TYPE PROCESS BOOK

PROCESS GD 223 SPRING 2016 HALEY WILKE

PROJECT 1

TYPE LAYOUTS

Reading (process) complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strate-

Reading (process)

derive meaning

complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community

complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text

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LAYOUT 1 ITERATIONS

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LAYOUT 1 FINAL

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strate-

Reading (process)

R ea d i n g is a co mp l ex co gn i t ive p ro ces s o f d e co d in g s ym bo ls in o rd e r to co n s t r uc t o r d er ive m ea n in g ( re ad i n g co m p re h en s i o n ) . I t is a m ea n s o f la n gu a ge a cqu is i t i o n , o f co m m u n i cat i o n , a n d o f s h a r in g in fo r mat i o n a n d id e as. L ik e al l l an gu age, i t is a com p lex i nterac ti o n b e t wee n t h e tex t an d t h e rea d er w h i ch i s s h ap ed by t h e re ad e r ’s p r io r k n owl e d ge, ex p er ie n ces, at t i t ud e, an d l an g u ag e co mm un i t y w h ic h i s c ult urally an d s o ci a lly s it u ated. Th e re ad i n g pro ces s re qu ires co nt i n u o u s pra c t ice, d e vel o p me nt, a n d refi n em ent. I n ad d it i o n , rea d in g re qu ire s c re at iv i t y a n d cr i t i ca l an al ys is. Co n s um ers o f li terat u re m ak e ve nt u re s wi t h ea ch p ie ce, i n n ately d ev i at in g f ro m li teral wo rd s to create im age s t h at m ak e s e n s e to t h em in t h e u n fa m il ia r p l aces t h e tex t s d e s cr ib e. R e ad i n g i s a co m pl ex p ro ce s s, it ca n n o t be controlled o r re s t r ic te d to o n e o r t wo i n t e r p re tations.

Th e re a re no co n c re te laws in re ad i n g, b u t rat h e r al lows rea d er s a n e s ca pe to produce t h e ir own products introspect i ve ly. Th is promotes p l o rat i o n d e e p exof tex t s during interpretat io n . R ea d ers use a var ie t y o f

Reading (process)

R eading is a compl ex cognit ive proces s of decoding s ymbol s in order to cons t r uc t or der ive meaning (reading comprehens ion). I t is a means of l anguage acquis it ion, of communic at ion, and of s har ing infor mat ion and ideas.

Lik e al l l anguage, it is a complex interac tion bet ween t he tex t and t he reader w hic h is s haped by t he reader ’s pr ior k now l edge, ex per iences, at t it ude, and l anguage communit y w hic h is culturally and socially s it uated.

The reading proces s requires cont inuous prac t ice, devel opment, and refi nement. I n addit ion, reading requires c reat ivit y and c r it ic al anal ys is. Cons umer s of literature mak e vent ures w it h eac h piece, innatel y deviat ing from l iteral words to c reate images t hat mak e s ens e to t hem in t he unfamil iar pl aces t he tex t s des c r ibe. R eading is a compl ex proces s, it c annot be cont rol l ed or res t r ic ted to one or t wo inter pret at ions. There are no conc rete l aws in reading, but rat her al l ows reader s an es c ape to produce t heir ow n produc t s int ros pec t ivel y. This promotes deep exploration of tex t s dur ing inter pret at ion. R eader s us e a var iet y of reading strategies to as s is t w it h decoding (to t rans l ate s ymbol s into s ounds or vis ual repres ent at ions of s peec h) and comprehens ion. R eader s may us e contex t c l ues to ident ify t he meaning of unk now n words. R eader s integrate t he words t hey have read into t heir ex is t ing framewor k of k now l edge or s c hema (s c hemat a t heor y). O t her t ypes of reading are not s peec h bas ed w r it ing s ys tems, s uc h as mus ic not at ion or pic tograms. The common l ink is t he inter pret at ion of s ymbol s to ex t rac t t he meaning from t he vis ual not at ions or t ac t il e s ignal s (as in t he c as e of Brail l e). R eading is a compl ex cognit ive proces s of decoding s ymbol s in order to cons t r uc t or der ive meaning (reading comprehension ) .

I t is a means of language acquisition , of communic at ion, and of s har ing infor mat ion and ideas. Lik e al l l anguage, it is a compl ex interac t ion bet ween t he tex t and t he reader pr ior k nowledge , ex per iences, atw hic h is s haped by t he reader ’s t it ude, and l anguage communit y w hic h is c ul t ural l y and s oc ial l y s it uated. The reading proces s requires cont inuous prac t ice, devel opment, and refi nement. I n addit ion, reading requires c reat ivit y and c r it ic al anal ys is. Cons umer s of l iterat ure mak e vent ures w it h eac h piece, innatel y deviat ing from l iteral words to c reate images t hat mak e s ens e to t hem in t he unfamil iar pl aces t he tex t s des c r ibe. R eading is a compl ex proces s, it c annot be cont rol l ed or res t r ic ted to one or t wo inter pretations . There are no conc rete l aws in reading , but rat her al l ows reader s an es c ape to pro duce t heir ow n produc t s int ros pec t ivel y. This promotes deep ex pl orat ion of tex t s dur ing inter pret at ion.

