Wednesday, September 25, 2013

Blog # 7

What does this data reveal about social dynamics in this class?


1.      Most of us do not know each other well: all the questions that were being asked and answered
Classmates asked names
Classmates asked majors
Classmates also asked for favorite colors
Classmates also asked where other classmates were from?
The general questions that were asked demonstrated that classmates did not know others very well. The questions that were asked were questions one asks to "get to know" someone

2.      Those who did somewhat know each other from other classes gravitated towards each other – recognized faces.

                                                     #3 had class with Emily and Angie before
§  Also states “Upon beginning the activity I began talking to people I was more familiar with in the class.”
§  Also states “I also noticed that many people began talking to people they already knew before getting to know the strangers.”
o   #5 had class with Angie and Kristina before
o   #10 went to same High school as Dina
o   #1 was in same classes as Emily, Kristina, Megan, and Courtney
o   #7 had classes with Angie and Emily
o   #2 states “I remember that people started out speaking with others who they already knew before they went on to speak with others in the class.”
 
 
3.       Some people were more commanding (in charge) of the conversations.
   
          In general everyone in the class was able to hold a conversation. As usual, there is always others who tend to be more outgoing which may come across as being in control of the conversation. According to out data Marc Bergen, Courtney, and Emily were the most outgoing for this activity. Marc was mentioned asking questions in headnotes, jottings, and things remembered. Courtney was mentioned asking questions in jottings, and Emily was mentioned asking questions in headnotes and in things remembered.
 
 
4. People felt uncomfortable because of this forced situation. Give examples from data.

- People felt uncomfortable because of this assignment especially in the beginning. When Dr. Chandler told everyone to get up and head towards the middle, at  first no one got up from their seats or rushed up to the middle of the room. Only when a person decided to get up that was when everyone else began moving. People didn't seem to want to speak with others, were either shy or nervous to ask others questions. Some people were hesitant to ask questions that would make both comfortable. There were some people who didn't feel comfortable moving from one group to another. Just the awkward spacing made people at first feel uncomfortable until the end of the assignment was when people began feeling comfortable with each other. 

 

Friday, September 20, 2013

Blog # 6

Jotting:

Shook hands with Courtney
Asked Courtney where she lived
Laughed
Marc likes Kean
More laughing
Emily commutes to Kean
Shake hands
Sabrina lives on campus
Knew of similar place
Garden State Plaza
Paramus
Movie theater
Disney World
English writing majors
Graduating soon
Commuting
Hillside
Praxis

Head notes:

What makes me happy
My most favorite place to be on earth is on the beach
I don't want to talk about the praxis anymore
I should move form this spot
Everyone keeps smiling
Everyone spoke clearly
made eye contact with everyone I spoke with
Class laughed when professor interrupted
Some people already knew my major
I already knew some peoples majors
Angie lives where my dad works
Im glad I know more about my classmates

Things I remembered later:

People were still talking even though we were instructed to go back to our seats
Sabrina and Marc were writing down their notes on their phones
We stayed in one general area of the classroom
We needed some push from our professor at times
Everyone had different questions to ask
The first three people I spoke to were already sitting in my row

Observations about what happened:

At first when we began speaking to one another it was a bit uncomfortable. When we got to know a little more about eachother the conversation became more comfortable and relaxed. The conversations were very genuine which made it easy to keep the conversation going. For the most part everyone was willing to engage in conversation and ask whatever questions were necessary in order to get the information they needed. I think this activity worked very well because we were able to see what its like to take fieldnotes as well as being able to get to know our classmates a little better.

