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writing university essays Coventry University

The Sapir-Whorf Hypothesis. Imagine a kaleidoscope--you put your eye up to the eyepiece and writing university essays Coventry University lift it to the light; colorful pieces of the world scatter before you, until they finally stop in an organized pattern--an imaginative parallel to language processing. Why is critical thinking important in education Glenalmond College. We see information through our kaleidoscope, our mind--we see a table, we see people sitting at the table. Somehow we have to organize the information; we do this "by the writing university essays Coventry University linguistic systems in our minds.” We agree to arrange data in this way (Whorf, “Science and Linguistics,” Technology Review). In Daniel Chandler’s review, “The Sapir-Whorf Hypothesis,” Chandler describes the Sapir-Whorf Hypothesis: thought is formed by the systems of language. This is a determinist view, in which “ thinking is determined by language.” Sapir and Whorf believe that any change to the words (such as translating a poem from one language to another) could result in writing university essays Coventry University a change of meaning. Although most linguists reject the view of the Sapir-Whorf hypothesis, in its resolute and excessive form, there are many linguists who have adopted a middle-road view, which says thinking can be affected by language, but not necessarily. In fact, language and thought consist of a process that goes both ways. Language used by certain groups in writing university essays Coventry University society affects thinking, for how to write an intro to an essay downside school, example, the particular usage of Ebonics. Also, thinking can be affected by the particular language usage created by "social pressure," such as in the case of speech used in an academic setting versus speech used with a child. LAYNE JACOBS- Grow, Gerald. Serving the Strategic Reader: Cognitive Reading Theory and its Implications for argumentative paragraph writing ardingly college, the Teaching of Writing. Serving the Strategic Reader. "Reading is writing university essays Coventry University, thinking stimulated by print." That quote from Joseph L. Vaughn is the point of why is critical thinking important in education glenalmond college Gerald Grow’s article “Serving the Strategic Reader: Cognitive Reading Theory and its Implications for the Teaching of Writing.” People do not read passively, that is they do not just accept information as information alone. The old model of sender encodes and transmits a message, and the reader decodes the argumentative paragraph writing ardingly college message and writing university essays Coventry University interprets is outdated. People are understood to be intrinsically active in their reading. They choose what to read, choose how to read, they skip and writing university essays Coventry University skim. But more importantly, their participation extends to writing university essays Coventry University, interpretation People construct for themselves the world in which they live. Everyone has a model for their world, and writing university essays Coventry University when they read, they actively seek out how to write an introduction for a narrative essay neoma business school information that will create, confirm, and modify the model they have established. The reader gives the interpretation, not the writer. While it may see from argumentative paragraph writing ardingly college this that readers draw any conclusion from writing they want, the how to write an introduction for a narrative essay neoma business school fact is that information can be organized to maximize consistent response. Here is where creativity and an understanding of cognitive processes becomes useful for writers and teachers. Grow gives three examples of methods that connect readers to a consistent response. Text patterns: prose occurs in recurring organizational patterns of essay writing on education oswestry school text that may contain one major element plus supporting information, a description of a sequence, or a comparison of two or more elements. Our minds detect these patterns with “signal words,” such as “in contrast, like, similar, resemble, share, have in common.” Another method: frames. A frame is “a representation intended to guide the why is critical thinking important in education glenalmond college process of writing university essays Coventry University thought, supporting, organizing, and catalyzing that process.” Textbooks use frames. When they introduce new information they often include a graphical box to orient readers. Another method: considerate text. Considerate text is well-written, well-organized, and signals the organization of its thought to the reader. EMILY AKINS- Susanne K. Langer. Language and Thought. Language and writing university essays Coventry University Thought. In this essay, Langer addresses the issue of how language separates humans from the animal kingdom and also discusses the differences between signs and symbols. Humans and animals all use signs, but signs are different from symbols and our use of symbols is what sends us on a "tangent that takes us far away from the mere biological cycle that animal generations accomplish." "Animal speech" doesn't have structure; it's just a response. For example, apes may say "Nga" when they see their dinner, but never between meals. They cannot talk about their meals - if they could, then they would have ideas and discussions just like men. The difference between signs and symbols: "a sign causes us to think or act in face of the thing signified, whereas a symbol causes us to think about the thing symbolized" (31). It is our use of good thinker windermere school symbols that differentiates us from the animals. The symbols in our lives ("words, pictures, and memory images") can all combine and their collaborative meaning creates a "kaleidoscope of ideas" that we call "stream of thought" (32). In fact symbols are so much a part of our lives, it is good thinker windermere school, an "organic need." Among the writing university essays Coventry University other phenomena that come from our "conception process" and that set us apart from and above the animal kingdom, is the phenomenon of language, found always and only in humans. Language is the "most amazing achievement of the symbolistic human mind. Langer boldly states that without language, thought is impossible - even that "the birth of language is the dawn of humanity." It is what most distinctively and assuredly separates us from animals. She disputes a psychologists' belief that language is simply an evolved, higher form of the grunts and expressions that animals use; their signs. But, the fact that language is based on writing university essays Coventry University symbols and not signs refutes this belief in the origin of language. We use it to how to write an introduction for a narrative essay neoma business school, form and keep ideas in our mind. Names are essential to argumentative paragraph writing ardingly college, language for that is how the writing university essays Coventry University object is abstracted from its true being to a mere idea that recurs when the name is spoken. Because signs don't refer to ideas but to actual situations, then the signs that animals use to communicate do not constitute a language. Their signs don't have a pattern or meaningful syntax like language does. To further illustrate the difference between animals and humans, between symbols and writing university essays Coventry University signs: RYAN LINE- McLaughlin, Tim. Artificial Memory: Mnemonic Writing in the New Media. In our "normal" way of reading and recall, we rely on books and printed materials to jog our memories and writing university essays Coventry University spark some sense of remembrance of a particular subject. We look at pictures, read graphs and charts to writing university essays Coventry University, better understand the ideas and concepts trying to be conveyed. "Why introduce a new way of reading a book, instead of the one that moves, like life, from beginning to end, from birth to death? The answer is simple: because any new way of reading that goes against good thinker windermere school the matrix of time, which pulls us toward death, is a futile but honest effort to resist this inexorability of good thinker windermere school one’s fate, in writing university essays Coventry University literature at least, if not in reality"- a quote by argumentative paragraph writing ardingly college Milorad Pavic, used by the author of how to write an introduction for a narrative essay neoma business school this article, that emphasizes the thrust of this particular writing. McLaughlin is introducing thoughts on why the hypertext alternative. Two major tools that he suggests as effective methods in constructing a hypertext are cartography and photography. Argumentative paragraph writing Ardingly College. Cartography is the map or layout of the text. This sets a standard for the particular text that allows a reader to dive into essay writing on education oswestry school the subject without ending up lost in cyberspace. How to write an intro to an essay Downside School. While hypertext travels against the grain of "normal" reading, as illustrated in the opening quote as a systematic journey from "birth to death", it is important to provide some structure or architecture to the story. Photographs are an essay writing on education oswestry school extremely productive tool in the gathering of knowledge. Through the use of pictures, one can identify with the good thinker windermere school concepts of the subject at hand. As most Internet browsers are aware, you can click on a picture and instantly enlarge the image. writing university essays Coventry University. The use of pictures is highly recommended by McLaughlin.