RJ #1 Sponsors of Literacy Deborah Brandt 1. The satisfaction of
the best paper is what gets me motivated to continue to write and
to learn how to write better. There has not been anyone who has
discouraged me, especially in poetry. I used to get a lot of
negative feedback, because the poems were dark and depressing, but
only because they were worried for my safety and well-being. They
loved my writing! 2. There are hectic schedules in todays
standards. Time is scarce, and when it comes to choosing literacy
versus every day activities, such as jobs, families, and
entertainment, the latter section almost always overcomes
increasing literacy skills. 3. The word sponsor means a person or a
company will support, represent, and uphold a certain promise to
the person they are sponsoring. In sports, companies will sponsor
an athlete to not only advertise, but also to encourage the athlete
to do well (and trust the athlete in upholding his/her reputation).
1. According to Brandt, the function of a sponsor of literacy is to
be a figure of standard or encourager to a person who is less
familiar with literacy, human or otherwise. The sponsor is
generally more knowledgeable in a particular area of literacy,
whether its because the sponsor has been in the field longer, or
because the person who is under its care needs guidance in general
literacy. Brandt claims that [the sponsors] lend their resources or
credibility to the sponsored but also stand to gain benefits from
their success. An example would be a restaurant sponsoring or
encouraging a new employee to read over a handbook about their food
costs, which helps both the employee to further his/her knowledge
in the role they play, as well as increasing the wellness of the
company. 2. Literacy is indeed in pursuit of all beings, as without
reading and writing, a person is almost completely incapable of
communicating with the world. Due to this, a person who is in need
of being sponsored or pursued must submit in some form or fashion
to literacy. The sponsor can permit literacy knowledge by refusing
the willingness to work with the sponsored, such as a language
barrier. To permit literacy, the sponsor can provide resources
(anything from required reading materials for a job to the simpler
access to books that a wealthy family may have) to promote literacy
knowledge. 3. The experience I have with literacy, and continue to
have, is like that of Raymond Branch. His work experience is very
similar to that of school for me, and I have had the near constant
access to information that I desire. My sponsors in the past have
been my parents, English teachers, church leaders, my restaurant
job, as well as myself. I have had access to the internet since I
was 12, I have lived in a University town with a large library for
11 years, I worked at the Public Library in town for just over a
year, and God has blessed me with the desire to know and understand
more about the life around me. The latter requires me to study,
research, and experiment with books and other available literacy
resources. 4. As stated previously, the key sponsors are my
parents, teachers, church leaders, myself, work employers, the
small but decent financial status of my family, and the opportunity
to live in a town with a Universitys library. I know these are my
sponsors, as they have pushed me to excel and gain more knowledge
through studies and debates. The only way to understand the issues
at
hand (such as information about work safety, essays for a class,
or what the Holy Bible states) is for me to work with the resources
I have and learn about the topics. This increases my literacy. 5. I
have not been able to purchase a car, and that in itself can be an
agent that prohibits my literacy, due to the fact that it would be
less convenient for me to walk to a library than to drive. Aside
from physical agents, I was also unable to purchase
information-vast textbooks because of the financial situation I was
in (with my parents providing all things that money required). But
because I was unable to purchase books or information that I
desired, I learned to save my own money. Now, I am buying my own
school books for college! RJ #2 The prompt for the first Writing
Assignment seemed to be slightly looming at first, as we were told
to discuss what Brandts method is and how we can relate it to our
daily lives. I understood what we were to write about, but it was
what Brandt had discussed that confused me. Looking over some other
students essays (found at the back of Literacies in Context), and
then re-reading and reflecting over the essay Brandt wrote, I
slowly began to understand the concept of the sponsors of literacy,
and how dependent humans are upon the idea. Just as with all of my
essays, I begin by just writing. I allow my mind to wander over the
subject, and my fingers to type without any direct guidance. My
first draft ended up describing the earliest memory I have of
literacy: my parents reading to me out of a lullaby book. I
continued on from there, slowly easing into more detailed memories.
