Interview questions:
1. How old are you?
2. When were you diagnosed with cancer?
3. What form of cancer were you diagnosed with?
4. What kinds of treatment did you have to go through? (background story)
5. Have you ever felt depressed?
6. How long have you been attending this program?
7. When did you decide that writing was a source of relief or support for you?
8. Have you ever presented your work? How did it make you feel afterwards?
9. Do you attend any other writing sessions? If so, where?
Those are just a few questions I will ask. I'm sure as the semester goes on I will think of more to ask.
Thursday, February 27, 2014
Tuesday, February 25, 2014
Blog 8
For my research paper I will be doing a ethnography on a writing session at a local cancer center. I hope to provide peopl with different options and support groups that you can go to where writing can almost be a form of relief to you.
A list of information I need to gather would be
- where the writing session is (time & date) etc.
- the age of the people participating in the writing session?
- I need to make sure that everyone is willing to participate in my research
My list of sources: (so far)
- http://web.b.ebscohost.com/ehost/detail?sid=d0d42dd0-1146-4b29-93be-63d32f419cf1%40sessionmgr111&vid=1&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=aph&AN=19902062
- http://web.b.ebscohost.com/ehost/detail?sid=fa73be2d-be83-4ee0-8e42-9947cef8c579%40sessionmgr110&vid=1&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=aph&AN=23951958
- http://web.b.ebscohost.com/ehost/detail?vid=4&sid=002a2fa7-69f9-4adc-a04e-b35595a43519%40sessionmgr112&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=hxh&AN=25515642
- http://web.b.ebscohost.com/ehost/detail?vid=5&sid=002a2fa7-69f9-4adc-a04e-b35595a43519%40sessionmgr112&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=hxh&AN=28860918
To conduct my research I will be observing a writing session, I'm going to try and attend at least two. Also, from the session, I will pick one-two people to privately interview. During this interview I will ask them what their intake on this writing session is and if they truly feel it's beneficial or not.
A list of information I need to gather would be
- where the writing session is (time & date) etc.
- the age of the people participating in the writing session?
- I need to make sure that everyone is willing to participate in my research
My list of sources: (so far)
- http://web.b.ebscohost.com/ehost/detail?sid=d0d42dd0-1146-4b29-93be-63d32f419cf1%40sessionmgr111&vid=1&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=aph&AN=19902062
- http://web.b.ebscohost.com/ehost/detail?sid=fa73be2d-be83-4ee0-8e42-9947cef8c579%40sessionmgr110&vid=1&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=aph&AN=23951958
- http://web.b.ebscohost.com/ehost/detail?vid=4&sid=002a2fa7-69f9-4adc-a04e-b35595a43519%40sessionmgr112&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=hxh&AN=25515642
- http://web.b.ebscohost.com/ehost/detail?vid=5&sid=002a2fa7-69f9-4adc-a04e-b35595a43519%40sessionmgr112&hid=121&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9a2VhbmluZiZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=hxh&AN=28860918
To conduct my research I will be observing a writing session, I'm going to try and attend at least two. Also, from the session, I will pick one-two people to privately interview. During this interview I will ask them what their intake on this writing session is and if they truly feel it's beneficial or not.
Thursday, February 20, 2014
Blog 7
Unfortunately, I was unable to perform this task because I did have to leave class early. If I were to participate in this activity I feel like in the beginning I would feel a little awkward, I probably would of stumbled on some of my words. But once the interview kept going and I knew it was just for fun, I would of done a lot better. In order to prepare myself I would have already written the questions I wanted to ask out and a few back up ones that way I would never feel 'stuck' or the conversation went to a dead silence. I'm not really sure how much time my other classmates had, so I'm sure they were a bit overwhelmed and somewhat unprepared but I'm sure they all got a good learning experience out of it and had some fun.
Tuesday, February 11, 2014
Blog 5
Jottings
- classmates were shy, including myself
- not a lot of movement in the beginning
- a little bit awkward in the beginning till someone made the first move
Headnotes
- I spoke to Flora first. We asked each other's names and began to examine the other smaller groups. In the beginning it was a little awakward but we warmed up to each other and conversations began to become easier.
- Next I spoke to Brianna and Jessica but mainly Jessica. We also examimed the other groups and how people were standing and their gestures with their hands. A lot of people had their hands crossed or were fidgetty with their phones. We spoke mainl about Greek life. It didnt feel forced, which was nice it came easily.