R eader s us e a var iet y of reading s t rategies to as s is t w it h decoding (to t rans l ate s ymbol s into s ounds or vis ual repres ent at ions of s peec h) and comprehens ion. R eader s may us e contex t c l ues to ident ify t he meaning of unk now n words. R eader s inte grate t he words t hey have read into t heir ex is t ing framewor k of k nowledge or s c hema (s c hemat a t heor y). O t her t ypes of reading are not s peec h bas ed w r it ing s ys tems, s uc h as mus ic not at ion or pic tograms. The common l ink is t he inter pret at ion of s ymbol s to ex t rac t t he meaning from t he vis ual not at ions or t ac t il e s ignal s (as in t he c as e of Brail l e). R eading is a compl ex cognit ive proces s of decoding s ymbol s in order to cons t r uc t or der ive meaning (reading comprehens ion). I t is a means of l anguage acquis it ion, of communic at ion, and of s har ing informat ion and ideas. Lik e al l language , it is a compl ex interac t ion bet ween t he tex t and t he reader w hic h is s haped by t he reader ’s pr ior k now l edge, exper iences , at t it ude, and l anguage communit y w hic h is c ul t ural l y and s oc ial l y s it uated. The reading proces s requires cont inuous prac t ice, devel opment, and refi nement. I n addit ion, reading requires c reat ivit y and c r it ic al anal ys is. Cons umer s of l iterat ure mak e vent ures w it h eac h piece, innatel y deviat ing from l iteral words to c reate images t hat mak e s ens e to t hem in t he unfamiliar pl aces t he tex t s de s c r ibe. R eading is a complex process , it c annot be cont rol l ed or res t r ic ted to one or t wo inter pret at ions.

There are no conc rete l aws in reading, but rat her al l ows reader s an es c ape to produce t heir ow n produc t s int ro s pec t ivel y. This promotes deep ex pl orat ion of tex t s dur ing inter pret at ion. R eader s us e a var iet y of reading s t rategies to as s is t w it h decoding (to t rans l ate s ymbol s into s ounds or vis ual repres ent at ions of s peec h) and comprehens ion. R eader s may us e contex t c l ues to ident ify t he meaning of unk now n words. R eader s integrate t he

Reading (process)

as s is t w it h decoding ( to t ra n s l ate s y mbo ls i nto sounds or v is u a l re p re s e nt at i o n s o f s pe e ch ) a n d co m p re h en s i o n . R ea d er s m ay u s e co n tex t clu es to i d ent if y t h e me an i n g o f u n k n own wo rd s. R ea d er s i nte grate t h e wo rd s t h ey h ave re ad into t h e ir exi s t in g f ra me wor k o f k n owl e d ge o r s ch e m a ( s ch e m at a t h eo r y ) . O t h e r t y pe s o f re ad i n g are n o t s pe e ch ba s ed wr it i n g s ys tem s, s uc h a s m us i c n o t at io n o r pi c to gra m s. Th e co mm o n l in k is t h e inte r p re t at io n o f s y m b o ls to ex t rac t t h e m e an in g f ro m t h e v is ua l n o t at i o n s o r t ac t i le s i gn al s ( as i n t h e c as e o f B ra il le) . R e ad i n g is a co mp l ex co gn it ive pro ces s o f d e co d i n g s ym bo ls in o rd e r to co n s t r uc t o r d er ive m e an in g ( re ad i n g com p rehe ns i on ) . I t i s a m e an s o f la ngu age a cq u i s i t i o n , o f co m m u n ic at io n , an d o f s h ar in g in fo r m at io n a n d i d ea s. L ik e a ll la n gu a ge, i t i s a co m plex i ntera c t io n b et we e n t h e tex t a n d t h e

Reading (process)

reading gi es to

R ea ding is a com plex cognitive process of decoding sym bols in order to constr uc t or de r ive m ea ning (rea ding com prehension). I t is a m ea ns of la ngua ge a cquisition, of com m unication, a nd of sha r ing infor m ation a nd idea s. Like a ll la ngua ge, it is a com plex intera c tion bet ween the tex t a nd the rea der which is sha ped by the rea der ’s pr ior k nowledge, exper iences, attitude, a nd la ngua ge com m unit y which is cultura lly a nd socia lly situated.