From this point on, the essay was no longer a difficult assignment;
instead, I was excited to continue writing and stayed at my laptop
for much longer than intended. The rough draft was almost complete
when I realized that the topic was not just how I came to know
literacy, but also how I can incorporate the method of Brandts
essay into my own. Luckily, Brandts ideas had made an impact on me,
as I had subconsciously integrated her theories and ideas into my
own essay. As of now, I am unsure of what my final project will be.
I feel myself leaning towards poetry, as that is what a large
majority of my Writing Assignment is about and it is a topic I am
comfortable with. I do not have any questions at this time.
RJ #3 The changes I made to WA1 werent too far and great.
However, I did manage to incorporate Allies suggestions throughout
the entire essay, not necessarily key points or moments that she
hit on. A large addition/deletion was my discussion (or lack
thereof) on how poetry from my younger years affected my life in
both high school and college. The draft I am submitting for teacher
revision is more structured, organized, and finalized. The first
draft was never fully complete, though the main ideas were there. I
knew what direction I wanted to take with the essay, but I was
unsure where the reader saw the essay. After having Allie proof the
paper, I knew that the direction I was headed in was the correct
path. I really appreciated the comments Allie left me, especially
when she mentioned that Brandts opinion was not fully understood in
my first draft. This helped me realize that I needed to re-read
Brandts essay and key ideas, and really mold certain spots in my
own paper to fit the ideas of the sponsors of literacy.
Because there were several additions towards the end of my essay
that were not in the first draft, I have not highlighted the copy
for my instructor. Instead, I will list what the major changes are
and attach it with the copy I turn in. RJ #4 Literacy in School and
Out Lauren B. Resnick Before You Read Resnick believes that schools
are not the only or perhaps even the primary source of literacy
competence. I must indefinitely agree with her. I am a 90s baby.
Growing up in the era where gigantic, chunky computers can be
transformed into tiny hand-held devices has been a huge impact on
where and how I become knowledgeable in literacy. The first half of
my life (1990-1998), school was the primary source for my literacy
competence. Sure, my parents helped me and I enjoyed studying on my
own, but my teachers taught and encouraged me while I was sitting
at a desk. But the imaginative scale seemed to level out as I began
to be introduced to computers. Our family was able to purchase a
computer (Dell, I believe) that operated under Windows 98.
Immediately I became fascinated by the advanced brain of the
device. Having only owned the original Nintendo, the ability to
download games onto the computer without having to blow out dust,
restart the consol 50 times, or dig through a slew of boxy game
cartridges astounded me. My parents were required to monitor my
time on the computer, even though I used my time on the PC to learn
about math, reading, writing, and science. Being 9 at the time, and
a big sister to a 4 year old, the CDs to the educational games
quickly began to show up with scratches, fingerprints, and cracks.
Somehow, beyond what my parents can even describe (to this day!), I
was still eager to learn even if it meant teaching myself. It didnt
take long for me to discover programs such as Word Pad, Paint, and
Microsoft Office. Using these programs, I taught myself where the
letters were on a keyboard, how to type with both hands, and began
to incorporate the grammar I learned at school with the short,
pre-teen journal entries I saved on the computers hard drive. The
computer is a major resource for my literacy both in and out of
school. For middle and high school coursework, and even now, I use
the computer to type up essays, find websites to contribute to my
research projects, and I sometimes cheat on my English assignments
by using Microsoft Words spelling and grammar correction instead of
looking it up in my English book. Outside of school, I continue to
use the computer for purposes that, unintentionally, contribute to
my literacy competence; I use the internet for information on a
vast subject of things, I enjoy typing as opposed to writing as I
am able to transfer my ideas from brain to paper faster, and with
the help of Instant Messaging and networking sites, I continually
find new ways to state my opinions by using different words or
making up my own. After You Read 1. Apprenticeship is defined as a
person working for a master to learn a particular trade. [FINISH
QUESTION] 2. From what Resnick describes, she claims that if
literacy is viewed as skills that are preconceived, then the
education for literacy is more about organizing the thoughts and
gathering up the information that is already stored in our minds.
