Blog 8: Interview Protocol

Interview Protocol Draft 1

The purpose of this study is to compare and contrast the revision techniques for graded writing assignments of high school and college students in an effort to see if there is a growth or decline in ability with advancing education.

For High School Students:
How are you?

How old are you?

Did you grow up in a small town or big city or in between?

What high school do you go to?

They say an author’s secret penname is a combination of the name of your first pet and the street you brought up on. What would your secret penname be?

How do you view writing?

How do you define good writing?

Do you feel good writing just happens or do you have to work on it?

If good writing results when you work on it, what does that work entail?

How do you feel when you are first given a written assignment to do in a class, such as an essay?

Tell me about a time you had a writing assignment and what you did after you first wrote it all out.

Define revision in writing assignments.

How do you revise your papers?

How do you feel about revising your writing?

Do you only revise writing assignments if they will be graded?

What makes the difference in the need to revise?

Is there some writing assignments you do revise and others you do not?

Do you feel more obligated to revise your writing for an English class?

If yes, then why?

Tell me about a time you didn’t revise a paper.

Was there a reason you didn’t revise it? What was it?

Tell me about a time you revised a paper.

 What grade did you get on it?

Why did you revise this paper?

When did you first learn to revise a paper?

Do you use that same method or have you learned more techniques that you use?

What is the first thing that comes to mind when you think of English teachers?

How do your high school English teachers tell you to revise a paper?

Do you follow that method of revision? Why or why not?

Do you ever revise writing you do outside of school?

If yes, give examples.

Is there anything I did not mention that you would like to talk about?

 

For College Students:

How are you?

How old are you?

What is your major?

Did you grow up in a small town or big city or in between?

They say an author’s secret penname is a combination of the name of your first pet and the street you brought up on. What would your secret penname be?

How do you view writing?

How do you define good writing?

Do you feel good writing just happens or do you have to work on it?

If good writing results when you work on it, what does that work entail?

How do you feel when you are first given a written assignment to do in a class, such as an essay?

Tell me about a time you had a writing assignment and what you did after you first wrote it all out.

Define revision in writing assignments.

How do you revise your papers?

How do you feel about revising your writing?

Do you only revise writing assignments if they will be graded?

What makes the difference in the need to revise?

Is there some writing assignments you do revise and others you do not?

Do you feel more obligated to revise your writing for an English class?

If yes, then why?

Tell me about a time you didn’t revise a paper.

Was there a reason you didn’t revise it? What was it?

Tell me about a time you revised a paper.

 What grade did you get on it?

Why did you revise this paper?

When did you first learn to revise a paper?

Do you use that same method or have you learned more techniques that you use?

What is the first thing that comes to mind when you think of English teachers?

How did your high school English teachers tell you to revise a paper?

Do you follow that method of revision? Why or why not?

How were you taught to revise papers in college?

Do you follow that method? Why or why not?

Do you revise more in college than you did in high school? Why or why not?

Do you ever revise writing you do outside of school?

If yes, give examples.

Is there anything I did not mention that you would like to talk about?

***IF I CHANGE MY STUDY TO ONLY COLLEGE STUDENTS***

I would ask them the following added questions:

Where did you go to high school?

Describe your high school.

How many people went there?

What was your favorite class and why?

Did you like English class? Why or why not?

Have your revision techniques changed since high school?

Blog 8: My Formulated Research Plan

Formulate a research plan that includes:

Statement of purpose (what you hope to show/discover):
- Comparing and contrasting the revision techniques of high school seniors, only the eighteen year olds for proper consent purposes, and college students, preferably juniors and seniors and not freshmen, in terms of graded writing assignments.

Detailed statement of your research question:
- Is there a noticeable growth in revision techniques as education advances? Or since it is no longer required to do so, in most cases, do college students even revise at all?

List of the information you need to gather:
- First, I need a clear example of what I mean when I say revision to make it understandable for all participants. Second, I would like an example of a passage that explains the importance of revision. I want to take this from my College Composition textbook from my first semester at Kean called How to Write Anything because that is what helped me the most in my revision. Third, I need articles to review and cite for my literary review. Then, I need actual information directly from high school seniors and college students as to what their revision techniques are. Lastly, I’m thinking of possibly making a survey to hand out in a few classes in both high school and college classrooms. I believe it could give me an overall feel for how the two groups view revision in writing. I do not have to do these steps in this order, but this is the information I need to gather for this project.

