Geography 107

Introduction

Things are not always what they seem.  People don't always mean what they say and words themselves can be deceiving.   Signs function the same way as carriers of meaning.  Most of the time, signs convey meanings well beyond the simple words that may be inscribed or printed on the sign. 

This assignment asks you to look at some signs around town and interpret them with a critical eye.  This is a fun introductory lesson in "reading" the landscape.  Signs are part of the landscape, and one of the easier components of them to read because most signs are meant to be read.  But as you hopefully will come to appreciate, the meaning of a billboard or a sign extends beyond the mere letters, words and imagery on the sign. Occasionally, other elements on a sign, like the font, rust, grafitti or its context completely undermines the communicative power of the words on the sign.

In this assignment you'll be asked to read not only the words, but the meaning of signs around town.  It is hoped that this practice will help you begin to read the meaning in wordless landscape items.

Objectives

• The student will compose short essays using proper grammar and syntax to make a series of logically structured arguments.

• The student will analyze, evaluate and interpret non-textual messages in the landscape at a beginning level.

 

Assignment

In this assignment, you will use your observational and analytical skills to describe that which is beyond the obvious in a set of signs.

First read the Drucker article, Language in the Landscape, and take a quick quiz over the reading. 

Afterwards, take a few days and as you go to and from campus, observe the signs you pass and think about meaning embedded in the signs.  Consider how the material, font, imagery, arrangement, condition and context support or undermine the meaning of the text on the sign.  Ask yourself, "What does the sign not say?",  " What meaning beyond the words is provided by the sign?"

Pick 5 signs and write two paragraphs about each in which you discuss your thoughts about the sign.  Make sure that you DO NOT focus your attention on the meanings conveyed by the words on the sign.  You should try to include a photo of the sign (or at least a sketch) and under each sign, your paragraphs.   Try to follow the example set by Drucker.  Feel free to use some of her ideas, being sure to mention her when you do.

Examples:  Sample paragraphs/signs

Readings:  There are two options for obtaining the reading.

1. Click below and use your csun email account to access the reading: Drucker Johanna.  (1984) Language in the Landscape.  Landscape. 
**TO ACCESS THIS ARTICLE, YOU WILL NEED TO KNOW YOUR ORIGINAL CSUN EMAIL ADDRESS and the password that goes with it.

2. Go to the Moodle site and open it from there.

3. Construct your paragraphs using word processor software and submit it to me via "turnitin" on the Moodle site.

 

Rubric

	Exemplary (5 pts)	Satisfactory (3 pts)	Incomplete (1 pt)
Syntax and Grammar (10, 10%)	Syntactic variety in style. Sentences are forceful and clear and logical. No discernible errors in word choice, spelling or mechanics.	Moderate stylistic and formal flaws and inappropriate usages remain. Generally free from errors in word choice and mechanics.	Writing has serious and persistent errors in word choice and mechanics, serious stylistic weaknesses
Organization (15, 15%)	Pargraphs are exceptionally well organized. Deft use of organizational tools.	Student employs conventional organizational devices such as topics sentences and transitional phrases.	Student has neglected to edit the paper for content or paragraph construction. Poor sequence of ideas.
Topic (25, 25%)	Student shows insight into the purpose of the assignment through the constructed response.	Student addresses the assignment, both topic and strategies.	Student has failed to address the assignment. Was off topic. Plagiarized papers will result in automatic zero for assignment.
Argument (25, 25%)	Essay demonstrates advanced argumentative position, skill and technique. Student is very persuasive, compelling.	Student shows careful development of related ideas in coherent, sequential paragraphs. Arguments are solid.	No argumentative or persuasion is evident in the assignment.
Interpretation (25, 25%)	Interpretation and analysis is clever, insightful and beyond the expected or typical interpretive framework. Demonstrates independent or creative thought.	Student interprets signs and/or landscape symbols conventionally or predictably.	Student is unable to interpret any symbolic characteristics in the sign, landscape or the imagery.