Research Paper Intro and Body

The following is what I have so far for my research paper...

Introduction:

I have always wondered the ways that someones learning styles can affect the way the learn. Especially as an aspiring teacher, it will be extremely important to examine the learning styles of the students in my classroom and to try to cater to them. Considering everyone learns in different ways, it is important to see what helps students and what doesn’t. Therefore, I will perform an interview to see how learning styles affect the way we learn to read and write. 

“One concept in particular which has provided some valuable insights into learning in both academic and other settings is learning style.” (Cassidy). This quote explains that discussing learning styles and the way people learn has been extremely relevant lately. Discussing learning styles and how they affect our students today has been extremely helpful to teachers and the like. Years ago, teacher were not as worried about integrating all different types of learning styles as to reach out to every student in the class. Now, teachers are learning that there are so many different ways that children learn. As I talk to my subject, I get the feeling that things have changed throughout the school system as the years have gone on. Also, the way that parents are involved within children’s schooling has changed drastically as well. Furthermore, throughout my study I will use the interview method to find out information on my subjects learning style and the way it affected her throughout her schooling process.

Body:

First, I explain to my subject that we will be talking about learning styles and the way they affected the way she learned to read and write. Since my subject is in her 60s, it will be interesting to examine the difference between the way teachers adapted to teaching styles back then as opposed to the way they do now. Since her siblings are 10 and 16 years younger than her, a lot of her schooling process it was just her and her parents. All of her schooling through highschool was done in Lodi, New Jersey where she grew up. When she graduated highschool, she went to Hackensack Hospital School of Nursing. She explains that they did all of their nursing classes at the hospital then took college courses at Farleigh Dickinson. 

As we get into her schooling experience, she explains to me that she always did well in school, for the most part. Math was a struggle for her as she got older, but that seems to lend hand-in-hand with her learning style, which we will get to later. Reading and writing were always her strongest subjects. She explains to me that she was always the spelling bee champion in her classes. In highschool, she was in honors english throughout her four years. 

After getting to know the subject, I began asking her about her learning styles and I asked her the way she thought she learned best. When I first asked my subject about her learning styles, I had to explain to her a little bit about it because I could tell by the confused look on her face that she was a little confused about what I was talking about. As we got more into learning styles, she began to understand what I was talking about. I asked her how she thought the best way she learned was and she explained to me that she thought she learned best by doing something or watching someone else do it. She explained to me that she could not easily do something by simply hearing instructions of what to do. So when I heard this, I categorized her in my head as either as bodily/kinesthetic learner or linguistic, since she explained to me that she was a great reader. 

Meanwhile, I had my subject take a survey to determine what type of learner she is. It wound up that she was 100 % for linguistic learning. Interpersonal was her second highest at 89%. When I asked her about her results, she explained to me that she was not surprised at all and that this is what she was expecting. She explained “Linguistic is totally me. Talk, talk, talk. Anything with written or spoken word totally relates to me. I think it pretty much sums up the way I learn. My brain has an affinity for that I guess”. 

Learning Styles Transcript

Transcript:

Jill Arnold

Learning Styles Transcript

J: Today we will be discussing learning styles and the way they affected the way you learned to read and write. We will also be discussing different literacy events in your life throughout all your years of schooling.

S: Okay.

J: To start, how old are you?

S: I am 61 years old.

J: Where did you grow up?

S: I was born in Passaic, New Jersey. I moved to Lodi, New Jersey when I was four years old. 

J: With your parents?

S: Yes, my sister and brother were not born yet. They are 10 and 16 years younger than me.

J: So you did all your schooling in Lodi? 

S: Yes, I went to two schools. Kindergarten through eighth and highschool. I graduated from Lodi High in 1968.

J: What about college?

S: I went to Hackensack Hospital School of Nursing. I graduated there in 1971. We took all of our nursing classes at the hospital and we took our college classes at Farleigh Dickinson. 

J: Okay, how did you do in school?