A preliminary list of sources:
- This is the one part of my research that I have not worked out. Hopefully, since I finally have a topic, (WOO HOO!) Dr. Chandler can me find articles that could me in my research. I apologize for being unprepared for this section, but I hope to mend this problem very soon.

Plan for gathering your information that includes:

*Who/what you will be studying?:
- The revision techniques of average high school seniors and college students, not freshmen, and analyzing the difference between the two groups.

*Where you will collect your information?:
- The articles will come most likely from the databases on the Kean University Library website. The definition of revision and the importance of it may come from English textbooks. The interviews with the high school seniors will take place in the South Amboy Public Library, my hometown’s library that is connected to my old high school. The interviews with college students would take place in either an empty classroom in Kean University, a study room in the Nancy Thompson Library, or any quiet place I could find at the time of the interview! The details will be set in stone before the interview takes place so there will be no confusion the day of.

*How many subjects you will study?:
- For the interviews, I’m thinking two high school seniors, one boy and one girl and I’m thinking the same criteria for the  college students. I understand four subjects is a lot, but I feel it would be more balanced if I represented both genders in each group. However, if the number creates problems, I would most likely limit it to one student from high school and one from college. As for the possible surveys, I would want two high school classes and two college classes so that is a total of roughly forty subjects, but merely for quantitative, overall data.

*What methods you will use to conduct your study?:
- At the moment, I want to conduct my research using interviews, discourse analysis, and possibly a survey.

Blog 7: Reflection of Oral Histories Created in Class

On Tuesday, after a very brief period of preparation, Dr. Chandler broke the class up into pairs to create oral histories about Valentine’s Day from each person’s perspective. We were to conduct interviews with our partners, all while recording the entire session on our phones.

I interviewed Jessica, which was quite laidback since we knew each other from a previous class; I did notice things from the experience though. First, I would definitely want to be more prepared for an actual interview. I understand it was just a class activity, but without having time to think of questions or think of a main focus for the interview, I found it challenging. Second, I tend to be more formal when I do anything pertaining to school, but I realize that may be awkward for the person I’m interviewing, so I have to work on being more adaptive to my interviewee’s personality and mannerisms. Third, I noticed I laughed a lot during the interview. I am conscious of having a nervous laugh, but to actually hear it on tape was a good experience because I know I have to work on it. Fourth, Jessica and I were in a stairwell and when people would walk by or go up or down the stairs, the noise disturbed our conversation and interfered with the recording of our voices. Therefore, I really understood the need to be in a quiet place to interview, even the smallest sound can ruin a recording! Next, I feel that I need to remember the purpose of the interview. Jessica and I got off track a few times too many and if I really needed data from this interview, it would not have been very qualitative. Finally, after reviewing my recording, I realize that for my next interview, I have to have the recording device closer to the interviewee and me. I had it on the desk I was sitting at, but maybe in the future I can have it elevated a bit by some books.

This activity was truly a learning experience. I thought an interview would be much easier than they actually are. However, with preparation and practice, I believe my interviews in the future will be better!

Blog 6: Possible Research Topics Explored More Deeply

I am ashamed that I am posting this blog so late, as I usually post at least a day ahead. However, once I read the blog assignment on Tuesday, my heart sank. It has been such a struggle for me to decide on a topic for this project. I know that is ridiculous because picking a topic is probably the easiest part of this project! Even after my conference with Dr. Chandler, I still am at a lost, despite all the time and help she gave me. However, despite my hesitation, this assignment must be done! I'm deciding to make this assignment a brainstorming activity by doing the assignment with two ideas I have for this project.

Possible Topic #1: Getting Validation of Your Writing from Feedback by Others

Focus: How Positive or Negative Feedback, either from teachers or peers, Influences How You Feel About Your Writing

Intended Subjects: College Students

Possible Research Questions:
- Does the impact of feedback differ in creative writing vs. academic?
- Which feedback is valued more, the peer or teacher? Does it change if the writing is academic or creative?
-Do students actually listen to the feedback they are given or do they just stick to how they feel the paper should be?
- Does negative feedback change how a student feels about his writing?
- Is positive feedback always the best thing when critiquing a paper?



Possible Topic #2: How Writing Gives People the Power to Get a Message Across that They Can't in other Outlets, like Speaking

Focus:
How people in their early 20s use writing as an outlet to express opinions that they either can't communicate or don't feel confident enough to actually give a verbal voice to.

Possible Research Questions:
- Does academic writing have more power to convey thought or does creative writing?
- Why do the subjects feel that writing is a better outlet to convey a message?
- How do the subjects get writing out there for people to read?
- Do the subjects feel that writing can really change the world?
-Is the actual power of writing even realized in today's society?