But if literacy is viewed as a cultural practice, then literacy
becomes more about socialization. I agree. The apprenticeship
concept is when a
person who is not skilled in something follows a leader or a
master at the art. Such as a freshoutta-college education major
shadowing a teacher; the teacher (master) shows the student
(apprentice) the ins and outs of the job. This is applied with
literacy. 3. Useful literacy is practical; filling out information,
writing letters, typing up an essay, reading recipes, following
instructions on how to assemble a table, reading a class schedule,
etc. Useful literacy is something that can be, and is used, for
every day activities. This type of literacy is useful, hence
fitting in this category. 4. Informational literacy helps the
reader to understand something more deep than just what is
discovered on the surface, and this information is not necessarily
needed to have a basic understanding of the world. Examples are
advice on personal matters, how-to columns and readings,
newspapers, magazines, blogs, textbooks, nutritional labels,
research papers, etc. I again agree that these papers are
informational, though not necessary to fulfil lifes daily needs
(except in a situation where the newspaper would advise against
traveling due to danger). 5. Pleasurable literacy is a form of
literacy practice in which reading is for enjoyment, not because
its a daily have-to or because the information is necessary to
understand something deeper. All sorts of readings can be
pleasurable, such as a romance novel, closed captioning on a TV,
text with a storyline, poetry, comic strips, and even graphic
novels. As with the two above questions, I will again agree (and
see no reason to disagree) that the information fits into this
category. Writing in the 21st Century Kathleen Blake Yancey Is this
a safe place to where I can write to my peers and not to impress
anyone? Good. The article was INCREDIBLY interesting. I laughed
through most of it, I really did some of it was humorous (such as
the THIS IS SPARTA clamor), but most of the information Yancey gave
made perfect sense. We, as teens, know so much about literacy, and
how to spread that, but we dont know it. Heck, I still dont think I
understand completely! But after reading the article that Yancey
analyzed, I felt like I had power. A power to change the world!
Okay, maybe not THAT drastic, but a power to voice my opinion.
Computers, internet, blogs, texting, cell phones it all helps me to
have a say (with an emphasis on literacy for this assignment). What
youre reading proves it! I felt motivated by this selection, seeing
that we (teenagers) can make an impact upon the world, and seeing
that we (as humans) can reach a VAST amount of people without EVER
having to see a publisher! Sure, we do run the risk of other people
taking advantage of us if we dont get things copyrighted and
patented and blah blah blah but do we care? Do teens care what we
put online, in the risk of having somebody else steal our ideas,
our values, our opinions? Obviously not! RJ #5 At first, I found
this essay difficult to read; not because of the higher-level
language or the length, but because the beginning paragraphs seemed
only to pick on William Mayo, the founder of the university at
which I attend (debt-free!). As I forced myself to continue reading
the essay, I discovered that Gold was not dogging on Mayo, but
rather finding out and pointing out the characteristics of Mayo to
set up the basis on which Gold would discuss. While reading more
about William Mayo, and how he founded East Texas Normal College, I
felt a sense of worth consume me. I began to respect the history
upon which this university is built upon, and with further reading,
I made the connection that literacy was a big
deal for Mayo. Of course, literacy at the time of the founding
was a big deal, but was restricted (in the North) to certain types
of people. Mayo allowed, even encouraged, women, different races,
all sorts of ages, and those in different social classes to attend
the college. Mayo was enthralled with the idea that everyone had
the opportunity to learn, especially in the angle of literacy. He
deeply encouraged the community to attend school events, which I
found really awesome. He believed that Commerce would have a big
impact upon the college and it has! I did skim through Mayos
background, and though I found some interesting facts about him,
felt that it was irrelevant for this journal entry. Overall, Mayo
is an incredible man. His legacy lives on, and I wish more students
could read about him and the funding he provided for this great
learning environment. RJ #6 I wasnt too fond of this assignment at
first. I begrudgingly set out to select a few of my peers entries,
not wanting to really read them or try to interpret their
understandings and findings. Not because I do not care to see what
my peers write, but because I dont want my interpretations to be
skewed by others thoughts. But, as I am proven wrong again, several
others entries were almost identical to mine. The largest
similarity came from the difficulty of Golds essay over Mayo, and
how many students didnt understand the relevance of his history. I
intend to continue following a select few of my peers, as I
respected their viewpoints, want to continue to encourage them, and
hope to give good ideas for their final project. RJ #7 My final
research project is going to be based around food service at Texas
A&M Commerce. More specifically how literacy makes an impact
upon the quality of food, and how literacy affects the service the
employees provide in presenting the food. Looking at the artifacts
the university library has in their collections inspired me to look
even deeper into the history of the food service here at TAMU-C.
