## Activity 9.1 — The Semiotic Field Study (Portfolio) ★

Individual (or Pair) 2–3 weeks (project) Phone; slides or doc

Integrates: sign types (Ch 4), codes (Ch 6), communication (Ch 5), cultural/applied/visual/social semiotics (Ch 7).

Choose **one Thai "site of meaning"** and produce a 1,500–2,000-word illustrated analysis (or a narrated slide deck). Good choices: - a **market**, a **temple**, a **7-Eleven**, a **BTS station**, a **spirit house**, a **street-food cart**, a **school assembly**, a **festival** (Songkran, Loi Krathong), a **brand**, a **lakorn episode**. Your analysis must explicitly use **at least four** tools from the book, for example: 1. **Icon / index / symbol** (§4.2) on specific signs you photographed. 2. **Code analysis** (§6.1–6.2): which codes operate and how strong/weak are they? 3. **Denotation → connotation → myth** (§6.6–6.7) on one key sign. 4. **A function or visual/social reading** (§5.3, §7.3–7.4). 5. Optional: an **Umwelt or ecosemiotic** angle if your site includes living beings (§8). Close with a reflection: what did semiotics reveal that a casual observer would miss?

Instructor notes

Suggested 100-point rubric: | Criterion | Points | |---|---| | Correct, precise use of ≥4 named tools | 30 | | Quality of evidence (own photos/observations, well chosen) | 20 | | Depth of interpretation (beyond labeling; argues a reading) | 20 | | The myth/ideology or critical layer (names what is naturalized / who benefits) | 15 | | Clarity, structure, correct terminology | 10 | | Reflection: what semiotics added | 5 | - Reward students who **argue and defend** an interpretation over those who merely tag signs. The strongest projects find a non-obvious myth and denaturalize it. - The field journal built up through the term (Activities 1.2, 1.5, 4.5, 6.5, 8.2) feeds directly into this activity. - Presentations make an excellent Week-15 session; peers ask one "what about…?" question each.

## Activity 9.2 — Concept Map of the Whole Discipline

Group (3–4) 40 min

Integrates: the architecture of the whole book; how concepts connect (all chapters).

On one large sheet (or a free tool like a shared whiteboard), build a **concept map** of semiotics. Put **sign** at the center and branch out to the book's key ideas: signifier/signified, icon/index/symbol, interpretant, code, function, myth, Umwelt, drawing **labelled links** between them ("is a kind of," "opposes," "extends," "leads to"). Requirement: include at least **three cross-chapter links** (e.g., "arbitrariness (Ch 3) = the *symbol* relation (Ch 4)"; "connotation (Ch 6) → myth (Ch 6.7) → ideology critique (Ch 7)").

Instructor notes

- A powerful revision tool: it forces students to see the book as **one connected system**, not eight separate topics. - Watch for the high-value bridges: symbol=arbitrariness (Chs 3–4); paradigm/syntagm running from §3.6 through §6.3–6.4 to §7.3; unlimited semiosis (§4.3) ≈ Barthes's endless connotation (§6.6) ≈ Derrida's *différance* (§6.5). - Compare maps between groups; differences reveal genuine conceptual choices, not just errors.

## Activity 9.3 — The Arc of the Discipline: A Reflective Essay

Individual Take-home essay

Integrates: the historical and intellectual trajectory of semiotics (§2, §9 conclusion).

Write a 600–800-word reflective essay responding to this prompt: > Over a century separates Saussure's *Course* from today's cognitive and nonhuman semiotics. The twentieth century leaned toward the **social, cultural, and ideological** (Saussure, Barthes); the twenty-first increasingly toward the **cognitive, biological, and naturalistic** (Peirce, biosemiotics). Using examples from the book, explain this shift and argue whether semiotics should pursue *cultural critique*, *scientific discovery*, or both.

Instructor notes

- This mirrors the concluding arguments in Chapter 9. Strong essays will connect the founding **Saussure/Peirce** tension (§2.2, §4.6) to the contemporary swing toward cognitive and biosemiotics (§7.5, §8), and cite drivers named in the book: cognitive science, comparative cognition, and computing/AI. - Accept either normative position (critique, science, or synthesis) if defended with textual evidence. - Given the availability of AI tools, this activity might be best turned into an in-class debate.

## Activity 9.4 — The Sign Clinic (Peer Review)

Whole-class 40 min

Integrates: applying the full toolkit rapidly and collaboratively (all chapters).

Run a "clinic." Each student brings **one puzzling sign**: something whose meaning they find genuinely ambiguous or contested (an emoji used oddly, a confusing street sign, a meme, a brand that changed logo, a contested political symbol). In rotating pairs (5 minutes each), the "patient" presents the sign and the "clinician" must analyze it using named tools, then they swap. Afterwards, the class votes on the **most illuminating diagnosis** of the session.

Instructor notes

- A fast, high-energy synthesis: students must *retrieve and apply* the whole vocabulary under mild time pressure; excellent for consolidation. - Circulate and seed tools where pairs stall ("Is that icon, index, or symbol? What's the connotation? Which function dominates?"). - Aligns with the concluding chapter's final note: semiotics as a practical habit of attentiveness, applicable to anything.