Diagrams, such as the one that I have chosen, are a representation explaining a concept using pictures. Diagrams can help people to learn through using visual techniques. As a visual learner I find that diagrams often help me to better understand the concept of things.
The diagram that I have selected would help students in science and horticulture classes to understand the parts of the flower and where things are located. This diagram would be a very good learning device to use. It would be easier for me to understand where the different parts of a flower are using this diagram, rather than listening to someone telling me where they are at.
This diagram was originally on a site designed as a reference for biology students and teachers. Since I took it out of its original context, it changes from being the subject of research to the subject of discussion. Before I took it out of the research web page, it served as a tool for learning, it was the subject of research. Now that it is on my blog, it has become what I am referring to, the subject of discussion. As a writer who has borrowed this particular diagram, it is always important to cite my sources. If you were to look on the web you could find many different diagrams of a flower, but the one that I have on mine came from http://www.kensbiorefs.com/.
All of the main parts of the flower are labeled, so that the student, reader, or onlooker, can clearly tell where they are located. I wouldn’t have labeled them any differently, and I don’t think that there is a way that I could without changing the meaning of the diagram or making it inaccurate.
Diagrams, themselves, provide a good way of learning something. Writing, by itself, also can provide a good way of learning. Once you put the two together though, you have something that can provide a much deeper understanding than the two things by themselves.
The diagram that I have selected would help students in science and horticulture classes to understand the parts of the flower and where things are located. This diagram would be a very good learning device to use. It would be easier for me to understand where the different parts of a flower are using this diagram, rather than listening to someone telling me where they are at.
This diagram was originally on a site designed as a reference for biology students and teachers. Since I took it out of its original context, it changes from being the subject of research to the subject of discussion. Before I took it out of the research web page, it served as a tool for learning, it was the subject of research. Now that it is on my blog, it has become what I am referring to, the subject of discussion. As a writer who has borrowed this particular diagram, it is always important to cite my sources. If you were to look on the web you could find many different diagrams of a flower, but the one that I have on mine came from http://www.kensbiorefs.com/.
All of the main parts of the flower are labeled, so that the student, reader, or onlooker, can clearly tell where they are located. I wouldn’t have labeled them any differently, and I don’t think that there is a way that I could without changing the meaning of the diagram or making it inaccurate.
Diagrams, themselves, provide a good way of learning something. Writing, by itself, also can provide a good way of learning. Once you put the two together though, you have something that can provide a much deeper understanding than the two things by themselves.
