Abstract
In this final chapter the linking process of two students’ writings are dissected to indicate how the meaning they shared illustrates a process of unlimited semiosis, grounded in the notion of a semiotics sign system. The trajectory dimension of emotion/affect is used as an illustration of how an element of one’s trajectory may become the next cue, and thus guide the trajectory as it continues. Further discussion of trajectories and how they progress is then supported with a brief discussion of dynamic systems. The chapter concludes with a return to the rhizome metaphor and a summary of the grounded theory .
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This chapter draws on and expands on research reported in Schuh (2000), Schuh and Rea (2001) and Schuh et al. (2005).
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During the early data analysis stages of my studies, affect was initially noted as a trajectory dimension. Julie Rea, who had served as a second coder on the research project that included Mrs. Chambers , Mr. Jackson , and Mrs. Schneider , and had a background in counseling, was particularly attuned to the students’ affective links. As the student brought up links in class or writing we noted when the trajectory dimension they described had an affective component. The discussion of how the affective characteristics of the trajectory dimensions were realized expands on an article we developed early in my suite of studies (Schuh and Rea 2001).
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Schuh, K.L. (2017). How Is Linking (and Thus Learning) Like Unlimited Semiosis?. In: Making Meaning by Making Connections. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0993-2_8
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DOI: https://doi.org/10.1007/978-94-024-0993-2_8
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