The background of how food service was set up will help me in
understanding the development of its literacy now in 2009. My ideas
for WA2 are based around newspaper articles, columns, and letters
to the editor that helped to shape the condition of the cafeteria
and general food service that the students at TAMU-C now experience
first hand. I was not able to find any direct articles from my
quick search through the library database, but I do know that I
will be able to find old newspapers through the Public Librarys
digital and hard copies. Upon observing the different maps, the
very first thing I noticed was how simple the first map was.
Firstly, the picture looks incredibly hand-drawn. The buildings are
very sparse, and with minor detail to street names. As the years
progress, the maps become more and more complex. New buildings
appear, street details become apparent, and the quality of the maps
increase as the technology of the time gets better. The oral
histories were incredibly informative and not all that boring! The
interviews gave insight as to how English really developed at the
university, particularly with a previous teacher who required that
her students rewrite their essays several times (which I would
personally find very irritating and aggravating) until a
respectable essay was formed. The mentions of William Mayo again
made me proud to attend the university. He respected his students,
and expected his students to reach to their highest possible levels
of intellect.
I have not yet read in detail from the Field Working book, but I
did scan chapter 1. From what I can gather (at this point), this
book will help me construct my final project, and possibly even
WA2, in a more formalized, structured way. Groundwork Activity
Fieldworking 1. Subcultures upon which I may study -Dining and food
experiences at TAMU-C -Restaurants around Commerce -Students choice
of food, or lack thereof -Employees of Sodexo -Catering employees
2. Specific subcultures I will most likely study -Sodexo employees
-Dining and food experiences at TAMU-C -Students feelings about the
cafeteria (Opinions, Letters to the Editor, complaints, etc.) 3.
Ethical concerns/constraints -Offending employees based upon their
level of literacy -Offending my boss (John Offerle Sodexo)
-Creating concerns about the food service that are unwarrented 3
1/2. Issues that I will encounter -Not enough time to gather
accurate and useful information. Between my several research
journals, separate Writing Assignments, my final project, reading
assignements, my job, and my 3 Honors classes (plus my 2 other
classes) coursework and projects, I have virtually NO time to
gather a decent amount of information to contribute to this
assignment. I am really excited about choosing this topic
(especially because I am a business management major and intend to
pursue a career in food service), but I absolutely hate that my WA2
will be excuse the language half-arsed due to time constrictions.
If I didnt have RJs, research groups, and other reading
assignments, I believe I would be able to have a very nice
essay/research paper over this. 4. Issues that will affect my study
-I am both a student of TAMU-C and an employee of Sodexo. I work
Catering events, the cafeteria during summer camps, and at Einstein
Bros. Bagels as the morning baker and line checker. -I also dont
want to create problems and ideas that werent apparent before. If a
student chooses to eat at the cafeteria for five meals a week,
their complaints about the food choices will be limited. But if I
ask them to start observing more closely the choices, tastes, and
customer service, I believe the student will begin to see things
that they had not even thought about before. From a researchers
point of view (and a student who intends to make her future
business BOOMING on customer satisfaction), this is a great idea.
