Enc1101 unit3 data analysis
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The document discusses organizing and analyzing data from a discourse community ethnography. It prompts the reader to color code which characteristics scholars have focused on in their research, including genres, expertise, lexis, intercommunication, and participation. The reader is then asked to discuss with a partner which characteristics are most interesting in their data and share tentative thesis statements with the class.
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The document discusses characteristics that scholars have focused on in discourse community ethnography research, including expertise, lexis, genre, and participation. It prompts the reader to choose which characteristics they will focus on for their own research. It also summarizes the arguments of different scholars, and asks the reader to look for aspects of their partner's data that could form the basis of an argument. Finally, it provides guidance on drafting the methodology section of a paper, including what methods need to be described.
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Here is a potential plan for answering this exam question:
Introduction:
- State which production piece will be discussed (e.g. my short film 'XYZ')
- Briefly describe the piece
Body paragraph 1:
- Discuss Neale's theory of genre circulating between industry, text and subject
- Apply this theory to my short film - how does it fit with/challenge this idea?
- Reference quote from Neale
Body paragraph 2:
- Discuss Barthes' theory of intertextuality and making sense of texts in relation to other genres
- Analyze how my film draws on/departs from conventions of related genres
- Reference Barthes quote
Body paragraph 3
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Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.ppt. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.ppt.
By
Wednesday, December 24, 2014
, deliver your assignment to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Examined your culture, providing a detailed analysis of its main components and symbols.
36
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32
Assessed the roles of race, class, age, and gender in your culture.
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What labels that you dislike have been applied to you or to groups to which you belong? Explain how the labels affect you. Describe how your experiences relate to what you find in your research.
Who is your prototype, or model, of a listener? Describe what the person does that makes her or him effective? Relate your description to research on listening.
Discuss the differences between differential, assertive, and aggressive communication.
Define and describe what makes a good friend. Describe the investments that are made, how trust, acceptance, and closeness are communicated. How does that compare to what experts say about friends and friendship?
What makes for a successful romantic relationship? Compare your pers.
Pml 8
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My degree is an EDD in Performance Improvement Leadership .docx
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
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