I understand that I need to give more detail when stating my research question, I must relate the analysis to the research question better, and keep working on the development.
Monday, November 26, 2012
Monday, November 19, 2012
Blog 20: Draft answers to questions
1. The strengths of my writing for the introduction are that I begin to give some background information and then I state the problem. I conclude the introduction with the purpose of the essay. I need to work on including the importance of my research to writing studies.
In my literature review, I do well with beginning to talk about the research and its importance. I eventually give 2 example: one from a literature book and another from a website. I could work on giving more information with greater detail.
2. The problem identified is that many children that come from "non-standard English" homes enter into classrooms that use traditional English and that these students would experience difficulty in dealing with this. I point out that there are ways that teachers can easily incorporate these students into the classroom.
3. Two of the researchers mentioned have found a way to successfully incorporate a student into the traditional classroom.
4. I connect them by pointing out that there is a solution to the problem stated in my research.
5. I would like to provide more information and give more detail.
6. I want your assessment and advice on how to improve this draft.
In my literature review, I do well with beginning to talk about the research and its importance. I eventually give 2 example: one from a literature book and another from a website. I could work on giving more information with greater detail.
2. The problem identified is that many children that come from "non-standard English" homes enter into classrooms that use traditional English and that these students would experience difficulty in dealing with this. I point out that there are ways that teachers can easily incorporate these students into the classroom.
3. Two of the researchers mentioned have found a way to successfully incorporate a student into the traditional classroom.
4. I connect them by pointing out that there is a solution to the problem stated in my research.
5. I would like to provide more information and give more detail.
6. I want your assessment and advice on how to improve this draft.
Saturday, November 17, 2012
Blog 19: Introduction and Literature review
Introduction:
The United States is expanding rapidly and this partly due to many people coming from places outside of the
U.S. One huge problem for them is that most of them do not speak traditional English fluently and in order to
get a decent job and be used in the U.S. for popular things, you must speak a large amount of English. There
are families that enroll their children into schools in the United States but do not realize the difficulty that the
children will have adjusting to the fluent English speaking classrooms. Today, some children have different
reactions to what they are faced with in the classroom of traditional English. In this essay, I plan to show how
children that come from "non-standard English" homes are affected in the classroom.
Literature Review:
I want to know how "non-standard English" speaking students are affected in a traditional English speaking
classroom. This research is important to language research because it provides information and educates
others on how these students are affected and what can be done to easily incorporate them in the classroom.
This is a topic that needs to be dealt with in everyday life and there should always be a solution to problems
that arise in dealing with this topic. Authors Luic Moll and Norma Gonzalez in a book entitled Literacy: A
Critical Sourcebook conducted research about a girl named Lupita and how she was able to work with
traditional English speaking students. Spanish was her first language but she was rapidly learning English. She
was required to do a project and she chose books that were all in English. Her teacher had to help her with
some of it but she successfully completed the project and was able to use both Spanish and English with it. In
another research, a boy named Jose was put into a traditional English classroom. His teacher did not know
how to properly handle the situation and wondered why he was pit in her classroom. Both of the researches
are interesting and have given me the desire to delve more into studying the topic. I would like to find out
how much the educational system values these types of students. This project is important to me because it
will help me to know how to appropriately include these students in my classroom in the near future.
The United States is expanding rapidly and this partly due to many people coming from places outside of the
U.S. One huge problem for them is that most of them do not speak traditional English fluently and in order to
get a decent job and be used in the U.S. for popular things, you must speak a large amount of English. There
are families that enroll their children into schools in the United States but do not realize the difficulty that the
children will have adjusting to the fluent English speaking classrooms. Today, some children have different
reactions to what they are faced with in the classroom of traditional English. In this essay, I plan to show how
children that come from "non-standard English" homes are affected in the classroom.
Literature Review:
I want to know how "non-standard English" speaking students are affected in a traditional English speaking
classroom. This research is important to language research because it provides information and educates
others on how these students are affected and what can be done to easily incorporate them in the classroom.
This is a topic that needs to be dealt with in everyday life and there should always be a solution to problems
that arise in dealing with this topic. Authors Luic Moll and Norma Gonzalez in a book entitled Literacy: A
Critical Sourcebook conducted research about a girl named Lupita and how she was able to work with
traditional English speaking students. Spanish was her first language but she was rapidly learning English. She
was required to do a project and she chose books that were all in English. Her teacher had to help her with
some of it but she successfully completed the project and was able to use both Spanish and English with it. In
another research, a boy named Jose was put into a traditional English classroom. His teacher did not know
how to properly handle the situation and wondered why he was pit in her classroom. Both of the researches
are interesting and have given me the desire to delve more into studying the topic. I would like to find out
how much the educational system values these types of students. This project is important to me because it
will help me to know how to appropriately include these students in my classroom in the near future.
