For my Discourse Analysis Assignment, I chose to use the "Chat Room Transcript".
Main Question/Focus: How can the Internet make the A feel less indanger about being in a Chat Room?
Evidence: The use of Language "I was more familiar with it", "I was able to e-mail who ever I wanted", "very familiar with the internet", "I liked talking to my friends". Also, the use of Pronouns: "I" is used a lot towards the end of the Chat Transcript to indicate how the A explains how he started becoming more aware of what is a part of the internet. Additionally, it brings the focus onto him more directly. Moreover, by feeling more confident about the internet should make the A feel better about going online. Dangers can easily scare someone away from something, as with the person being interviewed by use of the Computer.
Tuesday, October 25, 2011
Sunday, October 23, 2011
Blog # 11 --Transcript
For this Transcript assignment, I chose to use the "Chat Room Transcript". This transcript focuses on "How Dangerous can a Chat Room be?" And, "What effect did the internet have on the person being interviewed (in this case, the A) ?" Regarding these focuses, the main points reflect on how at first, the A was scared in the Chat Room situation, however then he begun to think it was funny. The feelings of danger, such as threats, and the thoughts of how the A's parent's did not know what was happening seemed to also cause scared emotions. It seems as if the "scared" thought winds up giving the A confidence as in "I can do it", as they became more familiar with using a computer and learning how to be more wise on the Internet. In addition, this transcript reflects on how Chat Rooms can be dangerous places on the computer, considering you don't know who really is on the other end of the chat. Anyone can go on it, not knowing who they are "talking to". Besides the thought of danger, the A could have also ruined their reputation as a person.
Additionally, the language being used to indicate the focuses includes:
He knows that he can do it, as from the phrase: "very familiar" of how the A can work the computer. Also, the usage of words, such as "dangerous" - "I'm not sure"- "I think" express the dangers and non-reassurance of whether or not the programs on a computer are safe. Plus, "was" indicates the "past" and "going to" indicates the "future". Also, the Pronouns such as "you"-"I"-"it" and "your" reflect on which person is speaking in which tense. All of this resembles the actions of how the A and Sally speak throughout the interview.
Additionally, the language being used to indicate the focuses includes:
He knows that he can do it, as from the phrase: "very familiar" of how the A can work the computer. Also, the usage of words, such as "dangerous" - "I'm not sure"- "I think" express the dangers and non-reassurance of whether or not the programs on a computer are safe. Plus, "was" indicates the "past" and "going to" indicates the "future". Also, the Pronouns such as "you"-"I"-"it" and "your" reflect on which person is speaking in which tense. All of this resembles the actions of how the A and Sally speak throughout the interview.
Wednesday, October 19, 2011
Blog # 10 --Excerpts
For Excerpt # 1 on the single handout, we discussed several methods of how an Author can use Discourse Analysis to interpret the interview. First, "the use of Pronouns" comes into effect by identifying, counting, and grouping each pronoun to see whcih character speaks longer, as well as who seems to have the most affect in the interview. They also represent "Self-Representation. For instance, the "A" spoke more frequently in this part, than did "Sally". Second, "the use of feelings/danger" is shown, as the "A" discusses how dangerous Chat Rooms can be, causing it to become a scary experience. The deep voice and threatening ways of how the subjects' parents didn't know what was occurring made this even more intriguing. Third, the "gender of a person" is shown as being important here, as well. Usually, in a case that involves a man, the victim would be more suspectful.
Questions: What affect did the internet have on the "A"? And, how did the interviewer affect how the "A" felt?
For Excerpt 2 on the single handout, we come to see how much control the "we" has in the interview. The use of pronouns becomes a main focus, when someone does Discourse Analysis, considering it gives you the understanding of who has more control over a topic. Also, there are several transitions represented by laughter. The four transitions discuss the "funny story" which then lead to it becoming a "wierd story" of when the A was part of a chat room. The various emotions/actions develop ways of how the story lines change or become interconnected with one another.
Question: How did the interviewer feel?
In Excerpt 1 on the stapled handout, it seems as if both Chandler and "M" have equal say in the interview. They discussed how computers can help someone learn Math and Education. Also, the feelings being portrayed reflected on what was happening in the interview. For instance, learning how to use the computer would seem to cause the "M" stress and fear. However, sometimes, things just can't be known even during an interview, such as when Chandler mentions "I wish I had asked why at this point." "M" seemed to not know how the computer program could actually be beneficial to helping her learn the Math. "M" was "fighting the thought". Interviews can tend to leave questions unstates as in being open-ended.
Question: Why couldn't the interviewer return to her last point to discuss more of the open-ended concerns with the "M"?
Lastly, in Excerpt 2 on the stapled handout, "M" seems to do more of the speaking. They discuss how the "M's" school experience was in the Fall. Again, the pronouns come into the interview by the use of "I", "we", and "you". They discussed how the internet was beneficial, where "M" expressed feelings of how it did help to gain more knowledge about the subject material.