But the student may stop attending the cafeteria, spread the bad
reviews, and, from an employees perspective, this hurts the
business of Sodexo. If business decreases, then my hours do as well
which means less pay. No bueno. RJ #8 I wasnt too excited by the
thought of reading 60+ pages over how to take notes. Especially
because I felt like I knew how to take fieldwork notes You sit down
at some random place. You begin to jot down ideas, feelings,
observations, and conversations. How
difficult is that, and why would we need to read an entire book
about it? After getting through chapters 1 and 2, I realized how
ignorant my initial reaction was. Chapter 1 of FieldWorking is
primarily a set-up of how to understand the book, so that each
reader is on the same page (no pun intended). The cultures
described throughout the selection, especially the Nacirema tribe,
brought many more ideas to my mind, especially when the others
brought up the points of subcultures. For so long, the term culture
has been made to mean a group of people over seas or the way people
do things that make them different. For some reason, I grew up
thinking in that mindset. But as I read, my definition began to
change. I remembered back to the Punk Literacy essay we were
assigned to read and how the punk-rock group is a subculture. This
is where my WA2 began to take shape The subculture I was going to
study is the students in the cafeteria. The questions and steps on
how to gather accurate information seemed very familiar to me, as
the process and steps the book lays out are things I would
generally (and do generally) do anyway. Reading through those
particular pages seemed repetitive for me, as I feel I am already
up to par just out of how observant I am and how much I appreciate
detail anyway. The text of Friday Night at Iowa 80 was actually
very enjoyable to read! The readings flowed very nicely, as if I
were reading out of a fiction novel instead of a non-fiction school
book. The author (Rick Zollo) made me chuckle as I read through the
way he described the restaurant and how he felt the truckers viewed
him. Though the passage was very long, the read was not hard to get
through, and the purpose behind the text was clear. I feel I could
use the same approach that Rick Zollo did in my WA2. Chapter 2 is
where the boredom seemed to creep in. It was at this point that I
felt like I was now REALLY going to be going through old lessons
and ideas that I already had. Why fix it if it aint broke is a
saying that came to my mind every time I started to read the
chapter. After taking a short break, I grabbed some hot tea and
really set down to read through this chapter with and open mind.
The book begins to discuss how to choose a subject (food service)
and what the subcultures are (students, staff, management), as well
as events (meals and special occassions) and places (cafeteria at
the SRSC). Then the book moves onto freewriting, and while reading,
I became slightly more interested. I adore freewriting, and the
enjoyment came from my 8th grade teacher who had us do daily
journals of stream of consciousness. That is partly how I
discovered my talent for writing and poetry I like details, I like
the spontaneity, and that all ties very well with freewriting (and
for that matter, fieldwriting). The examples of fieldnotes gave me
mixed feelings. On one hand, I know the way I take notes is
perfectly fine. I have had no issues with it in the past, and if
anything, I am able to get good grades. But as I thought about it,
and read what the book had to say on it, I know I need to try
*their* technique of fieldwriting in order to do well with the rest
of the book. We have an assignment due for Thursday, Oct. 1 that
requires these fieldnotes. I will be sure to do it in a fashion of
how the book describes it. For my WA2, I had decided confidentely
upon researching how literacy is used in the cafeteria, and how
students use literacy to make an impact upon Sodexo. The pictures I
collected were mainly those of the Comment Board and comment cards,
as well as areas in the caf, such as the register and a food line.