The rea ding process requires continuous pra c tice, developm ent, a nd refi nem ent. I n a ddition, rea ding requires creativit y a nd cr itica l a na lysis. Consum er s of literature m a ke ventures with ea ch piece, innately deviating from litera l words to create im a ges that m a ke sense to them in the unfa m ilia r pla ces the tex ts descr ibe. R ea ding is a com plex process, it ca nnot be controlled or restr ic ted to one or t wo inter pretations. There a re no concrete laws in rea ding, but rather a llows rea der s a n esca pe to produce their own produc ts intro spec tively. This prom otes deep exploration of tex ts dur ing inter pretation. R ea der s use a va r iet y of rea ding strategies to a ssist with decoding (to tra nslate sym bols into sounds or visua l representations of speech) a nd com prehension. R ea der s m ay use contex t clues to identify the m ea ning of unk nown words. R ea der s inte grate the words they have rea d into their existing fra m ewor k of k nowledge or schem a (schem ata theor y).

O ther t ypes of rea ding a re not speech ba sed wr iting system s, such a s m usic no tation or pic togra m s. The com m on link is the inter pre tation of sym bols to ex tra c t the m ea ning from the visua l notations or ta c tile signa ls (a s in the ca se of Bra ille).

R ea ding is a com plex cognitive process of decoding sym bols in order to constr uc t or der ive m ea ning (rea ding com prehension). I t is a m ea ns of la ngua ge a c quisition, of com m unica tion, a nd of sha r ing inform ation a nd idea s. Like a ll la ngua ge, it is a com plex intera c tion bet ween the tex t a nd the rea der which is sha ped by the rea der ’s pr ior k nowledge, exper iences, attitude, a nd la ngua ge com m unit y which is cultura lly a nd socia lly situated. The rea ding process requires continuous pra c tice, developm ent, a nd refi nem ent. I n a ddition, rea ding requires creativit y a nd cr itica l a na lysis.

Consum er s of literature m a ke ventures with ea ch piece, innately deviating from litera l words to create im a ges that m a ke sense to them in the unfa m ilia r pla ces the tex ts de scr ibe. R ea ding is a com plex process, it ca nnot be controlled or restr ic ted to one or t wo inter pretations. There a re no concrete laws in rea ding, but rather a llows rea der s a n esca pe to produce their own produc ts introspec tively. This prom otes deep exploration of tex ts dur ing inter pretation. R ea der s use a va r iet y of rea ding strategies to a ssist with de coding (to tra nslate sym bols into sounds or visua l representations of speech) a nd com prehension. R ea der s m ay use contex t clues to identify the m ea ning of unk nown words.

R ea der s integrate the words they have rea d into their existing fra m ewor k of k nowledge or schem a (schem ata theor y). O ther t ypes of rea ding a re not speech ba sed wr iting system s,

R e adi n g i s a comp lex cogn i t i ve p roces s of decodi n g s y mb ols i n order to con s t ruc t or der i ve mean i n g (readi n g co m p reh en s i on ). I t i s a mean s of lan guage acqui s i t i on , of commun i cat i on , an d of s h ar i n g i n for mat i on an d i deas.

