Blog #11

With your group - pose a new question about teacher comments.  What categories + codes would you use to answer this question?  What patterns do you see in our data set with respect to your new question?

Codes are specific names for features, actions, interactions, "things" => anything you notice in your data. 

Categories are groups of related codes.

Patterns are statements about relationships among the different features you are analyzing

Question: How do teacher comments help or hinder the students corrections?

What comments would you use to answer this question? We used Data Set 4 # 1

     - ML1-help
     - ML5-help
     - ML8 - help

What codes would you use to answer this question?
     - #1 by making these comments, the teacher gives positive feedback as well as something they can work on. 
     - #5 the teacher is challenging the students to think of a deeper meaning to their topic.
     - # 8 gives students suggestions to make a stronger argument. 

What patterns do you see in our data set with respect to your new question? 
     - I feel that the comments for Data Set 4 #1 is a good example of the question we stated. 

Blog #10

1. language can say a lot about.... anything especially when taking a survey. When I take a survey and I do not know what a word mean I will just guess on the question and hopefully it will be good enough. With respect to Gee, discourse plays a lot in survey's. I will not be interested in taking a survey about sports. So if  had to take a sports survey I will not put my best effort into it. If I am taking a cooking/  baking survey, I will be more interested in taking it because that is what I am interested in. It all depends on what discourse community you belong to and what sparks your interest.

2. There are many different types of information that can be collected from surveys. For example, just before writing this post i took a survey on a weather website. The survey consisted of looking for ways to improve their website. More information can be conducted to see if a college class can be run any smoother just as an another example. It all depends on what input you need to make whatever the survey is about. It depends on what the survey is about. You can collect information on anything you want. It all depends on the situation. An example can be information on how you like a particular cookbook of what other people would like to see in a cookbook.

3. There are many challenges that people face when making up surveys. For me my biggest fear when creating a survey is for it to be basis. You would want the survey to suit everybody's needs and not make anyone feel angered by the survey. Another challenge when creating a survey is figuring out what language to use. You do not want the language to be too difficult so that the surveyors do not understand. at the same time you do not want the surveyors to think that this survey is not for them and that is it too young for them.

Blog #9

1. Identify which questions assess which learning outcomes (some questions may apply to more than one learning outcome) (For this task - you should list each of the 19 questions under one or more of the 5 learning outcomes).

2. Evaluate the effectiveness of each question in terms of what it allows students to communicate about the knowledge, feelings, and practices they might have with respect to each learning outcome. (for this task, you should produce some comments that account for WHAT information each question provides with respect to the learning outcome it is listed under, and some observations about how well it provides that information)

3. Note (make a list of) any information about the 5 learning outcomes that the Department might need = but that will NOT be gathered through these questions.

Student Learning Outcome #1: students will produce essays through a series of drafts that include exploratory writing or talk, as well as revisions that include addition, deletion, substitution and rearrangement.

     1. The questions I thought describe this statement are # 1, 5, 11, 12, 14, 15, 16, 17, 18, and 19
     2.  The students will not be able to master the ease of revising or editing a paper without understanding the overall process. The student has to have knowledge of the subject for it to be successful. When successful, the students, will be able to understand the effectiveness of drafting that includes exploratory writing as well as revisions.
   

Student Learning Outcome #2: students will identify central ideas/themes of a text through class discussion and writing.

     1. The questions I thought describe this statement are # 1, 3,4, 7, 8, 9, 11, 13, 14, 15, 16, 17 , 18 and 19
     2. The students need to participate in class discussions in order to fully grasp the topics.  Once the students master this skill, they will be able to apply different methods to their research as well as gaining knowledge about another classmate's view on a subject area.

Student Learning Outcome #3: students will use two or more methodologies from English Studies to develop original research or creative products.

     1. The questions I thought describe this statement are # 2,  4, 6, 7, 16, 17, 18 and 19

     2. This learning outcome is for more advanced students with knowledge in discourse analysis. When successful, the students will be able to use two methods to research their subject.

Student Learning Outcome #4: students will demonstrate ability to give a compelling oral presentation.

     1. The questions I thought describe this statement are # 8, 10, 13, 16, 17, 18 and 19
     2. By giving effective presentations, the students will learn about multiple topics and convey their message to their audience.

Student Learning Outcome #5: students will connect ideas from classroom assignments to contemporary issues in class discussion and presentations.