Tuesday, September 17, 2013

Blog # 5


Today in class we were able to come to the conclusion that our class compared to our school, English majors and English writing majors was the strongest discourse community. After seeing the results of our data, our class which is the smallest of the discourse communities we discussed, had the strongest opportunity to be a discourse community. We spoke about possible reasons for this result, one of them being that the smaller the discourse the more of an established discourse it was. Another theory of how we could prove our data is that a class is made for a particular reason, for people to choose to take for their own personal reasons. A classroom has all the same goals and genres and mechanisms that everyone must meet. Compared to a college or an English major or writing major people can choose to do anything, although there are guidelines for each there is still room for differences. There are many students in college achieving different things, and there are many English majors also on different paths, but when it comes to a classroom everyone is following the same guidelines.
             I feel that two of swales categories have a major impact on of a community can be considered a discourse. For instance, a discourse community has mechanisms of intercommunication among its members. Every discourse community communicates in their own way. Whether it be required or independently, looking at our data this category has the lowest numbers due to the fact that every community has its own was of communication. Another category I would consider to be critical is: a discourse community uses its participatory mechanisms primarily to provide information and feedback. Similar to the mechanisms this goal of Swales has to do with communication in a form of feedback. Whether you are giving it or receiving it there are guidelines that will provide right from wrong. This has resulted to be very different within the discourse communities. These findings changed my view of discourse communities. It is safe to say that my perception of a discourse community was not accurate before taking this course. My general understanding of discourse communities has evolved with this information and I am now able to understand that it takes effort and a tight night community to be considered a discourse. Is that all that a discourse community is made up of? Is there more to a discourse than what Swales suggests?

Monday, September 16, 2013

Blog #4

1) A discourse community has a broadly agreed set of common public goals.

            * Pass the class

            * Complete course requirements on syllabus

            * Produce essays through drafting process

            * Identify central ideas of a text through discussion

            * Give an interactive presentation

2) A discourse community has mechanisms of intercommunication among

its members.

            * Class discussion

            * Email

            * Blog

            * Handouts

3) A discourse community uses its participatory mechanisms primarily to provide information and feedback.

            * Feedback from blog

            * Syllabus

 

 4) A discourse community utilizes and hence possesses one or more genres

in the communicative furtherance of its aims.

* Readings

* Shaggy dog stories

* Looking at classmate blogs

             
5) In addition to owning genres, a discourse community has acquired some specific lexis:

            * Discourse

            * Ethnography

            * lexis

            * Methodologies

6) A discourse community has a threshold level of members with a suitable

degree of relevant content and discoursal expertise.

            *Professor will always be in class

            * Students eventually graduate
1) A discourse community has a broadly agreed set of common public goals.


The shared goals aspect of a discourse community definitely applies to our class. The most common one, besides learning new things about writing, is that members  want pass the class and earn three credits. We also have to produce and present projects and assignments that apply to a particular curriculum.The need to understand and analyze class materials is also a goal of every member of the class.

2) A discourse community has mechanisms of intercommunication among
it’s members.
In our class English 3029, we are a discourse community because intercommunication is very important within the classroom. We are working on ways of analyzing data, and it makes it essential to discuss ideas with the classroom because every person analyzes data differently. We communicate by bringing our ideas and research to other members within the discourse community, and we collaborate through that. That can be worked through class discussion, e-mail, blogs, and hand-outs.

3) A discourse community uses its participatory mechanisms primarily to provide information and feedback.
           

In our class English 3029  we have a discourse community because we use participatory mechanisms to provide information and feedback. We get feedback from our blogs. It gives us information daily regarding what we are learning in class. It also lets us see what other people in the class think about what we are learning. The syllabus used in the class also provides information and feedback. It lets us know the schedule for the entire semester, among other important things regarding the class.   
 4) A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims.

4) A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims.

 
In our class English 3029 we utilize many different genres. Among these genres are different readings given to us by our professor. The Shaggy Dog Stories are a good example of stories given to us and discussed in class. Looking at and reviewing our classmates blogs is another way in which our community utilized genres. This furthers our learning process as a whole. In turn making us a discourse community. 
 

