Literature Review:
I really liked the way Glynda Hull set up her introduction. I feel as if she set up the paper perfectly. She gave an example, explained what the focus would be, what she hopes to accomplished from this essay, and the kind of study. For my research paper I would refer back to this essay because I feel as if it would work with introducing the topic.
Introduction:
For my introduction I would like to follow the same type of structure:
I would use a piece from the interview.
I would explain who the two people I chose to interview were and little bit about them
(Alexandria, senior at Kean, has taken English classes at her community college and Kean, etc.)
(Amy, Junior at Kean, has been at Kean all three years. Has taken many English classes as well, etc.)
I would summarize the point of that piece that I used and why I would it was important.
This would then lead into what my topic was about and why I wanted to focus on this question.
Point by Point discussion
I'm not sure that I liked the way she ended her introduction so I would need to see if I could find a different way to end the introduction.
Questions that were added to the Blog:
1. What are the strengths your writing for the introduction? What do you need to work on? What are the strengths of your writing for the review of the literature? What do you need to work on?
My strengths will be compiling all my information to make a strong introduction. I will need to work on an effective conclusion that will lead into my work.2. What is the research problem identified in your introduction? How do you point out what your research project will contribute toward resolving this "problem"? In other words, what have you written about the importance of your project for writing studies?
3. What have other researchers found out about your topic that is relevant to your research project?
4. How do you connect findings from question 3 to the purpose of your project?
5. What is your plan for finishing/revising your introduction and literature review?
6. What feedback do you want from me?
Tuesday, November 20, 2012
Tuesday, November 13, 2012
Blog 17
Interview Protocol:
Do students attitudes change when they are writing english papers for the teacher and not themselves?
Warm-Up Questions:
When did you start reading?
When did you start writing?
Do you remember who taught you how to write/read?
Do you remember what book you first read? How did you feel?
Can you tell me about your first writing experience?
Were you proud of you work and why?
What was your best experience with writing throughout all your years in school?
What was the worst experience with writing and why?
Did the teacher have an impact on your experience with writing?
Is school important to you and why?
Does your family have the same or different values about school?
General Focus:
In-Depth Questions:
What is your opinion on how English classes are set up?
Do you believe these classes meet the needs of the students?
Do you think these classes allow students to express themselves?
Have you ever felt restrained when writing a paper?
Do you think academic writing is used more frequently then creative writing?
When your creative piece gets graded how do you feel?
Do you think its fair to judge someone's creativity?
Do you think that being able to write well creatively could help academic writing? Or the other way around?
What is the easiest part about academic writing?
What is the easiest part about creative writing?
Do you remember a certain academic paper you wrote? Can you tell me about it?
How did you feel when you were writing this?
How did you get prepared?
How did you feel when it was over?
Will you ever look back at the paper or no?
Does you future have plans to become something associated with English?
Does you job require you to use proper grammar?
Which type of writing will be necessary within your profession? Creative or academic?
Wrap-Up Question:
Is there anything else you would like to add?
Do students attitudes change when they are writing english papers for the teacher and not themselves?
Warm-Up Questions:
When did you start reading?
When did you start writing?
Do you remember who taught you how to write/read?
Do you remember what book you first read? How did you feel?
Can you tell me about your first writing experience?
Were you proud of you work and why?
What was your best experience with writing throughout all your years in school?
What was the worst experience with writing and why?
Did the teacher have an impact on your experience with writing?
Is school important to you and why?
Does your family have the same or different values about school?
General Focus:
How many years have you been in college?
How many classes would you say involved you writing papers?
Were these classes only English classes?
What did you like about your English classes?
What did you like about your English classes?
Did you find the English classes here at Kean to be useful?
Did you dislike any of your English classes?
Did you find that other students disliked the class for the same reason or different reasons?
Did you have a favorite English class?
Did you have to take English classes for a requirement or major/minor?
Do you like to write outside of the classroom?
Do you remember how you felt after writing your first creative piece of writing?
Which do you think is harder and why? Academic writing or creative writing?
Do you remember an assignment you wrote in school?
Did you dislike any of your English classes?
Did you find that other students disliked the class for the same reason or different reasons?
Did you have a favorite English class?
Did you have to take English classes for a requirement or major/minor?
Do you like to write outside of the classroom?
Do you remember how you felt after writing your first creative piece of writing?
Which do you think is harder and why? Academic writing or creative writing?
Do you remember an assignment you wrote in school?
In-Depth Questions:
What is your opinion on how English classes are set up?
Do you believe these classes meet the needs of the students?
Do you think these classes allow students to express themselves?
Have you ever felt restrained when writing a paper?
Do you think academic writing is used more frequently then creative writing?
When your creative piece gets graded how do you feel?
Do you think its fair to judge someone's creativity?
Do you think that being able to write well creatively could help academic writing? Or the other way around?
What is the easiest part about academic writing?
What is the easiest part about creative writing?
Do you remember a certain academic paper you wrote? Can you tell me about it?
How did you feel when you were writing this?
How did you get prepared?
How did you feel when it was over?
Will you ever look back at the paper or no?
Does you future have plans to become something associated with English?
Does you job require you to use proper grammar?
Which type of writing will be necessary within your profession? Creative or academic?
Wrap-Up Question:
Is there anything else you would like to add?
Wednesday, October 17, 2012
Blog 13
Gee Chapter 3
Terms that were confusing
"Real Indians"
Was Gee simply stating that its just an insider term and unless we are in that Discourse we can't understand it?
Tools that would be beneficial in putting together a research paper
Terms that were confusing
"Real Indians"
Was Gee simply stating that its just an insider term and unless we are in that Discourse we can't understand it?