L i k e all lan guage, i t i s a comp lex i nterac t i on b et ween t h e tex t an d t h e reader w h i ch i s s h ap ed by t h e reader ’s p r i or k n ow ledge, ex p er i en ces, at t i t ude, an d lan guage commun i t y w h i ch i s cult urally an d s oci ally s i t uated. Th e re a d i n g p roces s requi res cont i n uous p rac t i ce, develop ment, an d ref i n ement. I n addi t i on , readi n g requi res cre at i vi t y an d cr i t i cal an alys i s. Con s umers of li terat ure make vent ures w i t h each p i ece, i n n ately devi at i n g f rom li te ra l words to create i mages t h at make s en s e to t h em i n t h e un f ami li ar p laces t h e tex t s des cr i b e. R eadi n g i s a co m p lex p roces s, i t can n ot b e cont rolled or res t r i c ted to on e or t wo i nter p ret at i on s. Th ere are n o con crete laws i n readi n g, b ut rat h er allows readers an es cap e to p roduce t h ei r ow n p roduc t s i nt ros p ec t i vely. Th i s p romotes d e e p ex p lorat i on of tex t s dur i n g i nter p ret at i on . R eaders us e a var i et y of readi n g s t rategi es to as s i s t w i t h decodi n g (to t ran s late s y mb ols i nto s oun ds or vi s ual rep res ent at i on s of s p eech ) an d comp reh en s i on . R eaders may us e co ntex t clues to i dent i f y t h e mean i n g of un k n ow n words. R eaders i ntegrate t h e words t h ey h ave read i nto t h ei r ex i s t i n g f ramewor k of k n ow ledge or s ch ema (s ch emat a t h eor y ). O t h er t y p es of readi n g are n ot s p eech b as ed w r i ti n g s ys tems, s uch as mus i c n ot at i on or p i c tograms. Th e common li n k i s t h e i nter p ret at i on of s y mb ols to ext ra c t t h e mean i n g f rom t h e vi s ual n ot at i on s or t ac t i le s i gn als (as i n t h e cas e of Brai lle). R eadi n g i s a comp lex co gn i t i ve p roces s of decodi n g s y mb ols i n order to con s t ruc t or der i ve mean i n g (readi n g comp reh en s i on ). I t i s a m e a n s of lan guage acqui s i t i on , of commun i cat i on , an d of s h ar i n g i n for mat i on an d i deas. Li ke all lan guage, i t i s a comp lex i nterac t i on b et ween t h e tex t an d t h e reader w h i ch i s s h ap ed by t h e reader ’s p r i or k n ow ledge, ex p er i e n ces, at t i t ude, an d lan guage commun i t y w h i ch i s cult urally an d s o c i a lly s i t uated. Th e readi n g p roces s requi res cont i n uous p rac t i ce, de ve l o p ment, an d ref i n ement. I n addi t i on , readi n g requi res creat i vi t y a n d cr i t i cal an alys i s. Con s umers of li terat ure make vent ures w i t h each p i e ce, i n n ately devi at i n g f rom li teral words to create i mages t h at m a k e s en s e to t h em i n t h e un f ami li ar p laces t h e tex t s des cr i b e. R eadi n g i s a comp lex p roces s, i t can n ot b e cont rolled or res t r i c ted to on e o r t wo i nter p ret at i on s. Th ere are n o con crete laws i n readi n g, b ut rat her allows readers an es cap e to p roduce t h ei r ow n p roduc t s i nt ro sp e c t i vely. Th i s p romotes deep exp lorat i on of tex t s dur i n g i nter p ret at i o n . R eaders us e a var i et y of readi n g s t rategi es to as s i s t w i t h decodi n g (to t ran s late s y mb ols i nto s oun ds or vi s ual rep res ent at i on s of sp e ech ) an d comp reh en s i on . R eaders may us e contex t clues to i den t i f y t h e mean i n g of un k n ow n words.

R eaders i ntegrate t h e words t h ey h ave read i nto t h ei r ex i s t i n g f rame wor k of k n ow ledge or s ch ema ( sc h emat a t h eor y ). O t h er t y p es of readi n g are n ot s p eech b as ed w r i t i n g s ys tems, s uch as mus i c n ot at i on or p i c to grams. Th e common li n k i s t h e i nter p ret at i on of s y mb ols to ex t rac t t h e mean i n g f rom t h e vi s ual n ot at i on s or t a c t i le s i gn als (as i n t h e cas e of Brai lle). R eadi n g i s a comp lex cogn i t i ve p roces s of decodi n g s y mb ols i n order to con s t ruc t or der i ve mean i n g (readi n g comp reh en s i on ). I t i s a mean s of lan guage acqui s i t i on , of commun i cat i o n , an d of s h ar i n g i n for mat i on an d i deas. Li ke all lan guage, i t i s a comp lex i nterac t i on b et ween t h e tex t an d t h e re a d er w h i ch i s s h ap ed by t h e reader ’s p r i or k n ow ledge, ex p er i en ces, at t i t ude, an d lan guage commun i t y w h i ch i s cult urally an d s oci ally s i t uated. Th e readi n g p roces s requi res cont i n uous p rac t i ce, develop ment, an d ref i n e m e nt. I n addi t i on , readi n g requi res creat i vi t y an d cr i t i cal an alys i s. Con s umers of li terat ure make vent ures w i t h e a c h p i ece, i n n ately devi at i n g f rom li teral words to create i mages t h at make s en s e to t h em i n t h e un f ami li ar p l a ces t h e tex t s des cr i b e. R eadi n g i s a comp lex p roces s, i t can n ot b e cont rolled or res t r i c ted to on e or t wo i n te r p ret at i on s. Th ere are n o con crete laws i n readi n g, b ut rat h er allows readers an es cap e to p roduce t h ei r ow n p ro duc t s i nt ros p ec t i vely. Th i s p romotes deep ex p lorat i on of tex t s dur i n g i nter p ret at i on . R eaders us e a var i et y of re a d i n g s t rategi es to as s i s t w i t h decodi n g (to t ran s late s y mb ols i nto s oun ds or vi s ual rep res ent at i on s of s p eech ) a n d comp reh en s i on . R eaders may us e contex t clues to i dent i f y t h e mean i n g of un k n ow n words. R eaders i nte grate t h e words t h ey h ave read i nto t h ei r ex i s t i n g f ramewor k of k n ow ledge or s ch ema (s ch emat a t h eor y ). O t h er t y p es of readi n g are n ot s p eech b as ed w r i t i n g s ys tems, s uch as mus i c n ot at i on or p i c tograms. Th e common li n k i s th e i nter p ret at i on of s y mb ols to ex t rac t t h e mean i n g f rom t h e vi s ual n ot at i on s or t ac t i le s i gn als (as i n t h e

