A.
1. H – Okay. Um, so how do you revise your papers? 1:35
A – Um, I usually (not definite or always) at first (starts
what she was saying again and uses transition) I’ll read through my entire, my
entire paper like on the computer. I’ll read it out to all of my family members
(the value and consideration of family’s opinions) to make sure there’s nothing
wrong with that either. (shows the importance of reading work aloud) Then, I’ll
print it out and I’ll cross out words. Print it out again, highlight what’s
wrong. I’m, I’m pretty crazy (sees thorough revision as crazy) when it comes to
looking at my paper over and over again. (Laughter) (laughs at herself)
2. In this story, Subject A tells the story of how she
revises. Taking the process from beginning to end helps one understand the
whole picture of her revision style. Her mention of reading her paper out to
her family shows that she cares about what her family thinks. Lastly, there is
a cultural story that thorough revision is crazy, as she calls herself crazy.
3. My paper is about the revision of high school students
vs. the revision of college students. Subject A is a college student so it
helps me show insight and evidence into what I’m studying exactly.
B.
1. H – (Laughter) Um, so when did you first like learn about
revision?
A – Honestly, (honesty = trust) this is gonna be really
embarrassing, (embarrassed to share, but
she did) but like in high school, (showing time period) I never revised any of
my stuff. I kinda (not owning it, just kind of admitting it) just handed it in
and I didn’t care. (high school students don’t care) Um, my freshman year of
college (time period reference) I learned my revision and like taking the time
to actually go print things out and relook at it over again. Freshman year of
college (Laughter) That’s sad. (laughing at herself to show that it isn’t that
big of an issue)
2. This story explains how Subject A revised in high school.
Talking about both high school and college, she used time references to show
what time she was referring to. Also, she admitted she was embarrassed by past
behavior and opened up to me. That showed trust and respect for my study.
Lastly, Subject A said how she never revised, but didn’t care. This shows a
cultural story that high school students and teenagers don’t care about school
work.
3. Just like the first story, this one ties in directly to
my topic and it would be vital to my study.
C.
1. H – Okay, um. How did your high school English teacher
tell you to revise? 3:33
A – Um, it depends on the one that you—(stopped herself and
clarified) what I was talking about because like every single year each one would
be of a different kind of intensity. But my senior year, my um AP (showing her
above average intelligence) like College Writing teacher, who was like English
teacher technically, she taught (passive) us to do the same thing like that I
learned my freshman year of college, but I didn’t listen. (admits her own
failing in the situation) She told me to also, like print out a couple of
times, look it over, like go talk to my parents about it. Like read it out to
them and stuff, but that’s all they (the teachers) really went into detail (seems
to be blaming them, not herself = contradiction).
2. In this story, I found Subject A was in almost an
internal battle with herself. She kept going back and forth to whether it was
her teachers’ fault for her not knowing revision until college or that it was
her fault for not listening to their instruction. I feel like it is a mixture
of both, but she didn’t know how to express that.
3. This excerpt tells me that the issue isn’t just black and
white and that there is a gray area. Therefore, if I include it in my study, I
will show that too. It would be good support for that argument.
D.
1. H – Okay, sounds good. Um, is there anything that we
haven’t talked about with revision that you feel like that you want to add? Any
topic?
A – Uh, uhhh. (She doesn’t know or doesn’t know how to say
it) Just about how like I think (her opinion directly) it should probably be
taught (passive) at an earlier age. (revision isn’t taught early enough in
school) Like I think in high school (time reference) it should be taken a lot
more seriously (revision isn’t serious in high school) so that way it isn’t
just something you learn when you’re in college. Like people would get into way
better colleges if they knew that beforehand. (really showing her support to
revision) Like they could have written way better essays. Like unless you were
at home and your mother was like an English major, (English majors revise
better than others) you’re not gonna know how to do all those revision things
or unless you went to like some preparatory school (prep schools teach better
than normal schools) in like the richest place ever (rich = best education). So
I think it should be taught at an earlier age. (Reaffirming her statement)
2. This story showed how
passionate Subject A was about revision being taught too late in school. It was
the only question that was not guided in my interview and it made such an
impact. It was so important to her that she had to include it. Also, throughout
this story, she refers to cultural stories. For example, that English majors
revise better than most and that being rich means a better education. Then, she
said that if revision is taught too late, which is passive. She didn’t say that
she learned it too late, but that she was taught too late. She is reflecting
blame to another place. Finally, she said her statement a few different times,
constantly declaring her opinion.
3. This was a complete surprise in my interview. It makes so
much sense though! I’m not sure, but I want to incorporate it into my paper.
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