During the first part of class we talked about how to work on Blog 13. The purpose of this post is to help you take a close look at what is going on in the transcript. Analyzing selected "snapshots"/stories from the transcript can help you get past some of your assumptions and see (in more detail) what is there.
We started by making a list of ideas for how to pick sections from the transcript to analyze (a longer list is in Approaches to analyzing transcripts).
- anything that looks like a story
- related to focus
- contradictions (surprises!) in terms of what was expected
- language features (positioning, agency, connection to material, etc)
- connected to cultural stories related to the focus
- long sections
The three or more sections you choose to write about may or may not fit together (have the same focus). The purpose of your writing is to "see what's there".
Once you've picked a set of quotes from the transcript, you are ready to post Blog 13.
Analyze stories/excerpts from your transcript. Select and post sections of your interview transcript which you might use to make a point in your essay. (you might need to listen to your recording to fill in words/make sure you have them right for these stories). In this post, include:
1. the story/section from your transcript = with your mark up like we did in class
2. some writing about the way language is used, the story features, or the discourses (stereotypes, cultural stories) the excerpt illustrates or connects to
3. a statement of what you might use the excerpt to "show" with respect to a focus of your paper.
Developing criteria for assessing the short analysis project
We spent the rest of class developing a rubric for assessing the short analysis project. After taking a (very) quick look at the assignment sheet, we came up with a set of categories for describing a "good" paper. Below are the names of these features, how many points out of 100 we felt they should "count for", and what a papers which fullfills the expectations for that feature will do.
Focus (35) : relates material in the transcript to some issue important to writing studies; sets up a clear focus; makes clear statements throughout the essay to state how the different points connect to the focus; draws a conclusion which opens up/deepens the opening statement of the focus by referring to the analysis in the body of the essay.
Organization (20): begins with an introduction which sets up the focus and indicates the points/nature of the discussion through which that focus will be developed; presents a series of sections/paragraphs each of which develops the focus in a logical progression; frames examples/illustrations/discussions of data; concludes with a section which sums up/reflects on/draws together points to develop the focus.
Development (40): see points 2, 3 & 6 from the assignment sheet
Correctness (5): grammar and spelling sufficiently under control so as not to distract from readability.
We used this assessment rubric to evaluate Sample 1. As we noted the ways the author met (or not) the criteria we outlined above, we also thought about what she needed to do to STRENGTHEN this draft. This exercise was both about providing you with an example of what a short analysis paper looked like, and giving you some practice analyzing and revising a paper written for this assignment. Hopefully, you will be able to bring that experience to your writing!
For next class:
Read the two remaining sample essays so we can talk about them in class.
Blog 13: (see above)
Blog 14: Do some more writing about what you will use as a focus for the short analysis project and how/which points you will use from the transcript. This is a chance to explore how to frame (outline) your paper.
The draft for your short analysis essay will be due Tuesday, April 1.
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