narrative in the context of discovery: inductive approaches where a close look at the stories within the data "suggests" particular themes or patterns which in turn suggest a "theory" about how certain kinds of stories are told or what they mean ;
narrative in the context of justification: after ideas/possibilities have been suggested for how or why particular stories are told, the analysis of a set of narratives told within defined circumstances might be used to test "the validity or varacity of the theories, hypotheses, or insights defirved from the first step (narrative in the context of discovery);
using narrative to test extant theories: in this application, a fully formed theory or set of hypotheses drawn from existing theory may be tested by examining a defined set of stories told by a defined set of narrator for purposes and in contexts suggested by the theory.
We then spent the rest of class discussing possibilities for your projects. I have pasted in my (somewhat elliptical notes) below.
Wayne
Springboard stories – lots of stories where he was faced with adversity
and then rose to it
W against the teacher – other times as got older bonded with teacher
Idea of Wayne being a "superhero" = one person who became
motivated and then rose to the occaison
How influences affected W's confidence =what "invitations" to
writing
Got to college had teachers who "invited" W to open up to
writing in a different way
Even when younger – positive/negative invitations in different
circumstances
What happened to Wayne – in terms of his stories about points of
connection – where W became interested in writing
Point= share with other teachers the many points of connection with
students – the many ways students connect/become interested
Analyze the features of experiences that act as "invitations"
to writing
Heather
Seeing in trancript a lot of concerns about ownership and privacy in
personal writing
Ways writing was (not) successfully shared
There is a deep story here – that underlies the personal issues with
privace
For H a classroom setting – couldn't be negotiated successfully =>
needed to have (components/control) = had to be sharing with someone with the
same interest = to learn to write
Learning to write had to be a setting that was peer oriented
Hierarchical setting of classroom makes it an inhospitable place to
write
Robyn
Common theme = romantic idea of what its like to read/writing and the
struggle of reality
Start with reading a book – that didn't do well with – but liked – but
didn't have an understnding
Wish that would get lost in a book – reality didn't match
Term paper in the honors class – about Great Gatsby – didn't turn out
that way
Journal writing – romantic idea of a diary – what it would mean =
reality of it being very different
Expectations set up by big cultural stories about what literacy/reading/writing is "supposed" to be
Bialostok, Steven. (2002). Metaphors for literacy: A cultural model of White, middle-class parent. Linguistics and Education, 13(3), 347-371
Bialostok, Steven. (2008). Using critical metaphor analysis to extract parents’ cultural models of how their children learn to read. Critical Inquiry in Language Studies, 5 (2),109-147.
Luis
Talked a lot about reading = but when it came to personal writing,
themes for academic writing = very confident, usually worked well, even if
teaching wasn't helpful = still managed
Personal writing = talked around it a lot, when it came to sharing, was
never an instance of going out there and offering = more about someone asking
for it
Wasn't until friend asked to write (with L) that did it, writing poetry
– wasn't until another friend asked – that shared poetry, journaling – also
very closely guarded
Ways of inviting students to share personal writing
The fact that an experience is articulated in writing is what makes it
dangerous to share
Agenda at school = never produce authentic (what you care about) work
School keeps students safe because you can avoid producing authentic
work
Composition assumption = good writing is engaged writing
Teacher boundaries = say they want "engaged" writing = but
there are still boundaries of academics
Look at different ways invited into writing he valued see if there are
ways for that to happen in school
Content, form, function + what did you learn to DO in that writing –
that you weren't learning to do at school
Maria
Was looking at personal writing as part of the private self – and
academic writing as the public self
Spoke about personal writing but didn't TELL anything about personal
writing
Looking at the language of talk – more comfortable with talk about
academic writing
But personal writing – not formalized, not boundaries – very reluctant
to talk about that (would reveal M's own voice)
About students writing in their own voice (Elbow) and be able to
translate that into the "academic" writing
Ideas that were already thought about
Language – in constructing the essay = put the ideas out there, made
them new – and not M's
Where how should that idea be contemplated – that language makes
knowledge
Andre
Being a product of this class
What makes A a writer – like reading/writing = no = compulsion/urge to
want to write something and make people want to read it despite all the
obstacles
Never wanted to stop writing
Listening to interview – realized that it wasn't until started getting
around other writers – that began to feel comfortable with writing
Since this class have been applying all exercises – things are coming
up that trying to work out
Doing exercises, writing about self writing, writing about what A feels
when he writes
When write in school – can write=> everybody has an opinion = but
structured in a way that is not necessarily creative
Writing "for serious" = there – almost like have aphasia –
there are ideas but there aren't words for ideas
Writing as being, thinking, feeling, saying= want to do it
For next week:
Send your transcript to the course email. It does not need to be perfect - or even proofread =>but it does need to be sent to me before the end of the weekend if you want full credit for this part of the course.
Schedule a conference to talk about your project. My office hours are 1:30-3:30 M-Th (I can see you from 3:30 - 4:30 if that is going to be necessary - but I will need a heads up so I know to be prepared for my 4:30 classes ahead of time). We will use this time to nail down your research plan - what you might want to read (if anything, in addition to what we read for the course). We will also spend some time looking through your data.
Read: Shuman, Interactive
Storytelling p 125 in Holstein &
Gubrium
After we talk about interactive storytelling, we will spend more time writing/analyzing data/workshopping writing for your research projects.
Perhaps most important, we will also work out a timeline and a set of evaluation criteria for the research project.
I am really pleased with the work and the thinking we are doing for this course. I feel like I am learning a lot!
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