Oct. 7 Notes

Stimulated Elicitation:
Thought of beforehand and aiming on a very narrow sort of response that is very specific and focused.

Semi-Structured Interviews:
Has a particular focus and is attempting to get at someone's attitude, but isn't as specific. More opened ended without a definite answer.

Discourse Based Interview:
Self explanatory-- both parties participate in a fluid conversation as opposed to simply asking questions, getting answers, then moving on.


QUESTIONS FOR INTERVIEWS EXERCISE:

Query: The influence of Classroom Context
--
1) State purpose of the interview-- not a conversation, aims at information gathering.
2) Select a textual prop.

1) I want to learn if the subject was consciously or even unconsciously affected by the fact that his writing was set solely in the context of a classroom.
2) I would like him to read the final draft of his letter aloud, and then ask if he would have possibly related the information in a different way if he knew it were real employers examining the text and not a professional writing professor.

Also, we could examine his first and final drafts with a copy of the professor's requirements beside us, so as to see if there is any flourish or style present that is NOT required by the professor.

Notes On Reading: Intertexuality

Slate.com "Summary Judgement" Notes:

In the Baby Mama segment, he chooses one clip that demonstrates interplay between the two main characters, which he references in a movie critic quote, and he also chooses a rather forced, predictable, and unfunny clip which is a perfect example of a negative quote he references from a movie critic.

With Harold and Kumar, he chooses stereotypical clips that simply convey the stoner movie quality of the film.

He demonstrates two sides of opinions on the movies, but references both positive and negative comments. He then references those comments in the clips he chooses to show of the movie.

1) Direct quotation
2) Indirect quotation
3) Mentioning a person or idea
4) Comment/evaluation of an idea on a text
5) Referring to general ideas of a subject

Kleimann: Details

(ERIN AND AARON)

What details does she provide about the setting (in the first two paragraphs)?:

-The study is set at the USGAO (United States General Accounting Office.
-The GAO is a midsized organization
-In 1990 the GAO provided 1200 written reports
-GAO employs 5000 people
-GAO is influenced by national policy
-GAO has 14 regional and 2 overseas officers
-Four programs division and three technical divisions
-The primary assignment team generally includes a primary writer and two levels of supervisors, with the primary writer being a professional who writes.

Why does Kleimann want readers to know these certain details?:

In terms of size-- groups, the organization as a whole, et cetera-- it is important for the reader to have a frame of context when discussing how individuals and groups of individuals within this large entity (the GAO) collaborate to achieve goals. For instance, having a "working group" of 5-6 individuals per project is much different if those 5-6 individuals are part of a larger body that is constituted of only 20 people as opposed to 2000 people.

Education is also an important factor when one considers the implications of the structure and operation of collaborative group. Are all involved of equal or close to equal education, or to those that are more educated lead the project(s) while those of less education are utilized as gophers, et cetera. In discussing the GAO, for example, it is important to not that most if not all employees have a similar level of education in understanding the way that collaborative groups will work together.

What take the time to sort through 2000 different comments and categorize them?:

By categorizing comments on an issue and/or object or set of objects she is able to create a more three dimensional image of the subject matter in that she gains clarity on all different angles as opposed to simply reading them all and forming an image.

WWD: Activity 3, P. 94

In assembling the resources for my undergraduate paper-- titled Moral Dialogues: Shakespeare in the Service of Sexual Stereotypes in 19th Century Schoolbooks-- I was first and foremost concerned with assembling resources that, if at all possible, were written during the 19th century or, if that was not possible, written as direct commentary on schoolbooks in the 19th century. While I incorporated a few quotations from our primary text, Shakespeare in American Life, it was much more my desire to focus my essay on direct textual evidence that would support the fact that 19th century schoolbooks employed Shakespeare in order to promote sexual stereotypes. Through using material that was almost exclusively from the 19th century, I was able to present a paper that went beyond the simple mold of presenting a thesis and then using quotations from experts commenting on a similar thesis in order to argue for or against a given issue. Instead, I was able to allow the reader to draw his or her own conclusions based on the bowdlerization and rampant editing of Shakespeare's work, and only when the point had been made in other was did I finally bring in the words of modern scholars to furthur drive the point home.

Notes on Reading 9/25

One of the jobs of the ethnographers is to ensure the reader he or she was there through data, et cetera.

Query: Does Kliman assure you that she was there? How?
Her level of detail in describing the evidence for her conclusions seems to assure the reader that she was present to witness them. An example would be quotes from interviews.

In specific:

Page 3 (61)-- One primary writer characterizes his... et cetera.

Notes on Grafitti Movie:

METHODOLOGICAL NOTES:

To begin, they all come prepared with paint, notes, and outlines as to the project they intend to undertake-- as they work, they continually reference not only the notes, but Seen's input as to how he thinks the project is progressing as well.

Seen instructs his students visually as well as verbally, pointing out key points on the wall where he expects parts of the art to fall.

As a pupil works, he has all of his materials handy beneath the ladder, as well as a copy of the intended artwork in his hand which he keeps referencing.

OBSERVATIONAL NOTES:

Seen is obviously in charge of the group and the others accept his authority and suggestions as if he is a mentor.

The other occasionally disagree but they voice their suggestions among themselves, not to Seen.

Seen very much takes on the role of Mentor and/or Teacher with the guys in the group. He is constantly speaking and imparting knowledge to those that look up to him. At time Seen can be condescending, but it is in very much the same manner as a coach hammering an athlete in order to produce better results from him by way of saying, in a roundabout manner, that they expect better of their pupils.

As the project continues, the others become more comfortable speaking and interacting with Seen as opposed to staying rather passive and quiet in the beginning. As the project develops, each artist seems to find their own voice, while Seen becomes more receptive to those voices.

Seen's confrontational tone begins to lighten up as things develope, and he is quickly treating his "students" more like equals as he sees their efforts begin to come to fruition. Despite this, Seen very much still has his "vision" and is not particularly willing to compromise on this, though he is much more friendly in the enforcement of his thoughts.

Seen's enthusiasm only increases as the project nears completion, which makes him an even more fervent teacher.

9/25 class notes

Types of details (noted during observations):

A. Roles how each performed their tasks

B. Specific embodied activities - typing; silently reading; level of comfort: stumbling over words , pace of activity, posture, amount of discussion, body language, et. cetera

C. Speech (Types/Topics; Sequence; Tone)

D. Other (things happening or a lack of an action happening)

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Three Types of Notes Ethnographic Researchers Take:

1) Observational Notes
2) Theoretical Notes
3) Methodological Notes