The Mental Models Chapter Of Meaningful Learning With Technology Helped Me Understand The Complex Thinking Involved With Creating Mental

From elementary school to high school, I was taught that my writing had to be structured and follow strict criteria. After I arrived in Mr. Mukherjee’s ENG 102 class, I was given the opportunity to express my creative freedom through words and graphical pictures. It can often be difficult and challenging to improve upon my own writing abilities unless motived with an idea in mind. When looking back on my time at ASU, I thought about the goals that I wanted to address for myself and the course goals that my instructor had set for the class. These goals include ones that I had accomplished to the best of my ability and ones that I need to address as well as improve.

Mind maps might be drawn by hand, either as "harsh notes" throughout an address, gathering or arranging session, for instance, or as higher quality pictures when more of a chance is accessible.

Students are instructed on how to develop and organize their writing by developing a plan or out line to follow. Teachers should discuss with their students how to effectively plan out their writing strategy. Students need to be taught to question themselves about the purpose of their writing. Questions like; “Who am I writing for?” or “How will I organize my thoughts?” are two general examples. Gersten mentions the importance and purpose of the first draft and how it provides a concrete reminder for where the writing is going. The plan and its draft provide a common language for teacher and students to share making communication easier. He also speaks of the strengths of the revision process. Gersten illustrates how peer-editing can be a useful tool to employ during writing.

After students will have a chance to utilize graphic organizers to organize and explain every day activities. To start, students will write a paragraph describing how to do some task they are familiar with (making a

I have used visuals to present to a specific audience, like the college literacy, and I reflected on my experience with the UC Davis Pastured Poultry Farm, like the literary narrative project. At first, I wanted to present my discourse community in essay format, but I changed to a website, because a website offers more organization options than an essay. The language used in an essay is also slightly different from that of a website. In a website, I can write with a more informal tone than an essay. I think that my composing process changed immensely when compared to the beginning of the quarter. Before, I tried to do one draft and call it my final, but now, I have realized the importance of making multiple drafts. I now start my assignments as a brain storm with points and thoughts in every direction. After brain storming, I would choose a focus point and start my first draft from

The curriculum initiative I chose to actively engage in is our third grade’s Writing Workshop: Four Square Model. The Writing Workshop: Four Square Model initiative is currently in the evaluation phase. The most important aspect of this initiative is provide students with the opportunity to expand upon their writing, add details, and stay organized. So many young writers struggle to develop well-written stories, essays, and descriptions. This method utilizes a simple graphical organizer to take students step by step through the writing process. It can be used for any type of writing project from a simple paragraph to a story or even a persuasive essay. During the project I worked to analyze student data and researched the Four Square Model for school-wide usage.

For project three, the objective was to create a multimodal composition about my writing process. Throughout the poster, I talked about how my writing has changed as well as how it has stayed the same since I began English 101. I also spoke on the struggles I went through with writing in high school. Through my poster, I was able to convey how a deeper understanding of the writing process in high school can help mediate these struggles and better prepare one for their intro Writing class in college.

As students preparing for a successful career field we will all find a time when we need to effectively communicate on paper. Some of the challenges that I face in my writing is developing my thoughts into organized, presentable sentences. One thing that I am able to do well is having the creativity to generate the thought process without much planning. I do not have much need for brainstorming or outlines in order to get ideas flowing. This has its detriment to my writing, however. Since my ideas flow so easily, I have had a tenancy to miss some of the key points of assignment outlines. To mitigate this, in the future, I will need to ensure I make adequate time available to prepare for assignments.

When you visualize what you want, your brain will work hard to bridge the gap between reality and what you visualized. Written on page 90 is, “The clearer we envision things the way we want them, the more we increase our chances of having things turn out the way we want them to.” Next time I’m worried about a test, a project, or anything else, I will use visualization to help me achieve the goals that I have set for myself. Once I have a clear picture in my mind of what I want, I'm much more likely to get

I continued to think. I drew in between moments of deep thinking. Getting my mind halfway off the subject and halfway onto another would sometimes helps me think. At first circles were the only thing that decorated the page, but they slowly turned into characters I had created or ones that others had created. None of the ideas I got seemed to help me in any way.

Tia has been working to use a graphic organizer to organize her thoughts before beginning to write a paragraph, including a topic sentence, at least three details, and a concluding sentence in her paragraph. The use of the graphic organizer

Concept mapping is a prewriting strategy that I am very familiar with it is very versatile for a wide verity of writing assignments. It can be however

Students will work in groups to read about and research the rainforest during a habitat unit. They will read a magazine article that teaches about the animals and characteristics of the rainforest. The article will also discuss the deconstruction of the rainforest and why these rainforests are important to take care of. Students will read each section of the article and highlight the key words that they believe are important to each section. Students will then record these key words on their main idea graphic organizer which they will go back to after reading the whole article. After reading the whole article the students will use the highlighted key words and the text to develop a main idea statement to record. Students will then record three important facts from each section and record these on sticky notes. Students will transfer these sticky notes onto their group’s main idea graphic organizer where these will serve as the supporting details. The group’s graphic organizer will serve as a scaffold for the four squares foldable each student will make. This four square foldable will eventually be used by students to help guide them throughout their expository writing piece on

At the beginning of this course, I drew my first Map (Map 1); this map shows, at the beginning, rhetorical situation. That is for the reason that we all have a reason for writing, as a response to context. Rhetorical situation remained the first part of writing through all

However, the use of modeling, multiple intelligences, scaffolding, and differentiated learning I feel greatly enhanced learning. As a matter of fact, according to Coffey (2013), research showed an effective strategy of instruction is modeling