more questions and developed statements for my DA paper

I am at a stand still because my intro is really stinking. I'm not sure if i want to relate it to me or just go right for facts.

i want to make sure i display my question- and stick to it... 100 times. i need to explain and i'm having a hard time doing that.

-why is she still going into chats after problem one?
maybe i wont try to answer that question because that's not involved in the interview.. i want to explain her tone and demeaner in the chat. i feel like she bit her tongue by intoducing us to her pedophile situation in the first couple of conversational words- she probably wishes she didnt say that- then trys to justify but going back on her words- saying its dangerous, bad, dangerous, dangerous, dangerous- then says to herself, maybe if i tell a good and lighter situational chat room experience- it wont seem as bad, or I wont seem that bad for that matter. she continued to go into chat rooms, so if she had another BAD experience we might smack her for going into another chat room! like shes fishing for trouble. but- she tells us a funny sitaution so we kind of laugh it off with her...
make sense???

-why does she blame her parents for not knowing what shes doing on the computer rather than taking the fault?
i see a lot of JUSTIFICATION.
i will relate almost every line to somehow show how she is justifying.. over and over. she wants us to look at her as if she's not a bad person- which he cant hold against her now since it happened so long ago but the validating statements repeat to prove my main question and point.

drafting my discourse-

i already know what questions i want to ask. my notes are valid and throughout my 1st rough draft.
i dont want to go into detail about WHY she is going into chat rooms but moreso- is she embarrassed that she told us this story that might make us feel bad, scared, worried for her well being? or is she unsure of how to change the negative vibe of her in the chat rooms-?
does she sway us from unsure to laughing it off by spitting out the pedophile chat experience- bitting her tongue then gives us a funny chat story to make us brush off the bad vibe we're getting?
i want to know why she still did go into chat rooms and send pictures.. but i cannot come to a concises with the chat and conversation to prove that point... maybe she just enjoyed it and we cant judge her for that- but we can devolop a offputting question-
is she justifying herself because she blabbered out a bad offputting situation? by telling us a funny chat story?

blog 10; chat & adult questions

dangerous vs. funny
list questions you have about the chat transcript, do more in depth reading. then list questions and do an in depth reading of the adult learners transcript as well...

Chat Transcript questions & in depth reading;
(might be more of statements and rhetorical questions/statements)

Why was a 5th grader on a chat with friends talking to stranger?
Is she telling us "...dangerous" because she know's it's dangerous or she wants us to think more of her bad situation?
She didn't know the consiquences then- but does now, which leads me to believe she is trying to justify herself by telling us she know's it's wrong...now.

Sticky situation giving your phone number to a stranger... usage of past/present/future tense mix up.. leads us to believe she is still maybe living the experience. Why does she use the present tense when referring to something that happened over 10 years ago?

A lot of justification by the mention of "DANGEROUS".. does she intentionally mention this word to show us she knows right from wrong ?

She knew the guy wasn't her age by the sound of his voice and hung up. She was nervous about him finding where she lived but the thought was then passed up for the thought of.. "my mom's going to kil me"..
why is she more concerned with her mother being upset with her than the actual phedophile?
Did her mother give her some type of trust and it would have been broken with this issue?
Is she close with her parents or opposite? Understanding relationship?

She mentioned her mother not knowing how to use a computer - is this why she is strict on her siblings about the computer now- does she not trust or know the chat world is too tempting and since she didn't get the proper knowledge from her parents about chatting, is she trying to establish that understanding for her siblings? (long drawn out question! ha)

so from 5th grade to high school, trial and error took place - knows how to navigate now. More experienced?
Always with her friends/ no supervision?

2nd ENCOUNTER WITH CHAT ROOM
dangerous vs. funny

with friends again, entering chat rooms- Why does she still go into the chat rooms after she was in a serious situation?
Mention of dangerous again-
Why does she use past tense when talking about photoshop then go to present? Is it because she is still currently using it?
Why was technology the main souce of entertainment between friends?

PASTOR'S SON
Why are they chatting with random guys again?!
Why was the pastors son so mad when he was doing the same thing; talking to random girls via chat room?
Why is she using funny as appose to dangerous now?
the fact that it was a farmiliar face helped ease the situation-
Why was she still lying about her age?

sidenote-
this is pretty funny because i remember going on the computer and my mother would yell at me if i was in a chat room or something. she taught me to not do that- but i do remember changing my screen name every other day- to jenn<311 or jenn<3syou.. corny screen names. ha.

blog 9; gaming interview

(MY COMMENTS ARE IN PURPLE)
Interactional units defined by- laughter direct statements
Defined by = 2 speakers on same topic


Set interactional units= conversation on same topic with multiple turns/interaction


Change in set of interactional unit
When laugher, direct statements




Messages= what someone says = 1 person + 1 topic


Direct statement that introduce new language




Where does the conversation change focus? What marks those changes?


