BLOG #8:

Developing more on research question:

For my research project, I will need evidence that remember songs is much easier than remembering lines of words.

Since I am focusing more on how children learn, I am going to have to find research that shows that using songs that interests a child helps them learn words faster and easier. This will give me information on how the the learning style of listening to words is different and the repetition and melody in songs make it easier for people to recall.

Instead of finding research on how it helps scientifically, I will have to look into how the meaning, context and other aspects to make it more of a literary based research.

I am looking into finding research on this topic-- I am finding more scientific based information.

If this plan does not work, I may start looking to the effectiveness of reading online vs print.

BLOG #7

Research Topic:

For my research, I am interested in the memory behind literacy. For example, why is it possible for one to memorize a variety of songs and words vs. a simple text of information. Throughout ones entire life, new literacy vocabulary and ideas are being learned and changed. Therefore, memory has a big impact in the world of literacy.

Research Questions:

Why is easier to memorize and recall a song? Is it the tune or melody?
Is it the genre that interests a person?
Is it something they are familiar with?
Is it the chosen words?
Is it the repetition of words?
Is it the meaning behind words?
Is it the context in which the words are being used?

What I need to find: 

is it scientific based?
is it literacy based?
does it change from person to person?
is it the use of words that we use most often?
is music more engaging to the senses?


Formulate research plan:

who- my younger cousin who is 11
where-
how many subjects- I am thinking about someone who is younger(my cousin) and someone who is older
what-

observing how many trials it takes to to memorize a song
observing which genres are easily memorize
observing if words are understood by just listening and basing it around context
observing if an older song in an unfamiliar genre is harder to memorize/ understand

BLOG #6

PROPOSED QUESTIONS:

The question:

Is finding an identity of being a writer always a struggle or just a continuing process? Does the perspective and struggle change with age and experience?

CODING (by page number):

Narrative 1:

1. not fitting in (red amongst yellow flowers) - struggle
writing was a process- wasn't born into it- process
excited about reading- positive
grew up where physical labor was more accepted- struggle
parents believed in education- positive
rural area, affected- hard work- for family or herself?
books helping make new friends- postive

2.
school helped love with reading, new ideas, fun topics- positive
spelling was bad, wrote in pencil- struggle, not confident in writing 
wrote a paper, felt good, grade was bad- discouraged, struggle
technology was limited- struggle
began writing online- helpful, interest with others, spell check, positive
family (father) not accepting, wanted to do sports- struggle for acceptance and approval
finding deeper meanings in book- positive 
hs and writing stories- positive, overcoming obstacles

3.
college and thinking about life, doing what makes you happy- struggle/confusion but positivity 
changing major- making adjustments, confidence, positivity
poetry, representing feelings- overcoming struggle, postivty 
feeling a sense of uniqueness, empowerment, and standing out is a good thing- positive






PATTERNS:

obstacles-- over coming obstacles
family relationships & struggle
enviornment & struggle
reading and writing as an outlet
choices
becoming confident after over coming struggles




POSE ANSWER:

There was one prevalent term used in each literacy narrative and that was struggle. Each story had a different struggle and each perspective of the struggle was different. Although they are different aspects, such as influence of family in story 1 and struggling to become a writer in story 2, they are both struggles. Even in story 3, there was a struggle to obtain knowledge to become a writer. That is why I proposed the question is becoming a writer always a struggle and if so, does experience change the outcome of the story?

what I believe is interesting is that each persons struggles are different and so is their process of becoming a writer. As for narrative 1, each obstacle had a repercussion that made that person a better writer at the end. Therefore, the chain of events, although there was both struggle and consequences, the end result was still a positive outcome. 

BLOG #5

This is how I think the class would rate the stories from funniest to least funniest:
#1
#3
#4
#2

Coding the Shaggy Dog Stories:

The story that I thought was the least funniest was the #2. I think that this was the least funniest and ranked lower because it didn't have the punch line at the beginning at the end. The humor was the most different in this joke and it didn't deliver the same emotion that the other stories did. It also was much shorter (not the shortest) and did not have enough detail. I think having enough detail to build up suspense makes the punch line that much better, but too little information throws the timing off.

