-I decided to pin my high school as one of my artifacts because it has a common factor to my cover page and fotonovela. In my fotonovela I chose to base it off on my abuelitos house and how it has seen me grow up, my mother and her brother grow up and it has also seen past generations grow up. My highschool has also seen that. My high school saw me evolve into a young lady and also saw my brother, my cousin Angel, my cousin Samantha and my cousin Amanda. This is the same highschool that my little brother and little cousins will also be attending so that same high school is going to see that generation as well. Something that I find so beautiful is that my mother and her brother raised their children to have a sibling cousin relationship because all the cousins I was talking about in my cover page and foto novela are the same cousins that went to the same high school or are going to be attending the same high school there just not old enough right now. So this is why I decided to pin the artifact because it has many things in common such as my cover page and my fotonovela. 

-In conducting research for this unit, I employed a variety of methods to collect information about my grandfather's house in Guatemala. I conducted interviews with family members, including my mother, to gather firsthand accounts and historical context. Additionally, I collected photographs taken by family members and supplemented them with images sourced online. Throughout the research process, I observed the physical and architectural changes to the house over time and recorded significant details, such as dates of renovations and familial anecdotes. One key aspect of the research process was learning to balance personal insights with factual information, ensuring accuracy and authenticity in the storytelling. Overall, I gained a deeper appreciation for the research process and its role in informing and enriching creative projects.

-In creating my foto novela project, I carefully considered writing conventions, aiming to balance traditional expectations with creative elements. I structured the novela as a timeline to chronicle the evolution of my grandfather's house, adhering to narrative conventions. Additionally, I incorporated personal anecdotes and interviews to add depth to the story, aligning with expectations for personal storytelling. Visually, I maintained a consistent color scheme and thematic elements throughout the novela. While I followed many conventions, I also made creative choices, such as omitting a traditional paragraph ending in favor of relying on vivid imagery and concise storytelling. Overall, my goal was to create a compelling narrative that effectively communicates the story of my grandfather's house while engaging readers.

-I honestly really loved this project because I was able to go down memory lane and just feel nostalgic. My childhood in my abuelito's house was such an amazing experience and I was so happy that I was able to write about the house and also share my older relatives' relationship to the house. This house just means so much to us and I'm happy I was able to share the story of this beautiful house filled with rich history and memories. In this class I got the opportunity to write about things that I wouldn't normally write about so I don't think I will ever write anything like this and it's kind of sad in a way because through this writing your able to show things that are connected to your identity and really just write about yourself rather than just writing an essay about a book. That's what regular english classes do and i'm glad I chose this english class because it's so different and I felt a sense of belonging in this English class.

-I chose to highlight this artifact because it resonates with my belief that locations hold deeper meanings beyond their geographical coordinates. The classroom discussion 9 we engaged in aligns perfectly with this perspective, as it explores the rich cultural exchanges and identities associated with borderlands. 

-At the University of Arizona, with its Hispanic heritage and focus on border studies, the concept of borderlands takes on particular significance, representing a dynamic fusion of cultures and histories. Through our exploration of borderlands English, we delve into the complex dynamics shaping these regions, gaining insight into the diverse experiences of those living along the border.

-This activity helped me build my understanding of what it means to be a borderlands writer in the University of Arizona because before this reading I was very confused on what the borderlands meant and especially because the way Ms would describe it in class. I thought it always had to be a physical place in the border but then I learned that it dosent always have 

to. It can be a place that has the same features as the borderlands. When this discussion was assigned it was around the same time that we had to pick a place for our Unit 2 project and I originally was going to do a place that was in the borderlands but thankful I was able to get a better understanding on what was expected in this project so I was able to pick out a place that I had a deep connections with and a place filled with a lot of culture and history. So this is how that discussion post helped me understand what it means to be a borderlands writer at the university of arizona. 

-This activity strengthens my engagement with borderlands genres, languages, traditions, experiences, or practices. Because I learned that the term borderlands doesn't always need to be a palace on the border. It can be a place that shares the same features as the traditional meaning of the borderlands. Engaging with Lydia Otero's chapter from "In the Shadows of the Freeway" strengthened my understanding of Borderlands genres, languages, traditions, experiences, and practices. Through her work, I explored narratives specific to borderland communities, gaining insights into diverse cultural perspectives and linguistic expressions. By empathizing with the lived experiences depicted in the chapter, I developed a deeper understanding of the social, economic, and political challenges faced by these communities, fostering empathy and critical thinking. Borderlands literacy, characterized by an understanding of the unique dynamics of borderland regions, is invaluable to me as a writer and learner in academia. It equips me with cultural competence, interdisciplinary insights, and the ability to advocate for social justice, while also facilitating personal and professional growth in a globalized world. This is how discussion 9 helped me. 

-This activity Discussion 9 on Lydia Otero's chapter from "In the Shadows of the Freeway" has profoundly influenced my sense of identity and belonging. By recognizing that places on a map hold more than just geographical significance, I've come to appreciate the rich tapestry of memories, stories, and experiences embedded within them. This realization has deepened my connection to my own cultural heritage and community, fostering a sense of belonging rooted in the shared narratives of borderland experiences. And this activity has sparked introspection about my purpose as a writer. Through Otero's narrative, I see the power of storytelling in amplifying marginalized voices, challenging dominant narratives, and advocating for social justice.