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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
UMBC'S Conservative Newspaper: "The Retriever's Right Eye" · UMBC'S University Newspaper: "The Retriever Weekly" · Introduction to Journalism · Feature Writing · Science Writing Papers
Communicative Objective #1 (CO1): A re-contextualization of the Oxford English Dictionary (OED)
Blackboard Weekly Posts (A Bulletin Board Community)
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
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 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.
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