Blog 18: Draft Short Analysis
This was also sent to the class email.
Kelsee Martin
Nov, 8, 2012
Eng 3029-01
Short Analysis Project Draft
There are a lot of different reactions from people who have read Shaggy
Dog
Stories and they are popular among many. Some folks can
connect to the stories and
others cannot. A Shaggy Dog Story is a long, drawn-out
anecdote ending with an absurd
or anticlimactic punchline (thefreedictionary.com).
I
am interested in studying what makes a Shaggy Dog Story funny and what
makes one not. After doing thorough research, I have found
that a person’s background,
age, and level of education have much to do with why a
person would find Shaggy Dog
Stories to be funny or not.There were five Shaggy Dog
stories that were handed out in
class for me and other fellow classmates to read. After
observing them all, we had to rank
them as the first one being the funniest and the fifth one
being the least funny. One of the
SDS is about a snake called Nate. The original punchline is
“Better Nate than Never” but
The traditional punchline is “Better late than never”. The
next one is about friars. The
punchline listed is “only Hugh can prevent florist friars”
and the traditional punchline
is “only you can prevent forest fires”. Third is an SDS
about a giant panda that escaped
from a New York
zoo. The original punchline said “Giant panda, lives in China , eats
shoots and leaves”. There is a book entitled “Eats Shoots
and Leaves”. The fourth SDS
is about Robinson Crusoe. Its punchline stated “Thank Friday
it’s God!” and the actual
phrase is “Thank God it’s Friday”. The last SDS is about
chess players. The punchline
is “it’s chess nuts boasting by an open foyer”. The
traditional punchline is “chess nuts
roasting by an open fire”.
By looking at the class’s blog from
September 18th, I observed the rankings
that were given.
|
|
Connection to the quote
|
Connection to experience
|
|
Panda
|
*
|
H
|
|
Friday
|
H
|
H
|
|
Nate
|
M
|
N
|
|
Friars
|
N
|
N
|
|
Chess
|
N
|
N
|
*You don’t have to be familiar with the quote because the
panda explains the connection
in the joke itself.
The jokes the class found the funniest have more or stronger
features associated with
being funny.
The codes/categories I will use to find out
why the class believed the SDS
about the Panda and Robinson Crusoe are funniest are
connected values, connected
usage, connected activity, and simple jokes.
Some of the students found the SDS about the panda to be one of the
funniest because they connected to it in some way. Some have
read the book “Eats
Shoots and Leaves” and after reading the SDS, have found the
punchline to be funny.
The SDS about Robinson Crusoe was funny as well because most
of the class had a
connection. A few classmates said that they often used the
punchline “Thank God it’s
Friday” and they also value it because in reality they love
when Friday arrives.
Many of the classmates believed that the SDS about Nate was in between.
Not many used the punchline “Better late than never” but
have heard it from somewhere
before. The SDS about the chess players was one of the least
funny stories. Some of the
class said that they knew what the actual punchline of it
was but found it to be a little
boring. Hardly any of the class had any connection to it but
someone did say that they
found little connection because they have sang the song “Chestnuts
roasting by an open
fire” and they also enjoy Christmas time. The SDS about
friars was one of the least funny
as well. All of the class understood the punchline and had heard
it before but did not find
any connection to it.
In
my opinion, the SDS about Robinson Crusoe was the funniest. I have a
close connection with it because I always use the phrase and
I value Friday because it is
the last day that comes before the weekend. It is a day of
fun and relaxation to me. I
understood the punchline automatically and found it clever
because of the way that the
words were switched. I also enjoy going to TGIF restaurant;
it is my favorite place to eat!
The punchline was funny to me and I enjoyed it the most. My
second favorite is the SDS
about the panda. I agreed with the rest of the class how
they saw it to be funny. The third
favorite is the SDS about Nate the snake. I have used the
phrase “Better late than never”
but I do not find any other connection to it. My fourth
favorite is the story about the chess
players. I like to sing the song “Chestnuts roasting by an
open fire” and I love Christmas
time. The least favorite was the SDS about friars. I
completely agreed with the classes
conclusions of this SDS. I noticed a connection that the
Shaggy Dog Stories had. Each
story gave some background on a person or a particular group
of people and at the end
they all had punchlines. All of the endings of the stories
were cleverly worded and some
were even spelled differently than the actual phrase people
use. For example, in the
punchline that stated “Only Hugh can prevent florist friars”
words sounded almost the
same as they do in the original phrase which is “Only you
can prevent forest fires”.