LAYOUT 2 ITERATIONS

R e adin g is a co m p l ex co gni tive p roce ss o f d e co d ing sy m b o l s in o rd er to co nstruc t o r d er ive m ea ning (rea d ing co m pre h en sio n) . I t is a m e an s of l an guage acquisitio n, o f co mmunicatio n, and o f shar ing info r m at ion a nd id ea s.

L ike al l l an gu a ge, it is a com p l ex i nte ra c t i o n b e t we e n the tex t and the read er w hich is shap ed by t he rea d e r ’s pr i o r k n ow l ed g e, ex pe r ie nce s, attitu de, and l anguage co m m unit y w hich is c ul tura l l y a n d s o c ially sit u ate d.

The re ad ing p roce ss re qu ires co nt inu o us p rac tice, d e ve l o p m ent, and ref i nement. I n ad d itio n, re a d ing requ ires c re ati v it y a nd cr itic a l a na lysis. Con sum e rs o f l i te rat u re m ake ventures w ith each p iece, innatel y d e viat ing from l ite ra l wo rd s to cre ate i m ag e s th at m ak e se nse to the m in the unf amil iar p l aces the tex ts d esc r ib e. R e a d ing is a co m pl ex pro ce ss, i t ca nn o t b e co nt ro ll e d o r re str ic te d to o ne o r t wo inter p retatio ns. There are no concre te laws in re adin g, b u t rat he r a ll ows re a de rs an e sc ap e to p ro d uce their ow n p ro d uc ts intro sp ec tivel y. This p romotes d e e p exp l orat io n o f tex t s du r i n g i nte r p re tatio n. R e ad e rs use a var iet y o f rea di n g s trategi es to a ssist w it h d eco din g ( to tran sl ate sym b o l s into s o und s o r v isual re p re sentatio ns o f sp eech) and co m p rehension. R ea d e rs may us e co ntex t c l ue s to i de ntify the m e aning o f unk now n wo rd s. R ead ers integrate the wo rd s t he y have rea d into the ir ex istin g f ra me wor k o f k now l e d ge o r sc he m a ( sc he mata theo r y ) . O ther t y p es o f read ing a re not sp e ech bas e d w r iting syste m s, suc h as m u sic no tatio n o r p ic to gram s. The co mmo n l ink is the inter p retation of sy mb ols to ex trac t t he m e an ing from th e v isu al no tatio ns o r tac til e signal s ( as in the case o f Brail l e) . R ea d ing is a complex cogni tive pro ce ss o f de cod ing sym b o l s in o rd e r to co nstruc t o r d er ive meaning ( read ing co mp re h e n s i o n ).

I t is a m e an s o f la ng u a ge acq u i s it io n , o f co m m unic atio n, and o f shar ing info r matio n and id eas. Lik e a ll la ng ua ge, i t is a co m p l ex inte ra c t io n b e t we e n the tex t and the re ad er w hich is shap ed by the read er ’s p r ior k n owle dge , ex p e r ie n ce s, attitu de, an d la ng u age co mm unit y w hic h is c ul tural l y and so cial l y situated. The read ing process re qu ire s co nt inu ou s p ra c t ice, d eve l op m e nt, a nd re f i ne m e nt. I n ad d itio n, read ing requires creativit y and c r itic al a na lysis. Consum e rs o f l ite rature m ake ve ntu res w ith e ac h p ie ce, innate l y d e viating f ro m l iteral wo rd s to create ima g e s t hat ma k e sens e to t he m in th e un f am il ia r p la ces th e tex ts d e sc r ib e. R e ad ing is a co mp l ex p ro cess, it canno t b e cont rolled or re str ic te d to o ne o r t wo i nte r p re t at i on s . The re are no co nc re te l aws in rea di n g , b ut rather al l ows read e rs a n esca p e to pro du ce th e ir ow n pro duc ts intro sp e c tive l y. This p ro m o te s d e ep ex p l o ratio n o f tex ts d ur ing inter p ret at ion. R e a d e rs to assist w ith d eco d in g (to t ra nslate u se a var ie t y o f re adi n g st rategi e s sy m b o l s into so un ds o r v isu al re p re sentatio ns o f sp eec h) a nd comp re cl ues to id entif y the m ea ning of u n hens io n. R e a de rs m ay u se co ntex t wo rd s they have read into t heir ex istk nown wo rds. R e ad e rs inte grate th e ing fram e wor k of k n ow l e d g e or schema ( schem ata t heor y ). O t he r t yp e s o f rea d ing are n ot sp e e c h b ased w r iting system s, su ch a s mu sic no tatio n o r pic togra m s. Th e com mo n l ink is the inter p re t at ion of sy m b o l s to ex tra c t the m e an ing f ro m the visual no tatio ns or t a c t ile signa ls (a s in the c ase of B rai l le ) . R e ad ing is a co mp l ex co gnitive p rocess of d e co d ing sy m b o l s in o rde r to co nst ruc t o r d er ive meaning ( rea d ing comp re acquisitio n, o f co m m u nicat ion, a nd hens io n). I t is a m e an s o f la ng u age o f sh ar i ng info r m ati o n an d ide as.

