blog 10

 According to what we have been reading, we are not necessarily in the same discourse. They may play a role of more than two discourses depending on their situations. As for the example, they may all be freshman but on different levels which it comes to math/ reading. As for intertextuality freshman may not get a joke unless it deals with school or if they have heard it before. The kind of information that you can collect with these surveys are the following school related- manners, leisure, and work issues. You can probably Some challenges that researchers face when designing quantitative instruments things that are reduced to numbers is that they studies are not necessarily reliable always. I say this because there is always that vast majority that don’t even belong to the group. For example the study that we did in class, it included freshman students but not the transfer students. In you want more accuracy the transfer students should be some way somehow. Just be a study a number of people might have similar or related answers that doesn’t mean majority rules. Many people have different opinions and the right to express themselves.

Blog 9

The questions that fit into the category of learning outcome 1 are about revision and the process of adding and deleting information. The three questions in the survey that I think give the most information and communicate the best knowledge are "When I revise my writing, my revision typically includes addition, deletion, substitution, and rearrangement", "I typically brainstorm or do other planning activities (ex. freewriting, listing, clustering) as part of the writing", and "when I revise my first draft, I spend most of my time on issues related to purpose, audience, content, and/or organization. These questions provide the best information because they give the most detail and are specifice to what they are trying to prove.

The questions that fit into the category of learning outcome 2 are about how students will use class discussion to identify ideas and themes. These two questions are "I am able to interpret main ideas through text" and "I know how to make connections between the topics discussed in classes for the English Writing Major and concepts studied in other courses". The first question stated provides a general and to the point statement of whether you can interpret ideas through text. The second question is most specific and gives a straight forward idea of whether you can do what is asked or not.

The questions that fit into the category of learning outcome 3 are about using methodology to develop original research. The two questions that give the most information about this are "I am able to use textual analysis to explore research questions" and "I use writing as part of my thinking and analytic processes". This is because these two questions are straight forward and a student will be able to identify right away if they could complete the task asked or not.

The question that fits into the category of learning outcome 4 are about ability to do an oral presentation. The one question that I think is best described in this category is "I have given a presentation where the audience used writing to respond to my ideas". I like this question because not only does it state a comfort level of a student giving a presentation but it also states that they have had or not had experience with students critiquing them on their presentations and ideas.

The questions that fit into the category of learning outcome 5 are how students connect contemporary issues to classroom assignments. The two question that I think work best in the category are shared with outcomes two and three. These questions are "I know how to make connections between topics discussed in class for the English Writing Major and real world issues" and "I know how to make connections between the topics discussed in classes for the English Writing Major and concepts studied in other courses". I like these questions because they ask the same question but use two different examples. A student can identify which area they feel more comfortable in, whether it is talking about other classes or real world issues.

Blog 8

 During my revision my classmates seem to like my topic. What i didn't think of that a classmate told me is that to think of words depending on how people copy from one another. Some things you say is because your feind but mostly 9 out of 10 you don't realize you are doing it. Some people may know what the word mean, while others may say it to fit in a crowd. In an example like that, this an an example of intertextuality because most of time in order to used a person may have to be aware to get the joke. I can try to ask different majors to see if their writinf effects the way they write. Most likely if this should be if this was the case, regardless of majors ur atendance/ knowledge should not effect whether or not people voices are original.

Blog 7

Formulate a research plan that includes:

Statement of purpose (what you hope to show/discover)

What I hope to the discover is the difference controversy whether voice is original or not

Detailed statement of your research question

Is voice original? State what researchers believe and how does it affect them. State what students believe and how does it affect them. Do you have a voice or is it just pieces taken by different individuals

List of the information you need to gather

I need to gather the history of where do researchers believe come from. Do students believe they have a voice, if so how is it expressed thru text or voice?

A preliminary list of sources

Writing about writing textbook (article on intertextuality), Peter Elbow, Melanie Sperling?

Plan for gathering your information that includes:

·         Who/what you will be studying (for example:. students in a College Composition class, how they think about the comments teachers write on their papers)

What do students think about originality and how does it affect them. Does it affect them in a negative or positive way?

·         Where you will collect your information (for example:. in interviews at Kean University)

I will be collecting my information for the Kean College students

·         How many subjects you will study (for example:. 3)

The number of studies I will study is about 5

·         What methods you will use to conduct your study (for example:. interviews, textual analysis, discourse analysis)

I will briefly incorporate my information in interviews, intertextuality, and discourse analysis

Blog 6

Is our class a discourse community?