Tools that would be beneficial in putting together a research paper
- Understanding the social language These can be practiced through interviews
- Conversations
Gee Chapter 4
Terms that needed clarifying
Tools that would be beneficial in putting together a research paper
WORK IN PROGRESS
Tuesday, October 16, 2012
Blog 12
The data sheet I would like to work with is the Shaggy Dog stories. Since I found them to be humorous and enjoyable I figured I would be able to analysis these. I came up with two research questions.
1.) Does the punch-line in these stories effect the story as a whole?
2.) What type of audience is needed to understand these stories?
outside experience/knowledge to understand the joke
different types of jokes
analyze the punch-line
look at workshop sheet
short anaylis project workshop
1.) Does the punch-line in these stories effect the story as a whole?
2.) What type of audience is needed to understand these stories?
outside experience/knowledge to understand the joke
different types of jokes
analyze the punch-line
look at workshop sheet
short anaylis project workshop
Monday, October 15, 2012
Blog 11
1. Familiarize yourself with your topic:
http://casebuilder.rhet.ualr.edu/wcrp/publications/wcj/wcj22.2/WCJ22.2_Petric.pdf
As your writing develops does your attitude change?
Does the class your taking affect your outlook on that topic?
2. Identify a research question:
How senior's writing practices/attitudes have changed over the course of their four years at Kean University?
How do attitudes of students change when they are taking a class they are unfamiliar with?
Do students attitudes change when they are writing for the teacher and not themselves?
3. Decide what you need to know in order to answer your research question:
Interview Seniors who are currently in an English class
4. Formulate a research plan that includes:
-hope to discover whether or not student attitudes change
http://casebuilder.rhet.ualr.edu/wcrp/publications/wcj/wcj22.2/WCJ22.2_Petric.pdf
As your writing develops does your attitude change?
Does the class your taking affect your outlook on that topic?
2. Identify a research question:
How senior's writing practices/attitudes have changed over the course of their four years at Kean University?
How do attitudes of students change when they are taking a class they are unfamiliar with?
Do students attitudes change when they are writing for the teacher and not themselves?
3. Decide what you need to know in order to answer your research question:
Interview Seniors who are currently in an English class
4. Formulate a research plan that includes:
-hope to discover whether or not student attitudes change
Thursday, October 4, 2012
Post 9
Kevin, Corrine, Valerie
Sample 1:
Our theory was that comments needed to be more direct and specific otherwise the comments would confuse the students.
Sample 3: When looking at Sample 3 some of the comments point out strong points. This allows the student to explore ways to edit. These comments were mostly direct with the expectation of a few comments that left room for interpretation.
Sample 4: Need to Read
Sample 5:
This essay was mostly focused on the grammar aspect of comments. Rather than giving ways to improve the essay and give direct comments, the teacher just corrects all the errors. When looking at the first two paragraphs the teacher is just focusing on the grammar and making the changes for the students. However, besides making corrections the teacher also makes very indirect comments such as, "too much repetition, get to your point" & "repetition". Within our first theory this would work because the comments are to indirect and the student might be confused on how short it is.
Sample 6:
When reviewing Sample 6 It was noted that the comments given weren't direct. The person who has edited this piece of writing had simply made the proper corrections leaving very little room for the student to improve their writing. However, the comments made were positive but in the long run it doesn't help the students because it's not direct. For example, within the first sentence the editor/teacher makes two corrections. Instead of instructing the writer to go back and fix some mistakes the corrections are already made for them. The second to last paragraph also shows more corrections and rephrasing done by the professor. This doesn't give the student direct comments or allow them to fix them. Instead the student is just getting the answer and being praised. So as for our original theory with the first sample it works as far as indirect comments go but they don't confuse the reader. We can go on further to say that by not giving direct comments the reader doesn't know what they need to fix/change within their writing.
WORK IN PROGRESS
Sample 1:
Our theory was that comments needed to be more direct and specific otherwise the comments would confuse the students.
Sample 3: When looking at Sample 3 some of the comments point out strong points. This allows the student to explore ways to edit. These comments were mostly direct with the expectation of a few comments that left room for interpretation.
Sample 4: Need to Read
Sample 5:
This essay was mostly focused on the grammar aspect of comments. Rather than giving ways to improve the essay and give direct comments, the teacher just corrects all the errors. When looking at the first two paragraphs the teacher is just focusing on the grammar and making the changes for the students. However, besides making corrections the teacher also makes very indirect comments such as, "too much repetition, get to your point" & "repetition". Within our first theory this would work because the comments are to indirect and the student might be confused on how short it is.
Sample 6:
When reviewing Sample 6 It was noted that the comments given weren't direct. The person who has edited this piece of writing had simply made the proper corrections leaving very little room for the student to improve their writing. However, the comments made were positive but in the long run it doesn't help the students because it's not direct. For example, within the first sentence the editor/teacher makes two corrections. Instead of instructing the writer to go back and fix some mistakes the corrections are already made for them. The second to last paragraph also shows more corrections and rephrasing done by the professor. This doesn't give the student direct comments or allow them to fix them. Instead the student is just getting the answer and being praised. So as for our original theory with the first sample it works as far as indirect comments go but they don't confuse the reader. We can go on further to say that by not giving direct comments the reader doesn't know what they need to fix/change within their writing.
WORK IN PROGRESS
Wednesday, October 3, 2012
Blog 8
In order to further the idea on my topic I want to focus on students who dorm compared to students who don't.I think it's extremely important to see how these studying habits are changing, especially for teachers. Teachers need to meet the needs of their students and in order to do so it might be beneficial to know their studying habits and where they prefer to study. Also if students become aware of where they get the most work accomplished, who studies with them, etc. will be able to help them possibly get better grades or try to find a studying place/style that works for them.
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