L ike al l l a n g ua g e , i t is a comp lex inte rac ti o n b e t wee n the tex t an d th e read er w hich is shap e d by t he rea dattitud e, and l angua g e com mu nit y er ’s p r ior k n ow le dg e, ex p e r i e n ce s , whi c h is cu lt ura ll y a nd so c ial l y si tuated. The read ing proce ss re qu ire s co nti nuo u s prac ti ce, de ve lo pm e nt, and ref i nement. I n add it ion, rea d ing re q uire s cre ati v it y a nd c r itic al a na l ysis. Co nsumers o f literat u re ma k e ve nt ure s w ith e ac h pie ce, inn ate ly d eviating f ro m l iteral word s to cre ate im age s th at m ak e se nse to the m in the un fa mi l i a r p l aces t he tex t s d e scr ib e. R e a din g i s a com p l ex p ro ce s s , it c anno t b e co ntro l l e d o r restr ic ted to o ne o r t wo inter p retat ions. There a re no co nc re te l aws in re adi n g, but rat he r al l ows re ad e rs an e sc ap e to p ro d uce their ow n p ro d uc ts intro sp e c t ive ly. This pro m ote s de ep exp lo ratio n o f tex ts d ur ing inte r p re tatio n. R e ad ers use a var iet y o f read ing strategie s to a ssist w it h de cod ing ( to tra nsl ate sym b o ls into sou nd s o r v isual re p re se ntatio ns o f sp eech) and co mp rehensio n. R e a d e rs may u se co ntex t cl ue s to ide ntify t he m ea ni n g of unk now n wo rd s. R e ad e rs integrate the wo rd s they have read into t heir ex isting f ram e wo r k o f k n ow le dge o r sc he m a ( sc he m ata the o r y ) . O ther t y p es o f read ing are no t sp eec h b as ed w r it ing system s, suc h as m usi c n o tati o n o r p ic to gram s. The co m m o n l ink is the inter p retatio n o f sy mb o l s to ex trac t t he m ea ning from the v isu al n o tati o ns or ta c tile si gn al s ( as in the c ase o f B rail l e) . R ead ing is a co mp l ex co gnitive p rocess of d ecod ing s ym b o l s i n o rde r to con stru c t o r d e r ive m e aning ( re ad ing co mp rehensio n) . I t is a means o f l angua g e a cqu isit ion, of co m m un ic ati o n, an d of sha r i n g info r m atio n and id e as. L ike al l l anguage, it is a co mp l ex interac tion b et ween t he tex t a nd th e re ade r w hi c h is sha pe d by the re ad e r ’s p r io r k now l ed ge, ex p er iences, attitud e, and l angua g e com mu nit y whic h i s c ul tu ral l y an d soc ia lly si tu ated. The re ad ing p ro ce ss re quires co ntinuo us p rac tice, d evel o p m ent, a nd re fi ne ment. I n add itio n, re a din g re qu ires c reativ it y and c r itic al anal ysis. Co nsumers o f l iterature make vent u re s w it h e a ch piece, in nate l y de v iat ing fro m l itera l wo rd s to c re ate im age s that make sense to them in the unf am ilia r p la ces t he tex t s d e sc r ib e. R ea d ing is a co m p l ex pro ce ss, it c anno t b e co ntro l l ed o r restr ic ted to o ne o r t wo inter pret at ions. There are n o con c rete l aws in re ad ing, b u t rathe r al l ows re ad e rs an e scap e to p ro d uce their ow n p ro d uc ts int rosp e c t ive ly.