     1. The questions I thought describe this statement are # 3, 6,7, 8, 9, 13, 16, 17 ,18 and 19

     2. Students will be able to work in small groups about what they know about the current topic or subject.

  

#3- Students should be able to incorporate learning with other subjects in mind. 

Additional questions:

What definition(s) of "writing" and "learning" is assumed by this survey? 
     Definition of "writing"- anything written. 
     Definition of "learning"- knowledge of a certain subject.

Are those definitions a good match for the definitions assumed by the student learning outcomes? Are they a good match for the way the students taking the survey will define writing and learning? 
     This survey talks a lot about writing but not a lot about the learning process.  I believe this survey is good for the writing aspect but not so much for the learning.

How might you change this survey so that it could provide a more accurate reflection of what students learn in this program? List your suggestions.
     There should be a text box where students put in their own input rather than just filling in bubbles.  
     Add more objectives from syllabi to get more of an understanding of what the students learned in the classes they took. 

Blog #8

I have a power point about Harassment, Intimidation and Bullying (HIB) and how to prevent it
      An Article "She is not actually bullied".

2. My research question is how are people who were affected about bullying learning to deal with it today. Have they gotten over it or are they still affected by it? lets just say, are they still stuck?

3. What I need to know coming out of the questions that I have asked are a deep understanding of how that person was bullied. Need to now a lot of details that go into why that person was bullied. I need to have a background knowledge of bulling. Which means looking back to how I was bullied as a child and how it has shaped my today. I need to remember what it was like to fully understand the other person that I am asking the question to. 

4. I want to discover how people who are my age dealing with being bullied when they were younger.  My research question is how are people who were affected about bullying learning to deal with it today. Have they gotten over it or are they still affected by it? lets just say, are they still stuck? I will need to get an inside look on how the people were affected by bullying. And how they are dealing with it today. Sources are, my own knowledge, power point about Harassment, Intimidation and Bullying (HIB) and how to prevent it,  an Article "She is not actually bullied" which as of right now cannot get access to.
* I will be studying people my own age (college student)
* I will get my information through interviews, and my own knowledge
* I will study two subjects but might only use one
* The methods I will use are, interviews of the people, discourse analysis on the readings and inter textual study on myself.
     
          I am keeping my research plan the same because of the feedback that I got in class. I am set in what I need to to and how to go about conducting my research. 


The two references that I will be using for my research project are "She is not actually bullied" , and my HIB training.

I will also use the definition of bullying and how it is viewed by people to what the term really means. 

Blog #7

1.  I have a power point about Harassment, Intimidation and Bullying (HIB) and how to prevent it
      An Article "She is not actually bullied" which as of right now cannot get access to

2. My research question is how are people who were affected about bullying learning to deal with it today. Have they gotten over it or are they still affected by it? lets just say, are they still stuck?

3. What I need to know coming out of the questions that I have asked are a deep understanding of how that person was bullied. Need to now a lot of details that go into why that person was bullied. I need to have a background knowledge of bulling. Which means looking back to how I was bullied as a child and how it has shaped my today. I need to remember what it was like to fully understand the other person that I am asking the question to. 

4. I want to discover how people who are my age dealing with being bullied when they were younger.  My research question is how are people who were affected about bullying learning to deal with it today. Have they gotten over it or are they still affected by it? lets just say, are they still stuck? I will need to get an inside look on how the people were affected by bullying. And how they are dealing with it today. Sources are, my own knowledge, power point about Harassment, Intimidation and Bullying (HIB) and how to prevent it,  an Article "She is not actually bullied" which as of right now cannot get access to.
* I will be studying people my own age (college student)
* I will get my information through interviews, and my own knowledge
* I will study two subjects but might only use one
* The methods I will use are, interviews of the people, discourse analysis on the readings and inter textual study on myself.

Blog #6

           From what we all did in class yesterday, I think that the class is a discourse community. From the looks of the class notes presented by the class in their blogs, it looks like we are a discourse community. We are focused on what we set out to accomplish and that was taking notes on the behaviors of the class. We were looking all around us to see the patterns in other people and not just ourselves.
             In this class in particular, we use the word discourse a lot. I have never used that word in any other class. This is actually my first time using this word and exploring the idea of the word. This term is defiantly an "insider" term used in this class. The patterns for talking are way that we figure it out. Especially in Ethnographically studies. We as the discourse community are looking for patters about how people talk (their mannerisms) and what happens when an outsider comes into a room where people are already comfortable with each other. What our class will count as writing compared to other classes is doing our own research. In other classes I would look up research in a book or journal (cite it of course  and put down reasons why it is part of our research. I this class I have to conduct my own research and formulate it into my research topic. We have to write what we think will contribute to our research goals.
           I think our class is part of a larger Discourse community for "writing studies", "being a student" or just "writing majors at Kean". We are conducting our own research that could help change society. Our own research will help others to find truth in what is between the lines in other research that was already conducted on a bigger level. For example, my topic is about bullying. I will be interviewing people my age about how they were bullied as a child. I will then look into how I was bullied as a child and how it has shaped my life today. This research has not been done before (or that I have ever heard of). My topic will affect everyone who has been bullied or know someone who has been bullied. This can help people look into their past to see if being bullied affected them today not just at Kean University, but anyone who has been affected by this.

