9/20
1. Punch line:
Audience connection - familiarity or understanding
Play on words
2. Development:
Ridiculous use of terms in punchline
Image- audience connection and ridiculous surprise
Length
3. Level of violence:
Force for "bad" wins
What we've done so far:
puzzle
Interview
Jokes
Visual/ formal analysis
-interview behavior
-visual arrangement in texts
Interview/ oral history
Textual analysis
-how language was used
- features of the language
Inductive theory- bring things in
Deductive theory- put things in/ take things out?
LITERACY NARRATIVES
How author became a writer and reader
1. Complicated influence of family on reading and writing relationships, struggle to choose to be a writer, when are you a "writer", optimistic, younger
2. Stepping into "being" a writer, family, collaborative writing, when are you a "real writer", optimistic, younger
3. how writer struggled to write, surprise, persisting, family factors, more negative/fearful, nontraditional learner (older)
why it's harder to write a story about not liking to write:
because it's harder to write a negative story
Social constructionism- when we tell story's we aren't telling them word by word, but by chunks- hero stories, hero rebel story
Trying to find out the different ways of writing and how to break it down so that we are able to understand them further and study them to find similarities
Stories are different, but written the same
The amount of time that goes by can change our outlooks
You get ideas by connecting them to our past ideas
The way you tell your story is by your resources and cultural resources
Your identity is your stories.
Hwk: analyze literary narrative, ask a question (ex: what is the relationship between family and writing? Are these stories influenced by the writers age?), make a list of points answering these questions, and give evidence
9/25
Sample Literacy Narrative Piece in Class:
8/10
You did a great analysis of the paper. I thought that you broke up the pages and ideas of the story very well. You also did coding and categorizing. However, you didn't break it up that way. An analysis is set up as Coding, Classifying, Pattern, Hypothesis, Testing the Hypothesis, and Theoretical Story. In this prompt we wanted a question first and then analysis. I do understand that you might need to break up the story first, but pose a question after breaking it up. Then analyze the question. It would make it easier on you so that you don't need the extra notes that aren't on that subject. Also, we asked for an answer to the question, which you did not do. However, your notes are very detailed and you do have enough evidence and prompts that you would be able to come to an answer.
Things I'm interested in Studying:
Writing for Plays
Acting and Characters
Writing Characters and Acting and Authors
Connection to Characters
What makes us connect to characters?
How are characters believeable?
What makes us cry? Is it the writing? The suspetion of disbelieve (believing the story is real)? Connection to the characters?
How are children's books different from young adult and young adult from adult and so on?
What language is different in different age group stories?
willing suspense of disbelieve, what makes us do that? what type of language and writing?
Class:
Pros and Cons of Teen internet writing
Kids and Videogames
Story Plots/ how to develop (writing process)
reading online vs print
how children react to picture books (Me: can picture books work without pictures?)
divorce/parents/children
what methods work best with teaching kids to read and write (pre/elementary school)
School vs self writing
texting vs talking
language communities
grading
"lost in a book" language (ludic)
cultural influences on reading choices
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