1.      Being an expert in games doesn’t count as being an expert in software


Ch        I wanted to talk a little, you  talk about your self 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)
(signal for end of that part= laugh)


2.      Relationships between games and software (background)

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 (assertion)
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 (minimizes his expertise) , 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.

3.      Gaming as literacy (chandler again changing topic/control/agency)
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 (connection between literacy and gaming. showing agency while introducing a new topic while relating it to something comfortable/understanding to him ..gaming)
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 (break in conversation)
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. (sounds like Chandler can relate this type of gaming to the writing process/research process)
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 (connection/realization)
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
B          I wasn't being graded - there's no - all right man, let's pass this class you've got to (under pressure situation vs. enjoyment)
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 (enlightment)

Presentation- Bloome pg 119

Ok guys, this is for you- I hope it's understandable! Ha, I kind of just wrote all of my notes while reading through the article in the beginning so the first part of the blog is informal and might be a little confusing. The second part is the actual questions- also informal. Sorry!

“What Kind of Person is Dee?” Interrogating Black Female Identity in Alice Walker’s “Everyday Use” – Stephanie Power Carter
            - Carter telling us her point- what she is trying to accomplish by using a prime example – Everyday Use (Dee). Showing us Feminist thought by example.
Theoretical interpretations of black woman’s realities by those who live in it.
Showing us how perceptions can be misconstrued because of misunderstanding and obscured thoughts.
Distinct Epistemology's
Dominant society making it hard for black females to stand
Using a “black female lens” to examine how Black Female Identity is positioned and contest in the classroom discussion in the target event which focused on Alice Walker’s everyday use… (Page 120)
Black feminist lens is helpful because it helps show the hidden ideological stances that position black female identity negatively.
Also helps us raise questions – student’s opinion
                                                    - What evidence supports their interpretations?
(Bottom 120) I combine a Black Feminist Theory frame with a micro ethnographic approach to discourse analysis. Micro ethnographic discourse analysis focuses on language and other means of communications as people interact with each other to construct an event while also emphasizing social and cultural processes.

1st – made transcript of the videotape data- created a line by line description of implicit and explicit references to Walker’s character Dee-
Student’s standpoints are supported not by text but by ideological stances that negatively position African American female identity.
Black Female theory and micro ethnographic discourse analysis that makes findings visible and material.
“Personhood”… dynamic and cultural construct about who is and what is consider a person.
Personhood shares assumptions about characteristics and attributes that are assumed to be inherent in a person.
Not just negative representation but historically black women have been denied personhood (slavery)
When the teacher asks what kind of person the Dee (a black feminist female) they give more of an opinion on black females as a whole more than Dee in the story.
White child in the classroom says she is trying to be something she is not- interpreted by Carter as judging more outside the box then taking it for what it is… (Dee changing her name to more African)
No textual evidence for Valerie’s point- she can’t afford and buys- Dee never buys etc- what is Valerie doing with the evidence? Taking it and twisting it with ideologies…?
Students are making assumptions- money, embarrassment- etc.
Students assumptions are almost opposite of the story-
Dee is not embarrassed or selfish or stingy or bratty- not textually based-
Students assumptions based on prior opinion
Endings expresses how, as writers we should examine every bit of relation to the story- when asking a question, who is Dee? We should look into who she really is and who is answering the question... What the answer is and where they got their interpretations from? Textual based? Assumptions? Etc…



