The Home Page · The Integral Worm · My Resume · My Show Car · My White Papers · Organizations I Belong To

Christopher Paul's Professional Writing Papers

My Professional Writing Papers

Technical Writing · Exposition & Argumentation · Non-fiction Creative Essays · Grammar and Usage of Standard English · The Structure of English · Analysis of Shakespeare

Analysis of Literary Language · Advanced Professional Papers · The History of the English Language · First Internship: Tutoring in a Writing Workshop · Second Internship: Advanced Instruction: Tutoring Writing

Visual Literacy Seminar (A First Course in Methodology) · Theories of Communication & Technology (A Second Course in Methodology) · The Writer's Guild

Journalism

UMBC'S Conservative Newspaper: "The Retriever's Right Eye" · UMBC'S University Newspaper: "The Retriever Weekly" · Introduction to Journalism · Feature Writing · Science Writing Papers

The Shipka Spaces: Language in Society

Communicative Objective #1 (CO1): A re-contextualization of the Oxford English Dictionary (OED)

Communicative Objective #2 (CO2): A hyper-modest proposal for two un-researched communicative practices within the study of language in society

Presentation/Activity: "Back to the Little Red Schoolhouse: A re-articulation of the index card method of organization for research papers"

Blackboard Weekly Posts (A Bulletin Board Community)

A History of "this" Space

"Welcome to the Anti-Apathy Club:
A study of UMBC student culture within the Shipka Spaces"

An Explanation for a History of "this" Space · The Task Order for a History of "this" Space · The End Product of a History of "this" Space

Goals, Choices, and Process Narrative-Sketch of a History of "this" Space · The Rolling Credits of a History of "this" Space
Click here for the tale of "Beer Bong Billy"

Is that a pickle in your pocket...

Photos of the Artifacts Compromising a History of "this" Space

Introduction

I do not have the original end-product; therefore, it is impossible for me to provide photographs of the rnd-product that was turned in on the "pass it forward" date. The end-product was returned at the end of the semester and at that time donated to Shipka for the "Shipka Archives." I donated A History of "this" Space, "Welcome to the Anti-Apathy Club: A study of UMBC student culture within the Shipka Spaces" based on the reasons as follows:

I did not feel that the end-product belonged to me personally. All of my peers in the "Shipka Spaces" (ENGL 324, ENGL 407, and ENGL 493 classes) provided me the necessary data that I re-contextualized into something that looked like a Scrapbook/Yearbook. Hence, because all this data was provided by my peers, I felt that it was only fair that I donate the end-product as a genuine history of "this" space so that others could come back some day and review what was said at a later date.
I donated the project so that future students could benefit from the end-product for ideas as to what to do for a history of their own. At the beginning of the semester, Shipka would break these works out of her archives for new students to look at for the purpose of developing ideas as to what to do/look at for their own history communications.
It is my hope that others will view the history volume I began and continue the effort and produce similar volumes, hence recording how UMBC Culture is changing or not changing as the case may be.
Anyone who is willing to take up my challenge also has the right to re-contextualize my data with theirs in order to compare or contrast how the UMBC Culture is changing, or not.

I believe because all of my peers contributed to the end-product and if it were not for their cooperation and input, this artifact would never exist. I believe that "this" history was a collaborative narrative of everyone's thoughts and feelings at the time; therefore I believe that donating the end-product to the "Shipka Archives" was the right thing to do.

All of the information provided by my peers was used in some way, shape, or form. The book itself was a black bound artist's sketch book that would stand the test of time. Data was collected anonymously through two methods: a written narrative responding to a open-ended prompt question in ENGL 324, ENGL 407, and ENGL 493.

My ENGL 324 peers got an added treat. They were asked to re-contextualize the same written message using my collection of art materials (switch modes and modalities) that consisted of practically anything they could want for: sketch pad paper, construction paper, scissors, #2 pencils, #5 colored pens, magic markers, colored highlighters, colored gel pens, colored pencils, crayons, pastels (chalk and grease), glue, sparkles, and of course play dough for 3-D renderings. Any of these artifacts that could be entered into the Yearbook were pasted in. Photographs of the 3-D play dough artifacts were photographed and these photos were inserted into the yearbook.