Blogh 9 Survey Analysis

Objectives and the statements which best suite them:

Objective 1-->1, 5, 12, 14, 15, 16--->All of these statements deal with the writing process.

Objective 2---> 7, 8, 11, 17--->These statements deal with analysis. *I also believe that 1 can be here also.

Objective 3---> 2, 4, 6, 17, 19--->These statements pertain to research.

Objective 4---> 10,13--->Both of these statements talk about presentations.

Objective 5---> 3,9--->Both of these statements relate to discussions.

Statement 1: practice--->"I...revise" A statement about an individual's revision tactics.

Statement 2: feeling--->"I am confident" This statement is about an individual's confidence in conducting research.

Statement 3: knowledge--->"I know..." This statement either confirms or denies an individual's ability to make connections.

Statement 4: practice/knowledge--->"I am able to use textual analysis..." Practice and knowledge because the individual most be able to use textual analysis.

Statement 5: practice--->"When I revise..." Another statement about an individual's writing process.

Statement 6: practice/knowledge--->"I am able to use discourse analysis..." same as 4

Statement 7: practice--->"I use writing..."A statement about the use of writing.

Statement 8: feeling--->"I feel..." An individuals feeling about starting a discussion.

Statement 9: knowledge--->"I know..." The individual knows how to.

Statement 10: feeling--->"I am comfortable..." Another feeling statement.

Statement 11: practice/knowledge--->"I am able to interpret..." Both because they need experience and knowledge to perform the actions in the statement.

Statement 12: practice--->"When I revise..." Another statement about the writing process.

Statement 13: practice/knowledge--->"I have given a presentation..." Both again.

Statement 14: practice--->"When I revise..." Another writing process statement.

Statement 15: practice--->"I typically brainstorm..." Another writing process statement.

What definition(s) of "writing" and "learning" is assumed by this survey? 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?

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.

The "Writing" statements used in this survey focus their attention on the writing process. According to the survey, "Learning" pertains to literature analysis and literary research.

Matching the questions to the statements:

I agree that most of these statements fit the survey; however, I feel that there are some statements that should be re-worded or revised for the students taking the survey.

Statement 2: I am confident...

Statement 8: I feel comfortable...

Statement 10: I am comfortable...

The modifiers used in these sentences take away from the statement. For example, statement 10 says, "I feelcomfortable giving presentations." However, the objective states that, "students will demonstrate ability to give acompelling oral presentation." I, for one, am not comfortable giving presentations, but I can give one. In this case, I would disagree with the statement. Perhaps, the statement should be, "I am able to give a presentation."

Statement 12: "When I revise my first draft, I spend most of my time on grammatical issues."

I am guessing that this statement falls within the first objective: Students will produce essays through a series of drafts that include exploratory writing and talk, as well as revisions that include addition, deletion, substitution and rearrangement. However, after reading this goals, I don't see "grammatical issues" anywhere within the objective.

I also believe that the survey needs some type of organization (unless that was the surveyors intentions). The survey jumps from the writing process to research to presentations, which takes away the surveyors focus. If there was organization within the survey, the surveyor could give their full attention to one aspect (e.i. writing process) before moving onto another topic.

Blog 8 Works Cited/ resourse

1. Falls, Jason and Deckers, Erik. No Bullshit Social Media. Los Angeles, CA: The All- Business, No Hype Guide to Social Media Markerting.2011. Print.

2. Dille, Karen. How Fantasy Becomes Reality: Seeing Through Media Influences. Oxford University Press, USA, September 3, 2009. Print.

3. Dewitz Von, Bodo. Kiosk. A Book about Photojournalism. East Cleveland,OH. November 21,2008. Print.

All these resourse can help explain why the media is important and how it sometimes leave an effect on people whether posotive or negative depending on how the reader takes it.

Blog 7 Research Draft plan /question

My research is leading toward the media and arts/ entertainment area of which I will be collecting alot of data to bring knowledge of the background of media, and also answers to my research questions.
Here are a few questions that I had in mind.....

1.How can the media have an influence on the way people behave? Through magazines articles/ short stories and responses from the readers/ pictures from websites or blogs/ social media, etc.

2. Can the media form a disclosure community? positive/ or negative. How?

Statement purpose: The purpose of my research is to dig into the reaction of people. How might an article or statement written by someone of the media effect an citizen that is of community they wouldn't rather be in.

I hope to show eveidence of some of the responses from most of the community that relates to an article or picture of the media. I want the reader to tell how a certain piece of media ( whether it's magazines, photos, blog sites, social media, etc). Tell how it had an impact on thier lives.

The discourse community falls in when I show a certain amount of people of the same ethnic or not but effected by the samething (something of media), and have the same response in some ways. Maybe even agree on the samething as welll. With this, it's a form of having a disclosure community to be able to collabrate to the people and have them communicate, and come together as a discourse community.

Blog 6 Ethnographic notes

How might we be a disclosure community?

-Talking about writing on our blogs
-general discussion about students research
-attention well focused
-questions are being asked by the prof. to add on research for other students research project
-interesting topics '
-giggles throughout the class discussion which shows good signs of communication
-A joke was made by the prof. toward the students
-The prof. is jotting down topic notes on the board
-students hitting on topics for research projects that are very important

Blog 5

One of the research projects I considered for my research will be first to jot down many topics and try to choose one that best fits my way of research. Once I have my topic down pack I will then brainstorm many ideas that will go with my topic, to be able to break down portions of a better development. I would like to hit a really catchy thesis to be able to set off the rest of my research paper.

Blog 4

My own exploration of my research for my project will be to analysis my topic to have a better understanding of what I will be researching. This process can help bring fourth more ideas and help with evidence for my topic. I want to make sure my audience is clear with my topic and my back up evidence to show more visuals for my rresearch methods. Similar to what we did as a class to analysis the Shaggy jokes, we observed alot of repeats and how the joke developed to be understood more.

Ethnography Feildnotes post 5.5

How we might as a class be a disclosure community?

During the class discussion the class was asked questions by the prof. about future research projects. Their was general feedback from the students to toward the prof. about what their project topic is about and what is it that they will be presenting. The focus on each student that spoke abroad about their project was great, they had the class full attention. More question are still being asked by the prof. to the students about what might they can add to their classmtes project, more research they can focus on. Throughout all the back and fourth feedback from both the students and the prof. were good including with somes jokes and giggles followed after. The prof. started jotting the names of each students in the class on the class board for the students to remember.

Shaggy Dog follow up

Shaggy Dog Blog 3

Questions I would ask....

1. What kind of people can relate to understand the joke?

2. Is a sense of humor needed to interupt these jokes?

Categories + Codes

Patterns :
-The punch line at the end of each joke
- Danger imvolved in each (middle of each poem)
- relates to something that would make the reader understand the joke.

The theory I would use to explain the patterns- Catagorizing/ Catefories

The Shaggy Dog jokes are really good for critical thinking, to be able to understand. I don t think you have to have a sense a humor but just to make sure the reader understands. The main purpose of understanding the joke is to be able to relate to it, relate back to something that will make is better to understand. So I think that it doesn't matter what kind of peerson reads the Shaggy Jokes but of course adults rather than kids.