________________________________________________________________
Questions answering in blog-


What are the essay's main points?
How we can interpret a story negatively based on self knowledge and bias opinion. We can also take text and change the meaning based on belief. Why people might change textual analysis and what can help prevent this from happening.
The main point of the whole story is Carter in a classroom, watching students analyze Dee from “Everyday Use”- Carter informs us of the already misconstrued opinions and interpretations people have on African American Woman, especially feminist African American Women.
2. What theories does it draw from (the authors should mention them straight out)
Historical Knowledge
Bias/Opinion
Influenced student to student opinion
Epistemology's
Theoretical Interpretations
Textual Analysis
3. What "moves" does the analysis make (in terms of the particular features of language it focuses on, and the particular frames it uses = micro -macro correlations, socio-historical context, etc)
I would definitely say socio/historical context- based on our knowledge from history- we make assumptions of black females- especially young children.
I might even say Dominant narratives as well-
Dee wants simple things that even the children could relate to- more understanding and simple life which the children have interpreted as wanting more- being selfish- trying to be something she isn’t- ashamed.. etc.
4. How this essay is organized (name what kind of material is in each section)?
First section the narrator explains what she is doing with this essay. She tells us she is going to use Everyday Use and Dee specifically to developed a conclusion that might be drawn by children after reading the story.
She first explains why we might view African American woman in a specific way- based on history- assumptions- views- etc.
She goes into the identity of African American feminist’s and how they were misconstrued by their voice. She then explains how she can analyze- using epistemology's and contrast to the direct hierarchy (white dominant males)
She draws conclusions and assumptions of her own from which she would assume the children will form after the story-
Next she told us how she will document her findings- transcript to videotape- she wrote, verbatim what the conversations was- how it went and touched upon a select few comments from the classroom.
Valerie
Rita
Eve

She also relates understanding to “personhood”. Someone’s personhood is described as: Personhood shares assumptions about characteristics and attributes that are assumed to be inherent in a person.
Black females were denied personhood based on slavery and the lack of personality and being while slavery existed.
She then interprets the teacher (after the students) by analyzing her questioning. If the teacher possibly changed the way the question was asked or a word or two in the question, would it have made a difference..? 
She goes into depth about Valerie, Rita and Eve’s answers to the questions of “What kind of person is Dee?”
She tries to understand where they could have gotten heir answers from since every part of their answer was not mentioned in the text. (no textual representation).
5. What is this kind of discourse analysis good for? Or - what kind of questions can it answer?
I think Carter’s analysis was a great way to show the connection to historical past, assumptions and opinion through this simple activity. There was a long extensive analysis drawn from a simple conversation in the classroom. Every aspect of the talk influences answers and questions throughout the conversation.
Carter’s intro gives us a better understanding ourselves of what to expect, what might be misunderstood before going into this reading and what she is trying to do throughout the essay.

Discourse analysis; take 2

Discourse analysis, discourse analysis, discourse analysis... OK!
we'll in class i think the reading we did on the bratty girl Michelle, Katie, Oscar, and David helped tremendously. i would NEVER have interpreted that simple "baby" reading the way i did when we analysed it.. discourse-Ly. (i know that's not a word..ha)
it was such a simple and silly reading- "I'm building a house, i want that crayon, that's my crayon! don't draw a house..." etc.
from a first glance and even a second and third read- i would never come to the conclusions i did with the processed and used. it was a great way to explain discourse. i liked how we did it in class because reading it on my own, i wouldn't be able to think up that type of analysis.
i, and my group, had Michelle- i found myself counting her comments, documenting her "mean comments" questions, answers to questions, etc.

to me, it's hard to understand the difference between visual analysis and discourse analysis. i know visual you literally watch and take notes and the same is with discourse but it's more in depth, but it just seems like the same type of thing to me.

maybe if we compared discourse to visual it would help me notice a bigger difference-
example- if we took  the lesson we did on Monday with the conversation between Michelle Katie and the boys - do a discourse analysis, then visual, i might be able to see the bigger difference.

Discourse Analysis; blog 6

Discourse Analysis.... wellll! from the reading, i was more than overwhelmed, so to better understand what i was attempting to read i dictionary.com'd it!
after reading what they had to say i came to the conclusion that discourse analysis is just analyzing a group of people, how they react, what their initial intentions are, what their meaning in the group is- etc. i look at discourse as how you carry yourself around/working with other people. on the same page- discourse is more than verbal conversation- it's reaction, emotion, tone etc.


without a doubt, i would use discourse analysis more so than any other method in my field of work. as a future teacher, the best way to get the classroom to mesh as appose to clash- is to see who works well with who, what they work well at, what ones strengths are and on the contrary, their weaknesses and where another classmate may help the other one out.
Through discourse analysis i can make my classroom a more successful one with a more fulfilling outcome for the students and myself.
as we learn new methods, i have become to realize there are so many ways to conduct my classroom and how to make it right-- or work right for that matter. having different ways to fix a problem- discourse analysis, visual analysis, (which i believe are similar but discourse i feel is more in depth) interviewing, etc.
this is awesome! ha..