Blog 5.5 class notes

• SH addresses the class in a discussion about what our projects are going to be about.
• J is describing about her research projects (very detailed)
• while SH is addressing the class everyone around me is writing.....writing.....writing.....in their notebooks.
• SH is still asking questions to the students about our research projects.
• while this is all going on there is a cell phone buzzing every ten seconds.
• SH is joking with the class about this is our desecration and it will be a 200 page page.
• class is silent for 3 seconds (mouths are open and dropped) then starts laughing because of the way SH said what will be expected of the class.
• SH asks what Discourse is (see S's face) looks confused and trying to understand what Discourse is.
• class still laughing and does not know what to say about what discourse is.
• then SH is asking the students what their research projects are.
• We use the class blog to communicate between the students and the professor in and out of class.
• I then raise my hand and speak about my research project. I say what my topic is about to the class.......... the class is participating with comments and others are vigorously writing in their notebooks. At the same time I feel like I am making a fool of myself but in a good way. 
• SH like my topic and the session ends.   

Blog #5

               Right now I am at the point where I need to consider topics for my research project. I know that I put down a few ideas in earlier blog posts, but this is one that I thought of and I think it will make for a great research project. I ultimately want to explore bullying. I want to research adults my age who have been bullied when they were in high school and younger and find out how it made them the person that they are today. I will have them explain the situation that happened and reflect on it. I will then reflect on what happened. I chose this topic because I was bullied as a child. Bullying is now more spoken about in the schools and teachers are learning how to stop bullying from even happening.

              The aspects that I would like to see in my introduction for my research project are, the definition, what I plan to do, and how I will go about conducting my research. 

              I am still unsure about how I will be exactly going about my research. but I do have some sort of a plan for my introduction.    

Blog #4

Question- is there a difference between reading the Shaggy Dog Stories out loud versus in your head?

Gee's language tools-
A. What social languages are involved?
B. What socially situated identities and activities do these social languages enact?
C.  What Discourse or Discourses are involved?

Specific Examples-
A. How people say certain words. One person might say a word differently than another depending on their accented word. Some people might emphasis on certain words for example the pun at the end of shaggy dog stories. For example at the end of the friars florist shop, the pun is "only Hugh can prevent florist friars."
People can say the end of this joke anyway they want to get their point across. 

 B. This concept bring people together. The people who understand the pun at the end of the joke will discuses how funny it was. Where as other people who do not understand the pun will not understand it. Some people who read the joke to themselves may not fully grasp the joke , where people who read it out loud might put a spin on the pun to emphasis the meaning so that people will understand the joke.

C. People need to have a background knowledge of the meaning of the joke before they can understand the full meaning. If people do not understand the meaning of the joke they it will just pass by them. Where as other people who understand the joke will be laughing about it for a period of time. People who say the joke out loud to a group of people might emphasize certain words to try to make it funnier. Other people who read the joke to themselves will just read the joke as it is and not put a lot of emphasis into a part of the joke. These types of jokes can be taken in any direction that people want to.        

Patterns- The joke starts off introducing a genre that joke will be about. It goes into the plot of what the joke is about. It sets up a story line. At the end there is the pun. All of the Shaggy Dog Stories that I have read all have this similar set-up. I am not sure of any other patterns that I see. I will be looking further into this to develop more patters. But for right now I have noticed the set-up of the jokes.

My Analysis- My analysis/ theory of the question that I posed is as follows, yes there is a different between people reading the jokes out loud versus reading them in your head. People will put emphasis into certain words more than others, for example the pun. People will put more emphasis into the pun because they want people to understand the joke. When reading the joke inside the head, it as emphasized as you would like it to be. Unfortunately we do not have control how people tell jokes. We can only control how we tell jokes.