S: Uh, I always did well. When I was younger I excelled in all subjects, but as I got into highschool, math became a hard subject for me. 

J: How about the other subjects?

S: I always did well in reading and writing. Those were my strongest areas. Every year I was the spelling bee champion in my class. 

J: What kind of grades did you get in school?

S: I always got As and Bs when I was little, but in highschool I had a hard time with math. It was hard for me to pass those classes. I usually got Cs and Ds in math. It was weird because I was in the honors english classes, but in the lower level math classes.

J: Did you ever go for extra help in the classes you didn’t do well in?

S: No I didn’t. They didn’t have tutoring and extra help back then like they do now. 

J: So, do you remember when you first began to read and write?

S: Well, we were split up into groups, fast, medium, and slow. I was always in the fast group. 

J: How did the teacher know what group to put you in?

S: The teacher would see how well you could read and if you could understand what you read. I always had fantastic reading comprehension. I always understood what the teacher asked me to read.

J: Okay, how do you think you learn best? Listening? Watching? Doing?

S: Um, definitely not through hearing. Um, through reading and seeing it done. I have a hard time doing something when someone explains it to me. I do best when I read instructions myself or see someone else doing it. 

J: Okay, can you take this learning styles quiz to see what type of learner you are?

S: Yes.

(S TAKES LEARNING STYLE SURVEY)

Results: Linguistic: 100%, Interpersonal: 89%, Intrapersonal: 50%, Musical: 44%, Bodily Kinesthetic: 42%, Naturalistic: 42%, Visual/Spatial: 42%, Logical/Mathematical: 38%

J: So, what do you think about the results?

S: I’m not surprised, makes a lot of sense. Linguistic is totally me. Talk, talk, talk. Anything with reading or spoken word totally relates to me. I think it pretty much sums up the way I learn. My brain has an affinity for that I guess.

J: Are any literacy events that stand out in your mind? 

S: When I was in high school, my german was so good that I recited a whole section of the german bible and went to a contest and gave a speech and won an award. 

J: What type of award?

S: Well, there was a contest state-wide and there was gold, silver, and bronze and I won the bronze medal.

J: Thats awesome.

S: Yeah, I’ve always been very good with diction and pronouncing things.

J: Did your parents ever help you with work or influence the way you read and write?

S: No, my parents didn’t help me with homework. I do remember my father helping me study for tests, especially vocabulary. He would test me and ask me to repeat the definitions back to him. In those days, parents weren’t as involved in school as they are now. 

J: Did they influence your reading and writing at all?

S: I think probably genetically. Also, my mother was always a reader so I think she influenced me to read. Also, She was in the quill and scroll when she was in highschool. She wrote a play that was produced in her highschool. So I think I got that genetically from her. 

J: Do you remember what tools your teachers used when teaching reading and writing? Do you remember anything that helped or didn’t help?

S: I remember the Carden Method. 

J: What’s the Carden Method?

S: It was a spelling method. I don’t really remember anything about it because it was so long ago. I don’t remember specifics about how they taught me, but I lived at the Lodi Library. I was always reading and I could not get my hands on enough books. 

J: Any other methods or tools that helped you?

S: I do remember the Spellman Method for writing. They would give you a big piece of graph paper with lines on it and you would draw circles. 

J: What was that for?

S: It was to help you get feel of the paper and the way your hand would move around when you wrote. 

J: Do you think that helped?

S: Yes, I do because I think it helped my penmanship. I don’t think they teach penmanship now-a-days the way they used to. 

J: Do you think you could name a literacy event from each schooling experience in your life such as elementary, middle, highschool, and college?

S: The first thing that comes to mind is my honors english teacher my senior year in highschool. He taught us how to write a term paper and really prepared us for college. He was a huge influence in my life and really helped the way I learned to write. It completely changed the way I wrote for the better. 

J: Thats great. What about elementary and middle school?

