Collecting Data: Discourse Community Ethnography

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Heather Wayne

Collecting data Discourse Community Ethnography

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Bring all your data to class on Friday, March 25

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Transcript Graduate student association Interview with president of Graduate student association M. Abdullah Alghafes 1) What are the shared goals of the community? Why does this group exist? What does it do? · Focusing on graduate students · Help them with their academic life · Offered the graduate students the academic assistant · Make an activities for the graduate students like · Help the graduate students to get a scholarship from the university 2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)? -They are using 1- email 2- Face book 3- Twitter 4- cellphones (only emergence calls) 3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)? · They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other 4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)? · Emails, because if they have any problem they can go back and check the emails between the members 5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)? -board = executive board of the club - Officer = the meeting between the members and the club advisor -they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club. 6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group? · The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track. 2 RAAB Discourse Community Ethnography (DCE) Assignment Goals for this assignment: 1. Learn and use tools for analyzing a discourse community’s practices 2. Begin to understand empirical research (develop an understanding through observation/experimentation) 3. Practice writing about primary research The Task: · Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?” · The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...

Transcript Graduate student association Interview with preside.docx

edwardmarivel

You need to know Concept of Discourse Communities ( GOOGLE IT ) You need to know Genre : G enre canTells me how people in the group relate to each other: Relationships range: personal to formal Leaders/experts Become clearer Genre Can help me organize my paper: Arrange By social media, formal electronic communication, printed documents,etc. Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users) OUT LINE 1) INTRODUCTION Answer: Why do we use a discourse community to understand language? End with thesis statement. EX. Consistent observation, [specific documents], and an interview with [expert/novice name & title] reveal [discourse community name]’s mechanisms/ communicative aims/goals/ideas about [concept] (2 SUMMARIZE SWALES’S CHARACTERISTICS One strategy: • Introduce a characteristic (w/citation) • Explain characteristic (w/citation) • Provide examples Ex. Swales requires “specific lexis” of any group th at might be called a discou rse community (222). He does not rule out terms that can be used in other contexts (222). For instance, a group of roommates might be just as concerned with parking as a communi ty of factory workers, and words related to that idea can be found in both communities. His em phasis, however, is on “shared and specialized terminology” as a way to understand group dynami cs through communicative formats (222). It would be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common abbreviation for a major assignment than to know that instructor uses the phrase “freak out” frequently. 3 BASIC INFO • Consider • What makes this group a discourse community? • What makes the analysis of this DC unique or interesting? • What matters to members of the community? What do they do? What do they value? 3) METHODOLOGY • How did I gather my data? • How often did I observe my DC? In what setting? • Whom did I interview? Why was this person selected? 4) APLY SWALES’S CHARACTERISTICS TO MY DC • Why does the group exist? What does th e group do? What are its shared goals? • How do group members communicate with one anot her (e.g., meetings, phone calls, e-mail, text messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)? • What are the purposes of the group’s communicati ons (share information, reinforce values, make money, improve performance, offer support, declare identity, etc.)? • Which of the above communications can be considered genres (i.e., textual responses to recurring situations that all group members recognize and understand)? • What kinds of specialized language ( lexis ) do group members use in their conversations and in their written genres? • Who are the “old timers” in the group with expert ise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, ge.

You need to know Concept of Discourse Communities( GOOGLE IT ).docx

shantayjewison

Instructions Analyze: Discourse Communities Evaluation Title: Discourse Communities Before starting a research project it is imperative to recognize your discourse community. This will lead you to suitable places to conduct your research and will assist you in communicating with your audience in a language that they recognize and relate to. To complete this assessment, consider the discourse communities or groups of people with whom you share common interests. Consider the individuals that discuss topics important to the group. List all learning and social discourse communities that you are a member of. Respond to the questions below in an essay that provides an analysis of your discourse communities. What topics of discussion, issues, problems, or concerns keep these communities together? What constitutes new knowledge for your group? Is it created experimentally, through discussion, or through a combination of these two and other methods? How would you characterize the kinds of language which each of these communities uses? Is it formal, informal, complex, simple, and so on? How are the community’s reasons for existence you listed in the first question reflected in their language? When you entered into the community, did you have to change your discourse, both oral and written, in any way, to be accepted and to participate in the discussions of the community? Does your community or group produce any written documents? These may include books, professional journals, newsletters, and other documents. What is the purpose of those documents, their intended audience, and the language that they use? How different are these documents from one community to the next? How often does a community you belong to come into contact with other intellectual and discourse groups? What kinds of conversations take place? How are conflicts and disagreements negotiated and resolved? How does each group adjust its discourse to hear the other side and be heard by it? Validate your statements and opinions with supporting evidence (citations and references) in APA form. .

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As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics. In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.

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Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers. Intercultural competence includes : Knowledge of your own culture and how it has shaped your world view. Knowledge of significant characteristics of other cultures. Awareness of differences and similarities in cultures. Ability to adjust your actions to successfully interact with someone of another culture. How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set. Mindset is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness. Heart set is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set: Self esteem Self-monitoring Empathy Open mindedness Reserved judgment Social relaxation Listening Skill set involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management. Review the power point on eCampus, and watch the following videos: Defining Intercultural Competence https://www.youtube.com/watch?v=SJqBhLgSNQY The danger of a single story | Chimamanda Ngozi Adichie https://www.youtube.com/watch?v=D9Ihs241zeg Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology Laura Johnson | TEDxUM https://www.youtube.com/watch?v=l0x4GPNz4Ho If I Could Change the World https://www.youtube.com/watch?v=wuRURJ9E3iQ Knowledge of civic responsibility includes: Recognizing your civic responsibility to a specific community: locally, nationally, globally. Identifying actions you will take as a citizen to address the pertinent issues within your community. Engagement in a community includes: Describing effective participation in civic engagement activities. Understanding the purpose and benefits of your engagement in the community. Intercultural Competence Questions PART I 1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special? 2. Discuss and record the things that you love about your culture. How has your culture shaped your identity and how you feel about your place in the world? 3. Discuss the misconceptions about your culture – what bothers you the most? 4. Discuss the contr.