Wow, I have to say, I regret being so afraid to do this blog! It really helped put things into perspective. I know it is odd to have such two varying opinions in the same blog, but hey its what happened! I feel more comfortable with this project now that I did this exercise! Hopefully I will be set on a topic very soon!

Post Edited as of 2/19/14

I have suddenly gotten inspired with two new topics. I’m sorry I keep being chaotic and going everywhere, but I think one of these topics may be for me!

Topic 1: How A College Student Revises A Paper

- What is a typical student’s revision process?

- Do students revise if it’s not required?

- What are the differences between my revision style, strict and academic, as opposed to other students?

- Do students realize the value in revision?

- Has being in college changed students’ perspectives on revision?

- How can writing teacher’s improve the instruction of revision to make it more “student friendly?”

(This is a safer topic for me because I am a strong supporter of revision.)

 

Topic 2: The effect a presence of a writer in the home has on a person’s writing.

-Does having a writer in the household, like a guardian or sibling, improve a student’s writing?

- Did that writer encourage writing?

- Did the help with writing assignments like essays assuage the student’s writing ability?

- Was the mere presence of having a writer and what writer’s value helpful in a student’s writing?

- Did the writer share a love of writing with the person?

- Did the writer share a love of reading with the person?

(This topic is not as developed, but I do like the idea of it. The main problem I would have is where to find subjects that grew up with the strong influence of a writer, but I’m thinking children of English teachers or freelance writers.)

Dear Dr. Chandler,
I know it is unorthodox to write to you on the blog, but I apologize for being so fickle about my topic for this research project, but I never feel confident enough with just one topic. I would appreciate feedback if you feel any of these topics would be most appropriate for this project because I trust your opinion much more than my own.

Thank you.

Blog 5: Ethnography Activity in Class

In our last class meeting, on Thursday, Dr. Chandler had the entire class participate in an ethnographical activity by having us make jotting on our phones or notebooks as we walked around the classroom in a party-like atmosphere.

Here are all my findings based on the activity!

Jottings:

2/6/14 – 2:56 p.m.
Awkward, introducing laughing, groups, showing interactions

2/6/14 – 2:58 p.m.
Awkward quiet moment

Headnotes:

Only 7 minutes!, People were in groups and moving slowly around, hesitant. I let my own insecurities get in the way of what I was doing. Too awkward. Noticed that some people handled it better than others. John, David, and Florie were the people that I noticed flourished. Laughing, “mixer,” smartphone snubbing, getting a bit of each conversation, overwhelming, some confused, other confident. Let my social awkwardness halter my ability to observe in great detail. Too concerned with myself to worry about others. Lots of smartphones. Hard to start an initial conversation. Chandler made us move around. Arms close to us to show discomfort. Talked awkwardly to several people. Need more practice in ethnography.

Things I Remembered Later:

I tried to separate myself from the activity afterwards in an attempt to create a moment of “Eureka!” However, no such epiphany happened. I did remember that it was hard to get around the computer desks and that I wasn’t the only one who felt awkward. I am also realizing now that I used the term “awkward” a lot during this exercise!

Field notes:

“Okay, you can start,” Dr. Chandler declared with a wave of her hands. The other students and I looked around at each other, half smiling and half blushing. “Come on, move around! Talk to someone you don’t know very well,” the professor pushed us further. At first, we seemed hesitant, but once the more eager members of the group began, we all joined in. People immediately formed into groups and began discussing one of two things: the awkwardness of this assignment or what we should even be doing. I found it difficult to start conversations because I am a shy person to begin with, only made worse by maneuvering about the computers, desks, wires, and mass of grouped people in the center of the room. I took the “isolated time” to observe other people’s actions. I first noticed only three people had notebooks, while the rest had Smartphones to take down their jottings. Second, most people were looking more at their phones than the person’s face that they were talking to. Third, although I was out of my elements, my other classmates like David, John, and Florie seemed to flourish as I saw them talking to several people with what seemed to be relative ease. Fortunately, with social people and Dr. Chandler’s help, I was able to talk to a few people. Through most of the conversations, I focused on myself and the awkwardness of the situation. To my surprise, I found out that I was not one of the minority and many people I interacted with found difficulty with the activity. While transitioning from one conversation to the other, I caught snippets of other people’s conversation. I heard Jessica say, “This is like a mixer!” David said, “Unfortunately, this is like real parties today where everyone is more focused on their phone than on conversations with others.” Although the activity seemed to last for a very long time, for a socially anxious individual like myself, once Dr. Chandler told us it was over, she informed us that it had only been seven minutes.