S: Well, I always remember going to the Lodi Library throughout elementary and middle school. I loved the librarian! He would always pick out books for me and he was always very nice. He would put books on the side for me if he thought I would enjoy them because I was always there. 

J: Sounds like you have a lot of good experiences with reading and writing. What about college?

S: I loved one of my english composition teachers. He was fantastic. He would stand in the front of the room and explain books to us and bring them to life. He made you want to read and he livened up the classroom. He brought it down to our level and related well to our age group. 

J: Do you think the way you learned to read and write has benefitted you as an adult in any way? Not benefitted you?

S: It has benefitted me immensely. I have a fantastic vocabulary, I’m a great speller.

J: Do you think thats from your teachings or something else?

S: I think a mixture of that and the fact that I love to read. Reading really helps vocabulary. Like I said, my teacher when I was a senior in highschool was the best teacher I ever had. After him, I never got less than an A on a paper. 

J: So there were no issues when it came to learning to read and write?

S: No, no issues.

J: Is there anything you wish you were taught or that you missed out on?

S: No, I think I learned everything I need to know.

J: Do you think your learning style hindered you in any way? Why? How has it helped you?

S: It definitely hindered me in math (laughter). I am not good with mathematical thinking. My brain just goes towards linguistics and reading and writing more, I guess.

J: How did your learning style spill into your life?

S: I’m a nurse and I have to constantly talk to people and get information out of them. Why they are there and whats going on with them. It certainly helps to be very talkative and interpersonal. 

J: Okay, is there anything else you would like to share before we conclude this interview? Anything else about reading and writing that we didn’t discuss?

S: One thing I do feel is that I think that this generation is losing a lot because instead of seeing people in person or talking on the telephone its all through texting and computers. When I was younger I had to write letters to my husband when he was in college and we wouldn’t see each other that often. Its not like that anymore and I think a lot is being lost and the art of writing because of the internet. Spelling especially too, all the kids have spell check now on their computers. We didn’t have that. I think that something is being lost along the way because of that. 

Research Project Writing

Outline and Questions for Research Project:


LIFE STORY INTERVIEW


1st- 
Get the interviewee warmed up by asking questions about themselves and questions that are not intimidating (neutral questions). Even though I am interviewing my mom, I would like to treat this interview as if I do not know much about her. I will ask questions about her background, where she grew up, where she went to school, how she did in school (basically her childhood story)
2nd- 
I will then begin to ask more questions about schooling and how she sees herself as a learner. 
Some questions:
- Do you remember when you first began to learn to read and write?
- How do you think you learn best? (she will take a learning style survey)
- Ask about any literacy events that stand out in her mind. Do you remember anything from friends and family? Did your parents work with you? Do you think they influenced the way you read and wrote?
- Do you remember what tools your teacher used when teaching reading and writing? What helped and what didn't?
- Can you name a literacy event from each schooling experience such as elementary, middle, high school, and college?
- How has the way you learned to read and write benefited you as an adult? Has it not benefited you in any way?
- How did you do in school? Were there any specific issues when you learned to read and write?
- Is there anything you wish you would have been taught about reading and writing?
- Do you think your learning style hindered you in any way? Why? How has it helped you?
- How did your learning style spill into your life?
3rd-  
Lastly, ask if there is anything more she would like to share.
Anything else about reading and writing that we didn't discuss. 

Final Discourse Analysis Paper

Discourse Analysis Paper

“Gamer Transcript”

Jill Arnold

This essay discusses the differences between “gamer intelligence” and having intelligence with other technologies such as Microsoft Word and other software. The main thing that will be discussed is the interaction between the interviewer and the interviewee. By interpreting what is being said between the interviewer and the interviewee, we can further understand what is being said in the transcript by looking at the social power abuse, dominance, and inequality. Therefore, discourse analysis will be used to appreciate what is happening in the conversation. Discourse analysis is simply analyzing the language used in the transcript. The research question that is being approached in this paper is how an interview can be analyzed through the lens of an outsider. The methodology that will be used to analyze this transcript is interactional sociolinguistic. Also, the lens that this transcript will be viewed through is at the macro level because of the power relations in the transcript, which shows “Ch’s” dominance over “B”. Furthermore, this transcript shows the power relations between “Ch” and “B” and how “Ch’s” power in the transcript affects the way the interview takes place and if an interview can be affective with these types of power relations.