I believe this is in the direct line of where my final project will
end up. (Please see Writing Assignments link)
RJ #9 For some reason, when I sat down to read Chapter 3, I
immediately felt compelled to read the whole chapter. There was
something about the opening sentence, as simple as it is: We all
read differently. The first paragraph is full of statements, like
no one but you searched the guide words in the phone book for the
name of your boyfriends family and no one but you as stayed up on a
hot summer night finishing To Kill a Mockingbird. These statements
became so personal to me, because I know I have lived them to some
extent. I have looked for my boyfriends number and address in the
phone book, and though I have not read To Kill a Mockingbird, I
have stayed up endless summer nights to read and reread books like
Black Beauty, Where the Red Fern Grows, and the Harry Potter
series. Part of the reason I feel such a drive to reread these
books is because, with each new time I read them, it appears as
though there is a scene, a character, or an attitude that was not
there the last several times I read it. I do not believe I skipped
over those pages, or simply ignored them, but the reason I feel I
have discovered something new in the text is because I now have an
experience that relates to it. An example is Where the Red Fern
Grows. As a middle school student, I was required to read the
novel. At the time, I had not yet experienced the death of a very
personal pet. Sure, I had lost hamsters, fish, hedgehogs, and a
foster cat or two, but I did not have a connection with them like
Billy did with his hunting dogs. A family pet that I did have a
close bond with that paralleled Billy and his two dogs was my own
dog, a border collie that we raised from birth. Due to a tumor on
her spine, we had to make the very heart-wrenching decision of
euthanizing her. Later on that same summer, I reread Where the Red
Fern Grows, and I could not keep myself from crying as the story
wound to a close. I will admit that previous journal entries from
me are catty and tend to be, well bigheaded. I mentioned in one RJ
that I didnt feel the need to read about how to take notes, that I
already knew how to take notes, that notetaking wasnt something I
wanted to spend my time reading up on. How I wish I could eat my
words! This chapter was a near slap in the face, because I realize
how challenging fieldwork can be. Ive grown up in Commerce, my
parents have worked at the university since we moved here in 1997,
and I am employed by Sodexo. For my WA2, I was required to
interview three of the head managers (John Offerle, Danny Shumway,
and Bart Blackburn). The task was in no way out of my comfort zone.
Why? John is my boss, and we enjoy discussing random things. Danny
is my dad, so there is no stress there. And Bart is also one of my
bosses, whom I respect dearly but I am also incredibly comfortable
around. Because of this comfort level, taking fieldnotes and
interviewing them was like a normal day. But then I started
considering some other fieldnotes I would have to take, and who
else Id have to interview: students in the cafeteria, most of which
I will have never seen before. The field is a tough place to get
involved in, especially if the town is strange, the people are new,
or the setting itself is just downright weird. The researcher must
step out of his/her comfort zone, be confident in his/her work, and
just get out there to get reliable information. RJ #10 Step I I
ended up deciding upon an essay in Literacies in Context that was
not assigned to us. The essay is Mirabellis Learning to Serve, of
which almost parallels the work project I am discussing how
literacy interacts in the food service industry. Though I have not
pinpointed exactly what context I am using, I am floating around
the same idea I had for my WA2, which was how the
students are able to use their literacy through comment cards,
email, and newspaper articles to impact the quality of food and
food service at TAMU-C. Step II A. The location of the analysis was
based in a diner style restaurant called Lous, which was an
Italian-American style restaurant. B. The members of the group are
primarily waiters and waitresses, though some subgroups are also
the cooks of the diner as well as the customers that the servers
wait upon. The waiters vary in experience. John was a 10-year
employee of Lous, and deemed unofficially by his coworkers as the
head waiter. Harvey has had 30 years of experience, though at the
time of the research had only been employed by Lous for 2 weeks.
Because of his unfamiliarity with the ItalianAmerican style
restaurant, he had some difficulties conveying the menu and
ingredients to the customers. The third main character is Tony, the
narrator. He worked as a waiter at Lous for a total of 2 years. The
cooks never directly speak in this essay, but appear as intelligent
and cooperative beings. The customers vary in attitude and social
class. C. The main activities the three waiters are engaged in are
reading the menu, conveying the menu to the customer, reading the
customer do determine what interactions the waiter should pursue,
as well as promoting their own knowledge to have a sort-of power
over the customers decision. D. One action that really stuck out to
me especially because I am a waitress myself and I love the
interactions between myself and the customer is knowing how to
respond to a customers body language (especially when a higher tip
is involved in the equation). A perfect example is when Tony, the
writer of the essay, describes his interaction with a regular whom
he has never waited on before. Al, the regular customer, enters the
diner with three other guests. Tony has never waited upon Al nor
the three other customers, and is unsure how to handle him. Al,
being a regular, knows the menu, knows the majority of the staff,
and may or may not expect a certain level of service. Because Tony
is not sure what Al expects, and he doesnt want to disappoint or
offend Al because he is a regular customer, Tony does his best to
take the orders and skip the small talk. I have experienced this
way too many times, especially because I have grown up in Commerce
and know a lot of folks. Occassionally, I have a difficult time
deciding upon how to treat a customer especially if its the parents
of a good friend. Do I address them like any other customer:
formal, friendly, to the point? Or informally, casual, and chatty?