 5) In addition to owning genres, a discourse community has acquired some specific lexis:

         Our class English 3029 is considered to be a discourse community. Many communities that are considered to be a discourse share common features, such as language. In every discourse community there is a particular set of vocabulary words that are used to communicate. Our class is a discourse community because we use words such as discourse, ethnography, lexis, and methodologies on a daily basis in order to communicate and understand one another. For someone who is not part of our discourse they would most likely not understand many of these terms.   
 

 6) A discourse community has a threshold level of members with a suitable
degree of relevant content and discoursal expertise.
The reason why  this applies to our class, is that as with all school classes, there is  always rotating number of new members, with new members who are always learning new things  from more experienced members. So the class will always have new members in the form of  a new semester of students, relevant material in form of education tools like scholarly articles, and discoursal expertise in the form of a professor teaching the class.
 

 

Thursday, September 12, 2013

Blog # 3

Courtney Parker
Debra DelleDonne
Dina Rodrigues
Marc Ennis

1. Main characters
2.central setting (public place)
3. Statement at the end summing up the story.
4.pun
5.They all have needs that each character wants achieved. All seem a little ridiculous. 
6. Some have dark humor- variant feature (violence)
7.Unrealistic events
8. stories begin as fairytales but then begin to rationalize in order to understand them.
9. all characters interact with others around them (dialogue)
10. Assumes you are reading english, in any other language the puns would not make sense.
11. All encounter conflicts
12. Characters themselves are very flat, one dimension.
 


The Shaggy dog stories are ones that can definitely keep its readers interested. Their bizarre beginnings pull a reader in until they reach the end where the joke is revealed and hopefully the reader understands it. After reading all the Shaggy dog stories my group and I discovered that all of the stories have very unique features in common. Together we began to list all the common features that we could find. One common feature we found were the different puns in each of the stories. We also determined that all of these puns would not be understood in another language. Say they were written in spanish or german, they would not come out the same and the reader would not find it funny. 
Furthermore another feature that is common between all the Shaggy Dog Stories are the conflicts that occur. The string faces the conflict of not being given a beer because he is a string, Robinson Crusoe falls deathly ill, a lawyer and his friend come across two bears in the wild, a panda escapes the zoo and opens fire in a restaurant, and lastly a florist’s business goes under due  to friars opening up their own flower shop. All of these stories as you can see have the common feature of having some sort of conflict. Another common feature of all the stories is the type of character within them. All of these characters are very flat, with one dimension. For example, the string is just a string, we don’t know anything about him or what he is. Just that he is in a bar and can’t get a beer. Same thing with the Panda. We don’t know how he escaped the zoo or why. He’s just a panda in a restaurant shooting people for no apparent reason. 
Additionally, what we noticed about the set of shaggy dog stories that we read were that all of the stories, had a premise not based in reality. We all know its not possible for a panda to walk into a restaurant and shoot people, just like we know its not possible for a string to order a beer at a bar. You also have to suspend your belief that god would be present as a glowing light, and that a bear would swallow someone whole. On the same issue of unrealistic events being portrayed in the readings there is always a realistic setting with the punchline rationalizing the meaning of the two conflicting scenarios. For example in the string story, we see something unrealistic like a  talking string but is set in a realistic setting like going into bar and ordering a beer, and that sets up the basis of the joke. Like most stories, the jokes here all have one or more characters having a conversation with each other. For the shaggy dog stories it seems to be imperative for progressing and setting up the basis of the story that there is some sort of dialog.
Another main feature we found within the shaggy dog stories was that each of the stories has a main character. Each story was focused on the journey of each character which was the focus of the joke. Although we did not learn much about the characters personal lives, we knew just enough about them to understand their emotions. Another feature that we found to reoccur within the stories was the central setting. Each story took place in a specific area that also added to the joke. The characters in each story all had a different setting, but all settings took place in a public area. For instance, the panda in the restaurant, the string in the bar and the friars in the flower shop. Each character was out in public dealing with their personal lives. We were also able to analyze that each story had an ending statement that wrapped up the meaning of the story. This is a very important aspect not only to jokes but to any story, the ending is where the story should make the most sense. The ending of the shaggy dog stories all share the same feature of the ending statement summing up the story.   
Also, within the Shaggy Dog Stories, the end of each story ended with a play on words, also known as a pun. For example, in the third story about the string who was repeatedly refused a drink, thus the string tied himself into a bow and unraveling the ends of himself [he’s a string]. The story ends with the string once again ordering his beer and the bartender asking him if he’s the string from before. To quote the story, “The string replied coolly, "Nope, I'm a frayed knot." Here, ”a frayed” sounds like “afraid” and “knot” sounds like “not”. The humor is that both interpretations are accurate to the situation in the story, not to mention that the entire story hinges on that particular pun as if the pun was the focus and the story was then built around it. Seeing as it is the last line and the punch line of the story, the reader is left to giggle on this play on words. 
The stories also contain characters with very specific needs and desires with are logical, at least within the context of the story. Those needs and desires are then achieved, even if they seem ridiculous. For example, in the story where the panda is ordering food, the Panda is actually given the food he orders. This is logically explained by the story in that the reader finds out the panda can speak like a normal human being. Also, because of the location, which is New York City, it is explained that the population there has see so many strange things that it would actually be illogical for a New Yorker to panic or to question the presence of a panda in a restaurant. Furthermore, after the panda has its shooting spree, the panda requests that someone look up the definition of a panda, and the other characters present heed that request. In essence, no request is too ridiculous for any character in a Shaggy Dog Story; the request may not be achieved in a conventional way, but it will be achieved.
Lastly, some of the stories have dark humor which is a variant feature. As a variant, dark humor and violence are often the main features of the stories. For example, in the story about the lawyer whose friend was eaten by a bear, the act of being eaten is very violent. Subsequently calling someone to shoot the bear is also very violent. Moreover, the punch line, which is a pun as well [see #4] has an element of dark humor [i.e. "Would you believe a lawyer who told you the Czech was in the male?"]. On the other hand, there are Shaggy Dog stories that do not contain violence or dark humor. In the story about the string who wanted a drink, the string did not resort to violence in order to get a drink nor was any violence commit onto the string. Furthermore, the punch line was an innocent play on words ["Nope, I'm a frayed knot."], making violence and dark humor possible variant to this kind of story/joke telling.

