Blog #16 Guideline Interview

Demographic Information

Name:

Current Occupation:

Race:


Background Information

On subject:
Where did you live growing up?

Where did you go to school?

Did your parents value reading? Can you tell me about it?

Did they read to you as a small child? Can you tell me about it?

What is your favorite book that your parents read to you?

On parents:
Where did your parents grow up?

Where did they attend school?

Did they enjoy reading as a child? Can you tell me about it?

What is their level of education?


Exposure to Reading

At home:
Did you have books at home? Can you tell me what genres of books?

Did your parents read to you as a child?  Can you tell me about it?

What genre of books were your favorite? Dr. Seuss? Picture books? etc..

Did you enjoy reading as a small child? Can you tell me about it?


At school kindergarten-graduation :

How old were you when you began to read?

What grade did you begin reading in? Pre-K, Kindergarten or first?

Was there a library in your school? Were there many books? How often did your class go to the library?

What is your fondest memory about reading in elementary school? What is your least fondest memory?

Was reading difficult or easy? Can you tell me more about it?

How did your teachers introcduce you to reading?

Did you enjoy reading  in elementary school, middle school and high school?  What genres of books did you like?

As you become older, what types of work was related to reading? Book reports? research papers?

Did you read for leisure or only school related? Can you tell me about it?

When reading for school, did you only read what was required or did you expand it further?

When reading books in middle and high school, did you enjoy reading the required books? Were they boring? Did you comprehend the material if you were not interested in the genre?

What kinds of grades did you receive on book reports, projects and research papers?


Adulthood:
Has your reading developed or evolved over your adult years? Can you tell me about it?

Does your occupation require you to do a lot of reading? What reading are you doing?

Do you read for leisure? What genre of books are your favorite? Can you tell me about it?

How do you compare your reading ability now to when you were a child? Do you read more or less? Is it for leisure? Or work?

Have you noticed changes in your reading over the years? Is it easier to comprehend material? Focusing? Distractions?

Does you occupation require you to read articles, books, ect.? Can you explain them to me?

Do you like to read books? Newspapers? Magazines?

Can you compare and contrast the reading that you have done in school with the reading you do as an adult? Is it for leisure? Work? Higher education? Children?

How has your reading ability evolved over the years? Is it easier to comprehend material now?

Do you enjoy reading more as an adult or a child? Can you explain it to me?

Looking back at your school days, did your school promote reading? How about your family?

What will you do to promote reading in your home? Will you encourage it?

Blog #15-Research Project Questions/Interview Questions

Research Question:

How does a persons reading capability evolve over time? Does school have an effect? Parents? Or maturing into aduthood?
Questions for the Interview:

I will be interviewing my husband. He is of a repected age and I am interested inhearing about how reading was introduced, taught, and evolved over his many years.

1. How old were you when you started reading?
2. Was reading valued in the home?
3. Did you enjoy reading as a child? Or was it forced upon inschool?
4. What genres of reading did you do in school? Work? Leisure?
5. What were your favorite books as a child? Teen? Adult?

Blog #13 Unfamiliar Terms from Ch.'s 1-4

After reading the first four chapters of An Introduction to Discourse Analysis Theory and Method, I discovered that I am familiar with and understand most of the terms; if not all of the terms. I have taken several English courses, here at Kean, and they seem to focus around the same meanings and terms that are mentioned in this book. Discourse is a word that I have heard since I began taking classes. Many of the courses seem to intertwine with one another, and the terminology stays the same.

Blog #12 Data Set

I plan on doing research on the Shaggy Dog Stories; Data Set 3.

Question:

How do the features of Shaggy Dog Stories effect the reader?

Features of Data Set 3:

• Punchline-The audience's connection; familiarity, understanding, play on words, know the quote.
• Development-The riduculous use of terms in the punchline. Image the audience's connection and surprise. 
• Level of Violence-Who wins? Why do people enjoy violent stories more?

This research plan is still a work in progress.

Blog #11 Formulate a Research Plan

                                                          Formulate a Research Plan

Statement of Purpose:

I hope to discover or show how children are effected by television; educational programs vs noneducational programs.

Research Question:

How do educational and noneducational television programs impact or effect a child's life?

Information I need to Gather:

• I need to find out what educational and noneducational programs are on television.
• How these programs impact the live's of children; positively and negatively.
• Articles written on educational and noneducational  research studies on children.
• How children's behavior is effected as they are watching these programs.
• I will be observing two children; a female the age of two and a male the age of nine.
• I will collect my information through observation and interviewing.

Blog #10-Group Analysis

Andrea
Shana
Kelsee
Generra (absent)

Question:

What features of the comments give information for the the revision of the paper?

Coding of the Comments:

Sample Writing Guide with Comments:

1. No negative comments, but positive feedback.
2. Supports the student in a positive manner.
3. Encourages the student to keep writing and edit where necessary, without being aggressive.
4. Gives examples of sources that can be used.
5. Explains what needs work and follows up with how to "fix" the revision.

Sample Process Narrative:

1. No negative comments, but positive feedback.
2. Supports the student in a positive manner.
3. Encourages the student to keep writing and edit where necessary, without being aggressive.
4. Gives examples of soucres that can be used.
5. Explains what needs work and follows up with how to "fix" the revision.

These two samples seem to be written by the same professor. The comments are not negative, but give the student a direction of where they should go.

Sample #3

1.  No negative comments.
2. Gives advice to write a stronger introduction and conclusion.
3. Gives positive feedback and comments (good interviewing).
4. Provides questions for direction of paper. Comment number 3.

This is another sample that is quite similar in style and fashion of the two first samples. It seems to have the same format as above. The comments do not seem to be negative, but give the writer a sense of direction. The questions that are asked also help guide the student on where to go and how to proceed with the paper.

Sample #5

1. Good comment to start with, positive feedback in the introduction.
2. Grammar comments are a little to much-crossing out, adding, deleting, etc.
3. No explanation of changes-penmanship to hard to understand.
4. Gave other word choices-positive feedback.

This sample had to many comments on grammar and not enough on how to fix or what direction to follow. There were to many sentences crossed out and questions that were not easy to understand.

Sample #6

1. Positive comments-introduction side comment on paper.
2. It gives comments on how to correct problems.
3. Words added to make the sentences flow better-positive comment-solemn in paragraph 3.
4. Encouraging the student with the end comments.
5. Gave positive suggestions.

Unanswered Questions:

How does the writer feel reading the comments?
Are the comments positive or negative?
Do the comments help?
Do the comments confuse?
What are the similarities between the comments? Are they written by the same professor?

Blog #9 Group Assignment

Shana
Generra

We decided to use the paper that I wrote (Andrea) for the assignment. These are our ideas and comments so far.

Question:

What features of the comments give information for the revision of the paper?

Coding of the Comments:

1. No negative comments, but positive feedback.
2. Supports the student in a positive manner.
3. Encourages the student to keep writing and edit where necessary, without being aggressive.
4. Gives examples of soucres that can be used.
5. Explains what needs work and follows up with how to "fix" the revision.

Student Reactions:

Andrea - This was my paper that we were working on. I did not have any hard feelings about the comments from my professor. I thought I was doing the assignment wrong, but I was assured that I was not, and it gave me hope that I will complete the paper without worrying to much about it. To me it was all positive feedback.

Shana - 

Generra -

Pose a Question:

We did not get this far yet. We have no question as of today.