General suggestions based on earlier drafts posted by both sections of ENG 3029 are as follows :
- Set up your essay with a clear statement of your research question. State the purpose of your essay (what you will show) with respect to that question.
- Make sure to define your codes and categories. Break down large categories in terms of particular codes. For example, if you are analzying comments in terms of "positive" and "negative" comments, identify the features (assign codes) for what is positive and negative. For negative, you might code comments as direct fault-finding; unexplained corrections, unclear demands for change, etc. Give examples from the data to help define your codes and categories
- Present your analysis in a way that illustrates what the codes and categories show about your research question => for most of you, developing a table that illustrated patterns between your codes and categories and a central feature relevant to your research question would be a good idea. For example, for an analysis of how positive comments cause (or not) students to revise their work, you might have a table that displays comments you ranked as causing lots, some, and no change along the left side of the table, and then characterizes them by codes/categories for positive/negative features. This table should give a visual display of what categories correspond with willingness to revise.
- Discuss patterns among the relationships between codes and categories and the focus of your research question (e.g. how features of the punchline contribute to the "funniness" of shaggy dog stories; or how the features of a comment's complexity contribute to whether students will respond to that comment; etc)
- Use your conclusion to re-state and develop a discussion of what the patterns you identified in your analysis mean. Also state what questions remain unanswered, and what additional questions your analysis might raise
Distributing + collecting informed consent forms from your subjects. We walked through how to distribute + collect the informed consent forms. I handed out copies with my signature. You are required to use two copies of the form for each participant: one for the participant, and one that you will turn in to me => so that means you will need to make additional copies of the one form I provided. Make sure to fill in your contact information in all three places. Also, when you present the form for signing - talk through each section, and be sure to make clear that the interviews will be audio recorded. We will talk about the "debriefing" forms that you will distribute when your interview is complete next class. Do not collect data until after we have worked on your interview protocols. .
Designing interview protocols. We spent the most of class talking about interview protocols (the set of questions you will use to guide your interview) and theories for conducting interviews and for designing questions.
We began by talking about general practices for conducting an interview that included the following suggestions..
We began by talking about general practices for conducting an interview that included the following suggestions..
Beginning questions should set up the purpose of the interview, get the participant oriented to the interviewing process, and establish your persona (about 10 minutes) These questions should be "easy."
Provide an opportunity for an overall story about the interview's focus near the beginning of the interview. This story can set up "themes" or reveal the participants general orientation to your focus.
Many interviews are organized chronologically.
Allow participants multiple opportunities to answer the same or similar questions from multiple perspectives.
Ask primarily open questions, though changing-up with yes/no questions can allow participants to access their memories from different orientations.
The interviewer's primary task is to direct the participant's attention to the focus; at the same time, do not assume that "off-topic" answers are always off-topic (follow up with = can you tell me more, or what do you mean. . .)
Choose respectful, non-confrontational language
You then read through Hawisher & Selfe's interview protocol from Literate Lives in the Information Age and described how it was "built," and whether or how you could use their organization as a pattern for your interview.
Provide an opportunity for an overall story about the interview's focus near the beginning of the interview. This story can set up "themes" or reveal the participants general orientation to your focus.
Many interviews are organized chronologically.
Allow participants multiple opportunities to answer the same or similar questions from multiple perspectives.
Ask primarily open questions, though changing-up with yes/no questions can allow participants to access their memories from different orientations.
The interviewer's primary task is to direct the participant's attention to the focus; at the same time, do not assume that "off-topic" answers are always off-topic (follow up with = can you tell me more, or what do you mean. . .)
Choose respectful, non-confrontational language
You then read through Hawisher & Selfe's interview protocol from Literate Lives in the Information Age and described how it was "built," and whether or how you could use their organization as a pattern for your interview.
Most of you seemed to have lots of ideas for how to develop your protocols. .
For next class:
BRING COMPLETED PERMISSION FORMS.
BRING COMPLETED PERMISSION FORMS.
Read: Review Gee, Chapters1-8 = these chapters provide lots of tools and ideas for asking questions of the data you will collect for your projects.
Blog 16: Post your draft interview protocol
Blog 17: Post your draft short analysis. Also send your short analysis project to the course email as an attachment.
Blog 16: Post your draft interview protocol
Blog 17: Post your draft short analysis. Also send your short analysis project to the course email as an attachment.
During class you will workshop your short analysis projects, we will take a look at your interview protocols, and we will review Gee by applying using some of the tools he identifies = particular the ideas associated with "figured worlds" and context.
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