Some of the SDS involved some type of violence.
|
|
Violence
Level
|
|
|
Panda
|
H
|
|
|
Friars
|
H
|
|
|
Chess
|
M
|
|
|
Nate
|
L
|
|
|
Friday
|
N
|
|
H= High Violence
M= Medium Violence
L= Less Violence
N= No Violence
The cartoon SDS were about the panda and Nate. The SDS about
the panda was the most
violent because the punchline involved shooting. The SDS
about Nate hardly included
any violence. The SDS about friars, chess, and Friday were
realistic and only the SDS
about Friday included no violence.
Three of the SDS included real people and two of them used animals as
the
main character.
|
|
Animal/Real
Person
|
Dialogue
|
|
Panda
|
A
|
Y
|
|
Friday
|
R
|
Y
|
|
Nate
|
A
|
N
|
|
Friars
|
R
|
N
|
|
Chess
|
R
|
Y
|
A= Animal
Y=Yes
R= Real Person
N=No
The panda was the only animal with dialogue. In the SDS
about the chess players, the
hotel manager had dialogue but the chess players did not.
After reading the SDS in class, it
has made me interested in reading more of
them. I have introduced them to people in my family and some
friends and they enjoyed
reading most of the stories. I definitely see myself
continuing to read the Shaggy Dog
Stories in the future.
Blog 17: Final Interview protocol
Hello, my name is Kelsee Martin and I appreciate your time in allowing me to interview you. I am eventually going to be a certified Elementary Education teacher and this project will help me to have more background knowledge before I enter the classroom. The research that I am doing is how children that come from "Non-standard English" homes are affected in traditional English classrooms.
Current Exposure
Do you still have contact with any of these students?
Do you react to them the same way you did years ago or differently?
Do any of your current friends still have contact with the students?
Also
For what purpose do you collaborate with students that come from "non-standard English" homes?
What values does the educational system currently place on these students?
How/when/where/why do you see yourself collaborating with these students in the future?
Is there anything more you would like to say about students that come from "non-standard English" homes?
Demographic
Information
Name:
Current Occupation:
Previous Occupations:
Nationality:
Race:
Immediate Family Members and Ages:
If you do not mind, could you describe your family circumstances?
Income Level:
Growing Up:
Now:
Were you taught to value literacy?
Can you tell me a little about yourself? Where were you born? What is your family like?
Where did you live?
Growing Up:
Now:
Do you remember which elementary, middle, high school, and college you went to?
Name:
Current Occupation:
Previous Occupations:
Nationality:
Race:
Immediate Family Members and Ages:
If you do not mind, could you describe your family circumstances?
Income Level:
Growing Up:
Now:
Were you taught to value literacy?
Can you tell me a little about yourself? Where were you born? What is your family like?
Where did you live?
Growing Up:
Now:
Do you remember which elementary, middle, high school, and college you went to?
In school when
you were younger, was your home language a good match for the classroom?
Early Exposure To Literacy
Can you tell me how and when you learned to read and write?
At Home
Early Exposure To Literacy
Can you tell me how and when you learned to read and write?
At Home
What language did you speak at home when you were young? Explain
What groups did you use this language with? Church groups? Community
groups?
How did your parents deal with how you spoke out in public and in the
home?
Do you remember your first reaction to students that came from "non-standard English" homes?
Did you and your siblings react the same to these students?
Do you remember your first reaction to students that came from "non-standard English" homes?
Did you and your siblings react the same to these students?
Early School experience
How did your
teacher and the other students talk in school? Did you feel included?
How did the
teacher work with these students?
How was the
teacher's attitude toward these students? Students' attitude toward other
others?
At School
Describe how you felt about these students?
Did you have to work with the students that did not come from traditional English speaking homes?
How did your teacher work with these students?
Do you know of any friends know students that come from "non-standard English" homes?
At School
Describe how you felt about these students?
Did you have to work with the students that did not come from traditional English speaking homes?
How did your teacher work with these students?
Do you know of any friends know students that come from "non-standard English" homes?
Teacher experience
What was the
school's attitude toward these students? Mother's attitude?
What methods did
she use to teach? What would she do then and now?
Do you believe
that a students’ language is a part of their identity? Please Explain.
Current Exposure
Does the students' attitude about language change over time?
How do you think our methods should change?
Do you still have contact with any of these students?
Do you react to them the same way you did years ago or differently?
Do any of your current friends still have contact with the students?
Also
For what purpose do you collaborate with students that come from "non-standard English" homes?
What values does the educational system currently place on these students?
How/when/where/why do you see yourself collaborating with these students in the future?
Is there anything more you would like to say about students that come from "non-standard English" homes?
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