Final thoughts: Ethnography is an interesting field of study. However, through the excerise in class and even making these field notes now, I realize that I need much more practice if I actually want to do a formal ethnographical study.

Blog 4: Is Our Class a Discourse Community?

In our class meeting on Tuesday, Dr. Chandler put the class into groups and gave us each the task of determining whether or not our class was a discourse community based on John Swales’ six criteria. In my group, Amanda, David, and I discussed each point on Swales’ list and gave reasons for why it applied it our class. We didn’t allow ourselves to make a definitive answer until we went through all six specifications. Our results were as follows.

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

- Our class has the common exigence of wanting to learn about research in Writing Studies, completing our research projects, and ultimately passing the class. We also have the formal objectives that were given to us in the beginning of the semester in the course syllabus.

“2. A discourse community has mechanisms of intercommunication among its members.”

- Our class has multiple means of communications, some we have used, yet others we have not. For communication purposes, we have the blogs, emails, classroom discussions, and group work. Not only are these mechanisms valuable when speaking to other classmates, but they are also vital when conversing with the instructor!

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

- This feature ties into the one before it because without communication mechanisms, there would be no opportunity or way to swap information or give feedback. Through blogs my classmates and I can give each other feedback and receive feedback from the professor. Through emails we can contact everyone in the classroom. However, the two most essential of all these methods are the class discussions and the group work. These are the times that we are actively learning and processing what we are being taught or what we read about for homework. In the classroom is where we get the most information and have the most opportunities to interact with the information we are learning.

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

- This point gave our group some difficulty, so we decided to skip it and return it to later. Unfortunately, class ended before we could look further into it. However, if I were to analyze this alone, based on Swales explanation, I would say that our class continues to progress closer to our intended goals, listed in point one, with each class meeting, required reading, and blog assignment. Each time we master a topic, Dr. Chandler guides us to the next step. We are not on a consistent track; we are constantly ascending to new heights!

“5. In addition to owning genres, a discourse community has acquired some specific lexis.”

- As Dr. Chandler often says, Writing Studies has its own language. Slowly, our class is learning this new way of speaking and writing through all the activities that we do. In fact, our most recent assignment of constructing a list of rhetorical analysis terms proves the validity of our growing lexicons.  

“6. A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise.”

- First of all, our class is full of people who have an above average level of understanding of Writing Studies because we all are English majors of some sort. Secondly, we all come from different backgrounds and have varying experience, which both result in a mix of different perspectives that we each bring to our classroom discussions. Thirdly, and most prominent of all, our classroom has the most essential and valuable resource, a professor. Since we are college students, without an instructor to teach us material, we might get somewhere alone, but definitely not to where this course is meant to take us! Her level of expertise on Writing Studies and how Dr. Chandler communicates it is exactly what we need to bring us to our final goals of this class. In a sense, we are the audience and she is our rhetor in our context of the classroom. She analyzes the material and conveys it in a way that our class will effectively learn it.

All in all, through all the points we covered and the evidence we gathered, it is clear that our class is a discourse community.

Blog 3: Language Analysis Terms

Learning about language analysis has been interesting! I first learned how to formally analyze a text when I took AP English Language and Composition in my senior year of high school. However, this class takes everything to a whole new, more in-depth level. As we learn more and more, our vocabulary continues to grow. Currently, these are the language analysis terms that we have discussed, defined in my own words:

1.) Language = elements from a set that are combined and used to communicate with others and oneself

2.) Analysis = thoroughly picking something apart and exploring the different aspects to find a unified meaning

3.) Language Analysis = breaking down an example of language, such as an essay, to find greater meaning within it

4.) Categories = the sections that different works or information are classified in, based on features that they hold

5.) Features = the different aspects and elements of a piece, like the thesis in a paper

6.) Discourse= the various ways that language can be used that are determined by the context surrounding it, such as the audience, the writer, and the purpose

7.) Genre= a category of work that is specified by its unique elements that make it different from others

8.) Cultural Knowledge= aspects of a culture that a reader needs to know to correctly interpret a piece of reading, such as a slang phrase or popular belief held within a culture

9.) Lexis= the specific language used in a particular discourse, each discourse community has its own

10.) Discourse Community= a group of individuals that share the same rules for how to express ideas and have common goals as to what to do with those ideas