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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)
The Original Presentation/Activity Parameters for "Back to the Little Red Schoolhouse": The task order sheet · The Original Readings that Frame and Inspire the Presentation/Activity
Photos of the "Back to the Little Red Schoolhouse" Artifacts · Audio Tape of the Presentation/Activity "Back to the Little Red Schoolhouse" · Flow Chart of the Presentation/Activity "Back to the Little Red Schoolhouse"
Goals, Choices, and Process Narrative-Sketch for the Presentation/Activity "Back to the Little Red Schoolhouse" · The Rolling Credits for Back to the Little Red Schoolhouse: Who Contributed to "This" Objective
Back to the Little Red Schoolhouse Blackboard Community Post
Shown below is the initial ordering of the index cards as they were handed out in the presentation/activity. There were no rules on how to structure the new composition. The groups could organize the composition in anyway they saw fit and choose which cards to use or not use in creating their new organizational structure. The groups were given 20 minutes to work on the organizational structures.
Click here to obtain a .pdf file copy of the initial ordering of the index cards
Initial Ordering of the Index Cards (Before)
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Shown below are the organizational structures the five groups created. Notice that Group #5 thinks some of the index cards should not be stand alone paragraphs but should be merged. There's no right or wrong, it's simply a design decision and a different way of seeing the possibilities within the activity.
Click here to obtain a .pdf file copy of Group 1's ordering of the index cards
Group 1's Ordering of the Index Cards (After)
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Click here to obtain a .pdf file copy of Group 2's ordering of the index cards
Group 2's Ordering of the Index Cards (After)
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Click here to obtain a .pdf file copy of Group 3's ordering of the index cards
Group 3's Ordering of the Index Cards (After)
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Click here to obtain a .pdf file copy of Group 4's ordering of the index cards
Group 4's Ordering of the Index Cards (After)
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Click here to obtain a .pdf file copy of Group 5's ordering of the index cards
Group 5's Ordering of the Index Cards (After)
Note that Group #5 elects to merge index cards indicating that these paragraphs should be merged.
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