Th is pro m o tes de e p exp l oratio n o f tex ts d ur ing inte r p re tatio n. R ead ers use a var iet y o f read ing strategie s to a ssist with d e co di n g (to tran sl ate sym b o ls into so und s o r v isual re p re sentatio ns o f sp eech) and co mp rehensio n. R ea d e rs may us e co ntex t c l ue s to id entif y t he m e an ing o f unk now n wo rd s. R ead ers integrate the wo rd s they have rea d into t he ir ex i stin g f ram e wo r k o f k now l e d ge o r sc he m a ( sc he m ata the o r y ) . O ther t y p es o f read ing are no t sp eec h b a se d w r it ing syste m s, su ch as m u sic n ot atio n o r pic togram s. The co m m o n l ink is the inter p retatio n o f sy mb o l s to ex t ra c t t he me a ning from the v isu al no tatio n s o r ta c tile signal s ( as in the c ase o f Brail l e) . R ead ing is a co mp l ex co gnit ive p roce ss of de cod ing sym b o l s in o rde r to co nst ruc t o r d e r ive m e aning ( re ad ing co mp rehensio n) . I t is a means o f la ng u a g e a cqu isiti on, o f co m m un ic ati o n, an d of sha r i n g info r m atio n and id e as. L ike al l l anguage, it is a co mp l ex intera c t ion b et ween

reading (process)

LAYOUT 2 FINAL

READ. complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory

writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situat-

ed reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences at-

complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory

writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situat-

ed reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences attitude language community culturally socially situated reading process creativity critical analysis literature deviating literal images texts interpretations escape products exploration strategies representations comprehension context unknown integrate framework knowledge schema theory writing music notation pictograms visual notations complex cognitive decoding symbols construct means of language acquisition communication sharing information ideas complex interaction text knowledge experiences at-

READ READ LAYOUT 3 ITERATIONS

READ LAYOUT 3 FINAL

Reading is a complex process,

it cannot be

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms.

The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.

Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situ-

Reading is a complex process,

it cannot be

controlled or restricted to one or two interpretations.

Reading is a complex process,

it cannot be

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas.

Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe.

Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Read-

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, develop-

Readingisacomplexcognitiveprocessofdecodingsymbolsinordertoconstructorderivemeaning(readingcomprehension).Itisameansoflanguageacquisition,of communication,andofsharinginformationandideas.Likeallanguage,itisacomplexinteractionbetweenthetextandthereaderwhichisshapedbythereader’s

Reading is a complex cog- Reading is a nitive process of decoding complex cogsymbols in order to construct nitive process of decoding or derive meaning (reading symbols in comprehension). It is a means order to conof language acquisition, of struct or decommunication, and of shar- rive meaning ing information and ideas. (reading comLike all language, it is a com- prehension).

It is a means plex interaction between the of language text and the reader which is a c q u i s i t i o n , shaped by the reader’s prior of communiknowledge, experiences, atti- cation, and of tude, and language commu- sharing inforand nity which is culturally and mation ideas. Like all socially situated. The reading language, it process requires continuous is a complex practice, development, and interaction berefinement. In addition, read- tween the text ing requires creativity and and the readcritical analysis. Consumers er which is shaped by the of literature make ventures reader’s priwith each piece, innately or knowledge, deviating from literal words experiences, controlled or restricted attitude, and to create images that make to one or two interpretations. sense to them in the unfamil- language comiar places the texts describe. munity which is culturally and Reading is a complex pro- socially situatcess, it cannot be controlled ed. The reador restricted to one or two ing process interpretations. There are no requires conconcrete laws in reading, but tinuous pracdevelrather allows readers an es- tice, opment, and cape to produce their own refinement. In products introspectively. This addition, readpromotes deep exploration ing requires of texts during interpreta- creativity and tion. Readers use a variety of critical analyreading strategies to assist sis. Consumers of literature with decoding (to translate make ventures symbols into sounds or visu- with each al representations of speech) piece, innately and comprehension. Read- deviating from

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations.

There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical controlled ordeviating restricted analysis. Consumers of literature make ventures with each piece, innately from literal words to create images that make sense to them tois aone or two interpretations. in the unfamiliar places the texts describe. Reading complex process, it cannot be controlled or restricted to one or two interpretations.

There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process re-

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated.

The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension).

It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe.

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms.

The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.

Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms.

The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers the words they have read into their existing framecontrolled orintegrate restricted work of knowledge or schema (schemata theory).

Other reading are not speech based writing systems, such as music to one ortypes twoofinterpretations. notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.

Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms.

The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.

Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situ-

to one or two interpretations.

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community

controlled or restricted

Reading is a complex cognitive process of decoding symbols in order to

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of

it cannot be

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires cre-

Reading is a

complex process,

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas.

Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension).

It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas.

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas.

Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous

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LAYOUT 4 ITERATIONS

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms.

