models to enable them to be aware of how the authors make use of these modes in their stories (Langer,2017). Students need to be mindful of the authors’ tact’s, which they use to control the semiotic resources that are available for the different modes.

The mixed material spaces enabled me to express and develop ideas. From the research projects i did, I was able to interpret the different meanings of use in constructing various nature of events. This material has enabled me to understand the circumstances in which these events take place.

The research projects gave me knowledge of my interaction and relation with others. The material spaces have improved my communication and connection to the students. I have learned how the different associations are formed, e.g., the viewer/reader relationships are formed with the subject. I am now enlightened on how various relationships are built and maintained. After collecting this data in my project, 4.I chose to keep in contact with the interviews and have been giving updates on how to stay safe during this period.

 

Text structure and organization also benefit students to get after getting exposed to these market spaces (Ignelezi,2000). We can learn how the different modes are being used to come up with text structure. I learned how the image-makers guide the viewers through the various choices of visual design.

The artifacts were in line with the class notes in that i used an annotated bibliography to reference the sources i intended to use in my project. The other requirement involved conducting an extensive study that enabled me to identify the issue of Quarantining people during the pandemic. The extensive research opened my eyes to the different referencing styles and ways of getting the sources to reference my paper. For example, i used an annotated bibliography to discuss the main issues covered in the articles.

This artifact has a clear depiction of the learning outcomes of this class. For example, these classes learning outcome is for students to be able to do research. The projects have improved my experience of undertaking research. I was able to get enriched by attending the events that were related to my research during my study. The activities in the area of study improved understanding of the role of women in society (Danielsson,2016).

Classwork has impacted me positively. I know I can read extensively and be able to research various problems in society and try to create awareness as well as create solutions to this social problem. The knowledge from this class will be used to ensure that i conduct more research on this matter and many more topics.

 

 

Learning from the classwork, the projects will be used to impact the community positively. I will be an active participant in society to ensure a free healthy, guaranteed plan to engage myself in the extensive study to come up with recommendations to the government on how they can reduce the impact of such pandemics.

This class has been beneficial to me as i now know the need for quarantine, and the other measure the government has affected to control the spread of the Virus. The class was very informative as i know the right attitude towards research. I plan to get involved in i public health awareness once done with my school work.

Conclusion

In this class, we have learned a lot of things which have changed our views and attitudes. The knowledge gained in this class was pervasive, as we now know more about research and research projects. We got to know more about the various modes of meaning-making and how the brain makes meaning from this mode. Another important thing we learned is the different forms in which our minds engage in meaning-making. Writing entails a lot, and it improves our conceptualization of ideas.

 

 

 

 

 

 

References

Danielsson, K. (2016). Modes and meaning in the classroom–the role of different semiotic

resources to convey meaning in science classrooms. Linguistics and Education35, 88-99.

Ignelzi, M. (2000). Meaning‐making in the learning and teaching process. New directions for

        teaching and learning2000(82), 5-14.

Krauss, S. E. (2005). Research paradigms and meaning making: A primer. The qualitative

        report10(4), 758-770.

Langer, J. A., & Applebee, A. N. (2017). How Writing Shapes Thinking: A Study of Teaching

         and Learning. NCTE Research Report No. 22. National Council of Teachers of English,

1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 21802-222, $6.95 member, $8.95

nonmember).

Zacharias, M. E. (2010). The relationship between journal writing in education and thinking

processes: What educators say about it.

 

 

 

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