In this excerpt, “Ch” is interviewing “B” about his experience with different types of technology. The beginning of the conversation it seems as though the two people in the excerpt are friendly with each other. The interviewer “Ch”, jokes around with the interviewee “B” about how she bullied him into being competent with software. This is a way for “Ch” to start the interview by making “B” comfortable. The interactional sociolinguistic approach explains that “through interactions people can construct relationships between and among texts, events, and contexts”. Even though it is clear that these two people already have a relationship with each other, they are creating a different type of relationship in the interview and using these first few sentences as conversational building blocks. 

Macro level approaches to discourse analysis include broader, social, cultural, or political processes. Throughout the transcript, “Ch” is asking questions about “B’s” interactions with technology. This is a topic that affects our world today. Even though “Ch” is asking “B” questions about himself, she begins to relate it to the bigger picture by relating it to other technologies that many people use. I believe this subject is on the macro level because there are many people that this article can be related to. But, the interviewer is taking a “soft” approach by generating questions that are starting points and can lead to other, more promising answers

Also, macro level approaches are usually used to analyze power relations and dominance. “Ch” is the person in the transcript with the dominance. When “Ch” says that she bullied “B” into being competent, it shows that she may be joking around with him, but she is also asserting her dominance over “B”. This is assumed because usually when you bully someone into something they do not have a choice.

It is easy to tell that “B” is the person being interviewed because of the flow of conversation between them. Even though there are other clues such as the fact that “Ch” is the one who is asking the questions, “B”, even though as ease, seems to be like he is trying to get through the interview quickly, while “Ch” is wanting to ask many questions and find out more information. You can tell this by looking at the transcript and seeing that “Ch’s” dialogue is usually longer than “B’s”. For example, an excerpt from the transcript: “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)” In this excerpt, “Ch” seems to be probing “B”, but “B” seems to be wanting to get along with the interview. 

Furthermore, “B” also seems as though he is younger than “Ch” and might be a little intimidated by “Ch”. You can see examples of this throughout the transcript when “B” stumbles over his words a few times by saying “ah” and “you know” throughout the transcript. These terms also might be alluding to the fact that “B” is comfortable with “Ch” and I believe by using those terms “B” thinks that “Ch” understands what he is talking about, without having to explain in extreme detail. 

Another way to tell that “Ch” is older and more educated is because throughout the transcript “Ch” is trying to educate “B”. As discussed in the article, these parts of the transcript are moments of “learning opportunities” for both parties involved. When “B” discusses how he learned how to use programs, “Ch” explains to “B” that what they are describing is literacy. “Ch” does this again later in the transcript when “B” discusses preparing for different processes. Again, “Ch” educates “B” by explaining to him that that is similar to making moves. After that interaction, “B” agrees with “Ch”’s explanation. It is clear that “B” values what “Ch” has to say and that he looks at her as an authority figure. For example, another excerpt:  “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”. In this excerpt “B” is agreeing with “Ch”, but also elaborates on what he has to say, possibly asserting himself as the one with the knowledge on this sort of topic. 

Even though it is clear that “Ch” is still interested in teaching “B”, “B” is also teaching “Ch” some things as well. Since “B” is the one that is being interviewed, because he is the one answering questions, it is clear that he has the information that is wanted. “Ch” is interested in finding out “B”’s association with technology and how he views different types of technology. By having information for each other, they are keeping each other interested in the conversation. 