Things I remember
- the clutter that was happening in the center of the class
- the uncomfortable ness most people felt
- everyone taking notes on their phones
Field Notes
You could tell that everyone felt a bit uncomfortable. For awhile we all kind of just stood there and stared at each other but once someone made the initial move we all began to start walking towards one another. Looking around the room a lot of people had their phones out, I assume to take notes on the project we were performing. We didnt have much space to walk around so we all just stood in the middle of the classroom between the two rows of computers. I felt like it was kind of hard holding a conversation with someone because we knew it was being forced.
- classmates were shy, including myself
- not a lot of movement in the beginning
- a little bit awkward in the beginning till someone made the first move
Headnotes
- I spoke to Flora first. We asked each other's names and began to examine the other smaller groups. In the beginning it was a little awakward but we warmed up to each other and conversations began to become easier.
- Next I spoke to Brianna and Jessica but mainly Jessica. We also examimed the other groups and how people were standing and their gestures with their hands. A lot of people had their hands crossed or were fidgetty with their phones. We spoke mainl about Greek life. It didnt feel forced, which was nice it came easily.
Things I remember
- the clutter that was happening in the center of the class
- the uncomfortable ness most people felt
- everyone taking notes on their phones
Field Notes
You could tell that everyone felt a bit uncomfortable. For awhile we all kind of just stood there and stared at each other but once someone made the initial move we all began to start walking towards one another. Looking around the room a lot of people had their phones out, I assume to take notes on the project we were performing. We didnt have much space to walk around so we all just stood in the middle of the classroom between the two rows of computers. I felt like it was kind of hard holding a conversation with someone because we knew it was being forced.
Thursday, February 6, 2014
Blog 4
In Swales' discuss, he says that there are six defining characteristics that compose a discourse community:
1. A discourse community has broadly agreed set of common goals:
- As a class I definitely feel like we have a common goal and that is for us to pass this class. I feel like we are all striving for an A and in order to get that A we know what we need to do as it is stated in the syllabus.
2. A discourse community has mechanisms of intercommunication among its members:
- Yes, we have many discussions as a class as well as group interactions. We all have a blog which we use to communicate, as well as emails with our professor.
3. A discourse community uses its participatory mechanisms primarily to provide information and feedback:
- We get feedback from our blogs through an email by our professor. I would also feel that in the actual class we receive feedback not only from our professor but our classmates through discussion and participation as a whole.
4. A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims:
- As a class community we definitely use more than one way of communication. We use emails, our blog posts, and overall discussion as a class in class.
5. In addition to owning genres, a discourse community has acquired some specific lexis:
- I know for myself and I'm sure most of the class, we've so far learned many terms that we weren't familiar with. I feel by us knowing these terms it will help us become better researchers and writers.
6. A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise:
- I would say that our professor is our expert and that we are not YET on her level. I'm sure a lot of us hope to be soon. I feel that with our professor being so experienced and passionate about her work she will do the best she can to educate us on the appropriate material. I feel that our class as a whole is on the same level.
1. A discourse community has broadly agreed set of common goals:
- As a class I definitely feel like we have a common goal and that is for us to pass this class. I feel like we are all striving for an A and in order to get that A we know what we need to do as it is stated in the syllabus.
2. A discourse community has mechanisms of intercommunication among its members:
- Yes, we have many discussions as a class as well as group interactions. We all have a blog which we use to communicate, as well as emails with our professor.
3. A discourse community uses its participatory mechanisms primarily to provide information and feedback:
- We get feedback from our blogs through an email by our professor. I would also feel that in the actual class we receive feedback not only from our professor but our classmates through discussion and participation as a whole.
4. A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims:
- As a class community we definitely use more than one way of communication. We use emails, our blog posts, and overall discussion as a class in class.
5. In addition to owning genres, a discourse community has acquired some specific lexis:
- I know for myself and I'm sure most of the class, we've so far learned many terms that we weren't familiar with. I feel by us knowing these terms it will help us become better researchers and writers.
6. A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise:
- I would say that our professor is our expert and that we are not YET on her level. I'm sure a lot of us hope to be soon. I feel that with our professor being so experienced and passionate about her work she will do the best she can to educate us on the appropriate material. I feel that our class as a whole is on the same level.
Tuesday, February 4, 2014
Blog 3
Through out class, we've managed to discuss many different terms, a few which I didn't even know about. Some of these terms are as followed:
Discourse- a discussion which is written or spoken
Analysis- to examine or carefully study something
Discourse Analysis- a bunch of different approaches in exmining something through language or written language
Genre- character of music or language grouped by similarities in form or style
Lexis- the total set of words in a language
Discourse- a discussion which is written or spoken
Analysis- to examine or carefully study something
Discourse Analysis- a bunch of different approaches in exmining something through language or written language
Genre- character of music or language grouped by similarities in form or style
Lexis- the total set of words in a language
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