Question: How was the internet beneficial for the "M"?
Questions: What affect did the internet have on the "A"? And, how did the interviewer affect how the "A" felt?
For Excerpt 2 on the single handout, we come to see how much control the "we" has in the interview. The use of pronouns becomes a main focus, when someone does Discourse Analysis, considering it gives you the understanding of who has more control over a topic. Also, there are several transitions represented by laughter. The four transitions discuss the "funny story" which then lead to it becoming a "wierd story" of when the A was part of a chat room. The various emotions/actions develop ways of how the story lines change or become interconnected with one another.
Question: How did the interviewer feel?
In Excerpt 1 on the stapled handout, it seems as if both Chandler and "M" have equal say in the interview. They discussed how computers can help someone learn Math and Education. Also, the feelings being portrayed reflected on what was happening in the interview. For instance, learning how to use the computer would seem to cause the "M" stress and fear. However, sometimes, things just can't be known even during an interview, such as when Chandler mentions "I wish I had asked why at this point." "M" seemed to not know how the computer program could actually be beneficial to helping her learn the Math. "M" was "fighting the thought". Interviews can tend to leave questions unstates as in being open-ended.
Question: Why couldn't the interviewer return to her last point to discuss more of the open-ended concerns with the "M"?
Lastly, in Excerpt 2 on the stapled handout, "M" seems to do more of the speaking. They discuss how the "M's" school experience was in the Fall. Again, the pronouns come into the interview by the use of "I", "we", and "you". They discussed how the internet was beneficial, where "M" expressed feelings of how it did help to gain more knowledge about the subject material.
Question: How was the internet beneficial for the "M"?
Sunday, October 16, 2011
Blog # 9 --Part 2
In the "Gaming Transcript", we discussed "Message Units" and "Interactional Units". Both of these seem to focus on a certain topic, however the "Interactional" one deals with two people or more. They are ways of how someone says something. Throughout the given transcript, the reader tends to learn how Chandler and the other person reflect on software as being games. Transitions occur during signals, such as feelings of laughter or hestitations.
The transcript with patterns of actions:
The transcript with patterns of actions:
Interview between Chandler and another person.
Message Units—Something that someone says—One topic between two people
Interactional Units—A discussion between more than two people on the same topic.
Interactional Set 1—Discussing the software as a topic:
Ch I wanted to talk a little, you talk about yourself as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?
B you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things
Ch so it's interesting, games aren't really considered software are they?
B they are -
Ch so you know lots of software
B yeah, but it's just games (laughing) –Laughs = actions and transitions to new topic.
Interaction Set 2—Discussing software as a game:
Ch so what kind of crossover did you find between learning the games and learning the software everyone needs to know? Obviously it wasn't real hard for you to learn, frontpage
B I think it's because I had ah, background exposure
Ch what background?
B Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.
Ch that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program. And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications
B well like a lot of games, in the beginning, there's menus. You don't just start playing. There's menus, you get to customize your decal your spray, clothes,
Laughing –Laughs indicate the transition.
It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.
Interactional Set 3 –Discussing how the software works as a game:
Ch OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?
B I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch
Ch how about file systems and gaming spaces?
B you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files
Ch - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?
B like I was navigating through menus
Ch you got used to trial and error
Interactional Set 4: Discussing how you learn by making mistakes:
B I wasn't being graded - there's no - all right man, let's pass this class you've got to
Ch so you're completely comfortable with messing it up and starting over.
B Oh yeah
Ch I think the print generation has a lot of hangups with that - what's something else
B there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way
Saturday, October 15, 2011
Blog # 9 --Part 1
Smiths' Essay focuses on the Sociolinguistic Approach in terms of Discourse Analysis. She first begins by reflecting on the "Micro and Macro Approaches" both into and out of a Classroom. Smith frames her ideas on Educational settings by viewing the classroom as a whole to represent the Macro aspect. In addition, she seems to develop the Micro aspect in ways of viewing each student upon their stengths and weaknesses. Also, Smith mentions the "Interactional Sociolinguistics in Educational Settings". Additionally, there are three main principles which she states are how education influences people, as well as their roles in Society. They include, how people act and react to one another socially in meanings and among identities. Next, how people interact and frame their relationships based on intertextuality and intercontextuality. Then, how people use interactions for opportunities into learning.
Furthermore, Smith discusses "Interactional Units" which is where everyone says something. A student's response can lead the teacher to the next point of discussion. One main point in Smith's Essay is where she seems to point of how she re-states her hypothesis by making connections from within the classroom to her students. Also, Smith makes transcripts, even thought she only seems to focus on her classroom as a whole theory. She chooses language to prove her theory, especially when pointing out her main belief of Discourse Analysis as how teaching methods prove her beliefs. Even though Smith can not prove major things to happen, she is still able to share her opinions and provide ideas for other teachers to use.