It is important for the interviewer and interviewee to have trust with each other or else there will not be a successful interview. I believe this is a successful interview because “B” seems to open up to “Ch”. Since “Ch” says something about “B”’s stepdad, it is assumed that they know each other before this interview because a stepdad is not mentioned in this transcript. “Ch” also says in the beginning that she bullied “B” into being competent with certain software, so “Ch” is making connections between the event they are constructing and a previous event. This skill is presented to us in the article. Since they seem to be compatible, it is assumed that a good interview would be produced. 

Another reason that the two people seem to be compatible with each other because “laughter” is said a few times in the transcript. It is obvious that these two people are on a comfort level with each other, and might even be friends with each other because the interview comes off to the readers as professional, but friendly. An excerpt in the transcript shows us that the laughter shows the reader that they these two people are comfortable with each other: “Ch- so you know lots of software, B- yeah, but it's just games (laughing)”. In this excerpt, they seem to be joking around with each other, but “B” also might be nervous from “Ch’s” assumption that he knows a lot about games.

As also stated in the article, it is important that the people in the interview signal to each other using all different types of communication, not just verbal. One way which is stated in the transcript is laughter. This is a type of contextual cue that assures both parties are comfortable, most of the time. The article also explains that it is important for the reporter to document these to get a shared sense of what they are collectively doing. “Laughter” can also be a signal to each other to interpret each others actions and communicate their intentions. This is important for both people in the interview so that they can continue to have a positive and informative conversation. Even though I believe laughter is seen in this transcript to convey comfortability, it may be important to describe what type of laughter is used because sometimes you can tell if someone is really laughing at something they think is funny, or if they are laughing because they are nervous or uncomfortable and trying to make the situation less tense. These two types of laughter are extremely different and convey different things.

As discussed earlier, the power relations in this transcript are apparent. “Ch” is the person in the power role and the one with the dominant discourse and “B” is the one who is abiding by her rules. Even though they are on a friendly level with each other, it is important for “B” to follow “Ch”’s rules and listen carefully to the questions that are asked. This shows that the transcript is at the macro level. “Ch” is the one with the power because she is the one interviewing and also asking and answering the questions. She is responding to “B”’s answers by giving more information about what “B” is trying to say.

In the last sentence of the interview, “B” compares what they are talking about in the interview to a song they have heard on the radio. I believe that “B” is assuming that “Ch” will know what the song is and goes on by explaining a quote that is in the song. “B” might be doing this because they are not sure what else to say and he feels more comfortable expressing it from a song instead. 

Furthermore, breaking down the interview through the interactional sociolinguistic method means analyzing further into the transcript than what is clearly presented. By using discourse analysis, one is able to break down the interview moment by moment by unfolding not only the text and verbal cues, but also signals and interpretations. Therefore, I believe that the power relations in this transcript made for a successful interview. Even though “Ch” has the power in the interview by teaching “B” and asking him questions throughout the interview, she also makes him comfortable by joking around with him and relating to things that are not associated with the interview. 

Methods, Methodologies, and Research Findings

Farrell, Arizpe, and McAdam


This article discusses the the different ways that immigrant and non-immigrant children interpret a picture book. The researchers work with a group of 10 children aged between 10 and hall. Half of those students were considered immigrants. The reason this research was conducted was because the researchers were concerned that immigrants would not be able to express themselves as freely as non-immigrants. 


The findings concluded that the main difference between the immigrants and the non-immigrants was that the non-immigrants needed more help with writing their comments and that it was the immigrant children who made the more insightful comments. They concluded this was because of their experience with immigration and they are more used to having to consider pictorial clues to make sense of the text. These findings are not surprising at all to me. It would make sense that the immigrant children would have an easier time deciphering pictures than non-immigrant children because they are more dependent on pictures than text. 


Some of the methods of interpreting the data included textual and artistic features such as intertextuality, metafiction, design, color, and perspective, as well as analyzing the author/illustrators intentions and identifying the implied audience. 


In the paper, they discussed the use of annotated spread as a methodological tool. They describe in their findings that this has been an effective tool for gathering data. The annotated spread they used included responses that were experiential, interpersonal, compositional, interpretive, and other.