Sunday, September 8, 2013

Blog #2

Analysis to me means to fully grasp a concept of something. Understanding something more in depth would be to analyze something so you understand it completely. Analysis is the process of interpreting things, whether it is something physical or not. Analysis can be done in a variety of ways, you can analyze a situation, a conversation, a picture, or even writing. Analysis is a very important concept to grasp because no matter what field you are going into, having the ability to analyze things will come in handy. Many life situations rely on analysis because it is how someone can fully understand something and create their own opinion about

If I had to pick a project where I might use analysis for it would be in my future students writing. I am studying to become a teacher and I would love to analyze my students writing to determine their personalities. Everyone has a different writing style and I feel as though children begin to create their own writing style at a young age. I would like to know when children begin to create their own writing style. What makes everyone's writing so different? Do children even realize they have a writing style? I would look for key elements to writing. Depending on the age of the children I would look for different personality types within the writing. When children learn to read and write they finally are able to express themselves in a different way. Different actions and situations they go through on a daily basis can influence their writing.

Wednesday, September 4, 2013

What kind of writing studies research are you interested in working on?

The kind of writing studies research I would be interested in working on would be something that has involvement with education. I am studying to become a teacher of students with disabilities and I feel that it is very important to understand how language and writing can effect a classroom. Being a teacher is not only to teach students how to read and write. It is very important for students to understand the value of writing and language in their own words, and to be able to express themselves. It would be interesting to see the results of research that involves the best ways to understand what teaching techniques are best utilized within the classroom that students best learn from. I feel that I need to better understand the purpose of writing studies before I can teach the concept to young children and become a successful educator.