Furthermore, Smith discusses "Interactional Units" which is where everyone says something. A student's response can lead the teacher to the next point of discussion. One main point in Smith's Essay is where she seems to point of how she re-states her hypothesis by making connections from within the classroom to her students. Also, Smith makes transcripts, even thought she only seems to focus on her classroom as a whole theory. She chooses language to prove her theory, especially when pointing out her main belief of Discourse Analysis as how teaching methods prove her beliefs. Even though Smith can not prove major things to happen, she is still able to share her opinions and provide ideas for other teachers to use.
Sunday, October 9, 2011
Blog # 8 ...Sample DA Transcript
My Analysis of the Sample DA Transcript reflected on how you need to use several methods in order to gain the full understanding of a literacy text. Several of the methods include: counting, identifying, and determining the hierarchy of power. It seems as if these methods can be used with any piece of writing, especially in story-telling.
For instance, when we looked at the sample DA transcript, we noticed how the interview reflects on using pronouns, emotions, hesitations, and themes. As a class, everyone was told to count how many times the usage of "I", "you", "it", etc. were stated, by counting their appearances and then marking them down. Also, the thoughts of "macro" and "micro" levels were shown by reflecting on the "micro-level" being in the classroom, whereas the "micro-level" was around the social interactions, the use of language, race and ethnicities. In addition, finding patterns in the story also reflects the micro-level.
Furthermore, by getting deeper in depth with the Interview Handout, the process seemed to become clearer as to what the two ladies were speaking about. Using the concepts of Discourse Anaylsis among analyzing the structures of marking, counting, and reviewing the interview, readers should be able to identify what the work is all about.
For instance, when we looked at the sample DA transcript, we noticed how the interview reflects on using pronouns, emotions, hesitations, and themes. As a class, everyone was told to count how many times the usage of "I", "you", "it", etc. were stated, by counting their appearances and then marking them down. Also, the thoughts of "macro" and "micro" levels were shown by reflecting on the "micro-level" being in the classroom, whereas the "micro-level" was around the social interactions, the use of language, race and ethnicities. In addition, finding patterns in the story also reflects the micro-level.
Furthermore, by getting deeper in depth with the Interview Handout, the process seemed to become clearer as to what the two ladies were speaking about. Using the concepts of Discourse Anaylsis among analyzing the structures of marking, counting, and reviewing the interview, readers should be able to identify what the work is all about.
Tuesday, October 4, 2011
Blog # 7 --Understandings of Discourse Analysis
Based on the theory of "Discourse Analysis", I understand how it refers to the way people use language by its movements and everyday ways of speaking. It seems as if you need to classify various sections of a story or reading before going to figure out what the whole context is about. For instance, in the example on p. 24, we looked at counting, identifying who had gained the most power, and what was happening between Katie, Michelle, Oscar, and David in the classroom. Their ways of speaking used language to "act out" what was happening in the class, regarding the markers.
The areas that are still hard for me to understand reflect on simply grasping the knowledge of learning how the phrase "Discourse Analysis" refers to language. It's such a long term, however its meaning should not be so difficult. Also, some of the concepts are confusing. For example, the idea of counting how many times a person says a word or phrase. Why does someone need to do this when working with "Discourse Analysis"?
To me, I believe just reviewing the topic in class and pointing out it's key pieces on the board can help give me a better understanding of the term. It will definetaly take time to learn, however by practicing the thought often, I should be able to eventually grasp it's idea.
The areas that are still hard for me to understand reflect on simply grasping the knowledge of learning how the phrase "Discourse Analysis" refers to language. It's such a long term, however its meaning should not be so difficult. Also, some of the concepts are confusing. For example, the idea of counting how many times a person says a word or phrase. Why does someone need to do this when working with "Discourse Analysis"?
To me, I believe just reviewing the topic in class and pointing out it's key pieces on the board can help give me a better understanding of the term. It will definetaly take time to learn, however by practicing the thought often, I should be able to eventually grasp it's idea.
Saturday, October 1, 2011
Blog # 5 --Discourse Analysis
In my opinion, the term "Discourse" relates to discussing a subject by the use of speech. For instance, in a classroom, a professor explains the subject matter to his or her class of students, by use of their voice, while visually projecting the information by use of an overhead projector or chalkboard. Both ways help to get the knowledge connected between the instructor and the students.
In addition, the phrase "Discourse Analysis" seems to mean how a person associates language in everyday use. This could be used as a Research Method as in the "Interviewing" method, considering you would need to communicate information and knowledge between various people in a community to gain your data.
In addition, the phrase "Discourse Analysis" seems to mean how a person associates language in everyday use. This could be used as a Research Method as in the "Interviewing" method, considering you would need to communicate information and knowledge between various people in a community to gain your data.
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