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Evaluating multimodal projects
Please contribute to our developing guidelines for assessing multimodal projects: https://docs.google.com/document/d/1xs2fL_gg1rNHW9sCbP8m7FgYzXZmAPkCQL8QwYlZ1dc/edit?usp=sharing
5/1 notes
narrative structure: jumps back and forth in time, similar to oryx and crake but less stream-of-consciousness secrecy creativity: why do human pigoons need to be creative what’s going on with Madame? are they afraid of her? why does she take their art? pp. 33-35: fear for its own sake, or fear triggered by guilt? is […]
4/19 in-class writing
What do these words mean? Why does Snowman collect them? What is their significance in the context of the novel? Group 1: pp. 84-85 “Tomorrow and tomorrow and tomorrow…” OR “sere” and “incarnadine” Group 2: “cork-nut” Group 3: p. 148 “mephitic, metronome, mastitis, metatarsal, maudlin” Group 4: “bogus” and “awesome”
4/17 notes
Disorienting structure – not really chronological – we have a now, and a then, but not the intervening events No transitional moment Stream-of-consciousness, first person narrator We don’t seem to be the audience – the narrator seems to be his own audience Almost feels poetic in its lack of adherence to chronological narrative – or […]
4/12 in-class assignment
Individually: In 1-2 sentences, identify a theme, scene, setting, or character that particularly interests you, and explain why. What words are phrases are associated with the element you identified? That is, how is it described? Write down about 5 examples. Analyze what you found. What additional meaning is conveyed by these particular words or phrases? […]
Blog redesign proposals
Group 1 Group 2 Group 3 Group 4 Group 5 How does a website communicate information? organization by pages rather than by paragraphs reader/user can skip to the part of interest — which means that self-referentiality has to be integrated throughout should be easy to find your way through limited amount of […]
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Protected: 3/20 in-class assignment
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Protected: 3/15 classwork
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