Yes, we are a discourse community, we as students have similar goals and expectations of us. Some of us can be labeled as (full-time/part-time) students, moms/ dads, employees. Discourse is a person’s identity. Discourse is the way a person moves, walks, and talks. These are some of the discourse labels we carry as students. We all have a purpose and we look within inside of ourselves to find that certain discourse and we carry out character within that. The shared goals do not only deal with learning and educating but it deals with anything they have in common such as being Kean Students or living on or off campus. We are from a similar discourse because of where we come from, and what interest us etc. Networking with a friend and writing our blogs are ways that it allows us to learn and communicate amongst each other. By texting, looking at each other blogs, reading the book are ways in which we are learning. In a Discourse community people learn from one another.

Blog 1

What kind of writing studies research are you interested in?

There are many writing studies research topics that interest me. Last semester we had an intense class discussion on voice. The question is how original is your voice. When you start to get technical and research about voice some researchers believe that voice has no originality because everyone is getting their ideas from somewhere. This pertains to style, no style is original. People just take different versions of style and make it original. Also, what I think is interesting is the impact of technology. Children are becoming extremely illerate and technology is becoming a big problem. The new generation is going to have issues with illeracy.

Blog 5 1/2

I observed in the room that everyone is very quiet. Usually the same people raise there hand.  I noticed the same people participating when the teacher ask a question and usually the same people don't say anything. The teacher usually jokes and says that this is a rough class but it really don't help. Most of the time the teacher make a joke a no one really laughs at it, the room is just very silent. I noticed the same people sit in the same seats, not sure why this happens though. I observed that the teacher stands up to do her lessons, in some cases other teachers prefer to sit down and lecture from their chair. I was feeling tired and hungry because of around the time the day the class is. Also feeling very anxious because this class is my last class of the day. I remember the teacher saying that their report should be less then 10 pages or less.

Blog 5

For my research project i want to research children and technology. Growing up children asked for barbie dream houses, polly pockets, nano pets, my- size barbies etc. Today's generation children ask for 4g cellphones, iphones, ipads, and tablets, it doesnt even matter how old they are. During my grandmother's time they could not even afford to use phones. So compared to that time and now technology has changed drastically. The question is how do children as little as three become so technology saby? I thought it was interesting when my three year cousin wanted to play on my phone because he knew it had games, but I asked him to go get his toys and he said no because I would have to get it and then put it back up when i'm done. Do all children have this mentality about playing with their toys? They understand the iphone language and if given a phone they can slide the screen or request you to put in your password so they can play a game. Some children are advanced enough to find the games themselves on the app. Will the need for technology change for the better? Will this change have positive effects on our children or negative effects?

The definition of analysis

 Define analysis. What is it? How does it work? Describe how you might use analysis to study something about writing that interests you.

 The definition of analysis is to break something up into many components. Taking one meaning of a word, phrase, or idea and expanding it into many different meaning. Taking a complex sentence to make it simpler. This may work because its helps students understand a concept much easier. It helps break down something that is very hard to understand the first time around. There are many ways in which I can use analysis to study something about writing that interest me.  What I would do is pick a topic that I am interested in on a broader spectrum. Once I get enough research on that topic then I can start breaking the topic in smaller parts such as breaking them down by age, and gender. Then I can state what research says and rank them in number from least to most important. Then I can break it down by physical appearances. Finding a topic more interesting that I approve of, will grab my attention faster.

"Thank Friday! It's God!"

Who does this punch-line “Thank God Its Friday refer to?”

The intertexuality this phrase is relevant to a famous punch-line that everyone one is fimilar of. In order to find this joke funny, people must be aware of the punch-line, if not they will not get the joke. The particular punch-line Thank God Its Friday refers to the hard-working class who has been working all week long who deserves a break. When Friday comes they want to release some of the stress they have gathered from their workplace all week long. Some may go out for drinks to relieve some of this stress, while others may just need to be in a quiet room to themselves.

"Friday, get help! Get help!” is a form of social language because Robinson Crusoe is crying for help. According to the exclamation points he needs the help immediately and urgently. We can tell that Robinson Crusoe is in need of some type of assistance. Someone who just got of their coma would not be silently crying for help. "Thank Friday! It's God!" is also a form of social language because it is a form of relief because God has finally come to rescue him. Technically, why do people say that Thank God It’s Friday! This is some form of relief to them because their weekday has ended and their weekend begins Friday. Why couldn’t people say Thank God Its Sunday or any other particular day! Sunday is the last day of the week.

Not knowing what else to do, he went outside of Crusoe's tent and danced and prayed for the gods to come and help his master. "Who is that?" "Thank Friday! It's God!" According to the previous text, Friday has danced and prayed and called upon the gods. In reality can a person really do that? Yes, a person can pray to a god but the god doesn’t physically appear, but he will always be there in spirit.