The story that I think the class though the funniest was number 1. I think that this story incorporates all of the aspects that an effective story should have. For example, the punch line is introduced at the beginning and the end and the amount of detail is perfect. The way that the ending incorporated with the words in the beginning, and the familiarity of the phrase made it a perfect punch line.

I think using a punch line that everyone can understand, detail and timing is very important in making a humorous story. There has to be enough detail to convey a certain emotion and context that matches the story, unlike the chestnut story which made me think of christmas rather than chess players.

BLOG #4

Analysis Of Data:

1. interpretations & after thoughts: ( number 5: similar reactions)
2. observations: questions that involved emotions (number 7 &9)
3. generalization: distinguishing emotions and age
4. evaluation: evaluation on how the interview went

codes (naming what you see)= confused= younger people
categorizing (emotions)= whenever someone was in school they were confused


Interested in: 

• interested in the word "confused"
• although didn't understand situation-- remembered thoroughly 
• questions & answers turned conversational
• age--> school, lack of understanding, amount of knowledge

hypothesis= 

how it correlates with afterthoughts= 

how does this fit= 

BLOG #3

Oral History Interview on 9/11:

Interviewer: Sara Paczkowski
Subject: Lianna Garcia

1     .     How old were you when 9/11 happened?

  She was 9 years old.

2     .     What grade were you in?

  4^th grade

3     .    Do you remember where you were when you found out the news?

  In school and sitting in class.

4    .    Do you remember what you were doing?

  Sitting in class about to walk over to go to library class when Mrs. Longfellow (another librarian) told her that the twin towers were attacked

You were in library class

5    .    Who told you what happened?

   Mrs. Longfellow

6     .    What was your first reaction?

   She didn’t understand what was happening.  She wasn’t familiar with the twin towers and what they were. She never heard of it before. She didn’t understand why people were crying and why they were getting pick up early. (we had a similar reaction and interview became more conversational here)

7     .    Did you understand the severity of the situation?

   No, because she didn’t really know what the twin towers were but he remembers being upset that she wasn’t getting picked up early while some of her friends were.  

8     .    Were you confused?

  Very confused. Even when she went to her uncle’s (because her aunt who was pregnant with her cousins worked on the first floor but got out fine) she was confused why everyone was so upset and crying. She didn’t see what the big deal was.

9    .    How did it affect you personally?

I   t wasn’t until later on that she understood what really happened. So now, she thinks about what could have been done t prevent it and how it would be if it never happened. For example, the security in airports, racism, and war would be different.

-She was in North Plainfield but she doesn’t remember seeing any smoke or anything like that. She also doesn’t remember watching what happened on TV because she was doing homework.

*Interview was very personal; replies were very truthful, connection between reactions and ideas.

*Very conversational/relatable

*Allowed an opportunity to share stories and events

*Gave different perspectives on the event

BLOG #2

  Analysis is a process of steps in research. In order to correctly do research there are steps that are helpful in figuring out the correct theory:

1. name what you see & identify them --> coding
2. classify them --> categorizing
3. find patters (colors,  properties, pairings, orientation) --> leads to a hypotheses
4. state a hypothesis (the story) --> what did you find in the data?
                                                     
5. check/test it --> does it fit? does it work?
                             if it is partially right--> try again and cycle through process again

For my research, I will use this method to help make successful steps in figuring out a theory for my idea. I will code, categorize that will lead to a hypothesis and a tested theory.

BLOG #1

      Oral history is an important part of recording the past and a process that helps people communicate. By preserving oral history, one is able to understand and reflect on first hand personal experiences. One way that is made possible is through interviewing. Interviews give answers to questions in a more personal style and language. This makes the subject matter more appealing because it allows a reader to understand the interviewee and the information stated.

         As of right now, I am not sure what I want to focus on for my research topic. I was always very interested on how people were able to remember song lyrics so easily but other important facts were not  as easy to remember. For example, if I haven't heard a song in a long time but I once knew the words, whenever I heard it again, the words just came back to me. Unfortunately, if someone were to ask me for the chemical equation for photosynthesis or all of the state capitals, I would not be able to recall that. I think that the way words are formed and put together help people remember and recall things easier. Therefore, I would like to do some more research behind this idea and see if I want to continue with this thought.