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You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others. For part 2 of this assignment you will first , interview three people you know well and ask them questions about what it is like to have a conversation with you. Challenge yourself to: (1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation (2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart. As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself. You will ask your interviewee's the following questions: How am I at articulating my needs, opinions, views, or concerns? How am I as a listener? What aspects of my nonverbal behavior are effective? What can be improved? What are my communication strengths? What are my communication weaknesses? What is it like to have a conversation with me? Make sure to take notes during your interview. A good set of notes will help you complete your write up. After you have interviewed three people , you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you. Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics . Articulating needs, opinions, views or concerns Listening Nonverbal communication Communication strengths Communication weaknesses Having a conversation with me Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future. FORMAT: 4 pages 1-inch margins Double spaced Times New Roman font Student Example .

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You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others. For part 2 of this assignment you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you. Challenge yourself to: (1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation (2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart. As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself. You will ask your interviewee's the following questions: How am I at articulating my needs, opinions, views, or concerns? How am I as a listener? What aspects of my nonverbal behavior are effective? What can be improved? What are my communication strengths? What are my communication weaknesses? What is it like to have a conversation with me? Make sure to take notes during your interview. A good set of notes will help you complete your write up. After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you. Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics. Articulating needs, opinions, views or concerns Listening Nonverbal communication Communication strengths Communication weaknesses Having a conversation with me Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future. FORMAT: 4 pages 1-inch margins Double spaced Times New Roman font Student Example .

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maxinesmith73660

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***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.*** Group Influence This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group. Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment. Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group. Study how the group members interact and influence one another. Analyze how the group behaviors and communication patterns influence social facilitation. Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: How were the people arranged in the physical environment (layout of room and seating arrangement)? What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on? What are the group’s purpose, mission, and goals? What is the duration of the group (short- or long-term)? Explain. Did the group structure its discussion around an agenda, program, or rules of order? Describe the structure of the group. How is the group organized? Who are the primary facilitators of the group? What subject or issues did the group members examine during the meeting? What types of information did members exchange in their group? What were the group's norms, roles, status hierarchy, or communication patterns? What communication patterns illustrated if the group was unified or fragmented? Explain. Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)? Was there any indication that members might be vulnerable to groupthink? Why or why not? In your opinion, how did the collective group behaviors influence individual atti ...

I have attached this file with all of the questions briefly a.docx

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Group Influence Instructions This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to: • Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group • Study how the group members interact and impact one another • Analyze how the group behaviors and communication patterns influence social facilitation • Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: Part I • How were the people arranged in the physical environment (layout of room and seating arrangement)? • What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.? • What are the group purpose, mission, and goals? • What is the duration of the group (short, long-term)? Explain. • Did the group structure its discussion around an agenda, program, rules of order, etc.? • Describe the structure of the group. How is the group organized? • Who are the primary facilitators of the group? • What subject or issues did the group members examine during the meeting? • What types of information did members exchange in their group? • What were the group's norms, roles, status hierarchy, or communication patterns? • What communication patterns illustrated if the group was unified or fragmented? Explain. • Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)? • Was there any indication that members might be vulnerable to Groupthink? Why or why not? • In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis. Part II Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the ...

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SO308 Principles of Social Research Data Analysis 4: Interview Directions: Choose one participant that will agree to an administration of the interview schedule. Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic! Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations. Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through. Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun! INTERVIEW NOTES Data Collector ID: Location of Interview: Date: Time: Duration of Interview: Description of S.

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Reflection Essay Instructions Please answer the following questions. Please read all the questions before writing; consider all the areas covered in the course, going back to the beginning . Remember to cite specific examples to illustrate your statements. What were your communication challenges at the start of class? In what ways do you think you have progressed in your interpersonal communication abilities? What do you want to keep working on? In what ways do you think you have progressed in your small group (i.e. meetings) communication abilities? What do you want to keep working on? In what ways has your understanding of nonverbal communication improved? How aware are you of the messages you send? In what ways are you better able to decode other people’s nonverbal messages? How do you feel like your understanding of the ways that diversity affects communication (gender, ethnicity, etc.) has improved? Include specifics if you can. What did you learn about interviewing, and what would you like to improve for future interviews? Were your speeches well organized? Were the messages easy to follow? How could the organization have been improved? How successful were your introductions, bodies, and conclusions? Again, be specific with examples. How does your language, voice, and body language enhance or harm your presentations? Be as precise as you can and comment on all areas of your delivery. In your estimation, what were the most effective aspects of your presentations? Reflection paper feedback _____ Pre-existing communication challenges _____ Interpersonal progression and goals _____ Small group progression and goals _____ Nonverbal understanding _____ Diversity understanding _____ Discussion of your interview effectiveness _____ Discussion of your organization _____ Discussion of your introductions, bodies, and conclusions w/examples _____ Discussion of your use of language, voice, and body _____ Discussion of the most effective aspects of your messages This paper should be 3-4 pages, single-spaced, double-spaced between paragraphs. ...

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