The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.

Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms.

The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use concontrolled or integrate restricted text clues to identify the meaning of unknown words. Readers the words they have read into their existing frameto one or two interpretations. work of knowledge or schema (schemata theory).

Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Reading is a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.

Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille). Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The

Reading is a

complex process,

it cannot be

LAYOUT 4 FINAL

PROJECT 2

TYPE HISTORY BOOKLET

SKETCHES

What it

1980s 1980s 1980s 1980s 1980s

looks

like

TYPE

3

4

5

6

pixellated fonts pixellated fonts

Launched on August 1, 1981 by Warner Amex, MTV was created to play music videos guided by television jockeys (VJs). The logo, an iconic symbol of the 80’s, came from an unlikely source. A small design studio called Manhattan Design in Greenwich Village, consisting of Pat Gorman, Frank Olinsky and Patti Rogoff, was struggling to get by. One day, Frank got a call from a childhood friend, Fred Seibert, who was working on a project for Warner Amex. They wanted to create a TV station for playing music videos and needed a logo. Larger design firms had already been hired, but Fred managed to convince the company

Pixellated fonts became extremely popular during the 1980’s, when the digital revolution was in full swing. Instead of photographing letters to create fonts, mathematical formulas on the computer were used to generate electronic fonts.

These pixellated fonts made it a lot easier for typographers, since they could be edited easily to enhance quality and readability.They are also faster and easier to use in computer code. One downfall of this new technology was the need for a separate font for each size and resolution, eating up a good portion of memory.

Bitmap fonts, also known as “raster fonts,” are constructed from dots (pixels), as though a sheet of graph paper was placed over a drawn letter and each box within the outline of that letter was colored in.

7

8

9

to set aside the money to hire Manhattan Design as well. After hundreds of sketches, Frank’s team produced the bold sans serif “M” with “TV” added. However, Frank still thought the logo seemed too normal and corporate-looking, as though it needed to be defaced somehow. Eventually, Frank created the scribbled-looking “TV” we all know today, and placed it over the M. The logo actually ended up in the Warner Amex trash can several times, but was finally reconsidered and sent back to Manhattan design for the final edits. Frank was asked to create corporate colors for the logo, but the team decided that there shouldn’t be any and the logo should always be allowed to change. This had never happened with a logo before.

10

fontsofthe

80’s The 80’s were a big time for electronic font creation and development. Bitstream was the first independent digital type foundry, founded in 1981. In 1988, Adrian Frutiger designed Avenir, the “new and improved” Futura. In 1989, Neville Brody designed Industria and Robert Slimback created Adobe Garamond. In1985, Kris Holmes created Lucida. Kris was also the creator of Baskerville, Caslon, Galileo and Sierra in the 80’s. Font development became a lot easier in 1986 thanks to the arrival of Fontographer software, making it possible to design high-resolution fonts on desktop computers. In 1984, the Apple Macintosh computer, first laser printer, and PageMaker page layout software were introduced, also helping along font development. By the end of the decade, font design had shifted almost entirely to digital.

11

12

SPREADS

PROJECT 3

HELVETICA CUBES

NOTES

It’s air, you know.

It’s just there.

There’s no choice.

You have to breathe, so you have to use Helvetica.

And Helvetica maybe says

and that's perhaps

helvetica

helvetica

LAYOUTS

And Helvetica maybe says

and that's perhaps

helvetica

LAYOUTS

helvetica

helvetica

helvetica

LAYOUTS

POSTER

PROJECT 4

MOVIE POSTERS

SKETCHES

JULY 31 • WARNER BROS. ENTERTAINMENT • BRAD BIRD • TED HUGHES

THE

Lion kinG

JUNE 15 THE KING HAS RETURNED. WALT DISNEY PICTURES

FINALS

FINALS

G E O R G E LU CA S F I L M S

EPISODE III revenge of the sith

E WA N M C G R E G O R

M AY 1 5 H AY D E N C H R I ST E N S E N

N ATA L I E P O RT M A N

FINALS

EXERCISE 1 FOUND TYPE

SKETCHES

FINAL

EXERCISE 2

TYPE AS SHAPE

ITERATIONS

FINAL

EXERCISE 4

EXPRESSION WITH TYPE

ANGRY

industrial

Educational

Classic fast sorrow

playful

design should never say

Look at me. it should always say

look at this.

technical

Elegant

AUTHORITY

FINALS

DAVID CRAIB

“

Good design must be defined by

appropriateness to audience and goals and by its

Effectiveness

”

not by its adherence to Swiss design or the number of awards it wins.

Drew Davies

For me, design is like choosing what I’m going to wear for the day, only much more complicated and not really the same at all.

Robynne Raye

FINALS