I can totally relate to Tony. E. Based just upon the essay, a
regular physical item the waiters used was the menu. F. I have
described the events in a previous response. G. The events take
place regularly, though the interactions between the customer and
waiter are more time-constrained during the peak hours of meals,
particularly at dinnertime. The interactions, depending upon the
time, can take anywhere from a total of 10 minutes throughout the
course of the meal or as little as one minute throughout the course
of the meal. The time period, the customers desires, and the
avaliability of the waiter al determine the amount of interaction.
H. The members of the group the waiting staff hope to accomplish a
few things. One is a good tip, as servers do not make minimum wage,
but rather (at this point in time) $2.13/hr, whereas the rest is
made up off tips. Another goal the members wish to accomplish is
good service. A friendly atmosphere (whether intimate and causal or
very professional) coupled with
knowledge of the menu will help to promote a customers overall
satisfaction, leading to good service. Good service increases the
likelihood of a customer returning to the restaurant. I. I have
already responded to this question. Questions about my Research
Project A. My major research question deals primarily with the
interaction of students with the food service at TAMU-C.
Essentially, I want to discover how students use their literacy to
make an impact upon the food service, whether through comment
cards, email, and reviews both online and in newspapers. If time
allows, I would also like to see what students if any use the text
messaging capabilites on their phones to spread the word about the
food service. B. The proposed research site will obviously be
centered around the cafeteria. With further prompting and maybe
some reassurance from Dr. Carter, I would like to extend this
research to accomodate for the Food Court (which holds Einsteins
Bros Bagels, Grill 155, and the Marketplace) as well. I am both a
student who regularly eats in the cafeteria as well as an employee
of Sodexo (in Einsteins and as a cashier/lobby director). The
reasons for choosing the cafeteria versus a site such as the
concessions stand or even The Club (where many students choose to
eat their to-go meals) is because the comment cards and comment
board are located inside the cafeteria this is my focus point for
literacy (at the moment). C. I have almost unlimited access to this
community I am both student and employee. To greater increase my
access, my dad is the retail manager for Sodexo (overlooking
Einsteins, concessions, and any and all grab-n-go) and my mom is
the general manager for Einsteins. D. I will conduct my research
mostly in the cafeteria, though I will bring all of the information
together in a quiet location such as my apartment or the library. I
plan on sitting near the comment board over a period of time to
evaluate how many students actually stop a the comment board and
notice it, and may select a few to interview if they have time. I
also plan on sitting near the register/entrance which is where the
comment cards are located. I want to see how many students actually
pick up the cards, and how many are aware of their location. At
some point, I may also stand near the exit (inside or outside the
cafeteria) and do a quick survey to find out how many students are
actually aware of both the comment board and the comment cards. E.
The main point of contact will be the head director (and my boss),
John Offerle. I will first send him an email (of which I have been
neglecting) announcing what my intentions are. From that point, I
will schedule a time to get meet with him in his office so that I
may personally answer any questions he may have. Depending upon the
meeting, I hope to get his written permission to conduct my
research at this time. RJ #11 Beverly Mosss essay was very much an
eye-opener for me. Though she describes what her own personal
encounters are with her chosen culture and community (African
American church), she also established a very well-thought out
basis of general understanding. She quickly points out in the
beginning that an ethnographer, particularly when they are active
in the field, we need not to assume, nor show a bias. The
researcher must view the culture as an outsider, no matter how
close the researcher actually is to the culture. I relate very
closely with the difficulty of information, because I am already so
involved in my chosen field: food service in the cafeteria. As
stated numerous times in my previous RJs, I am both a student AND
an employee for Sodexo. Seeing the cafeteria, staff, and students
without my preconceived notions will be
very difficult. If I can accomplish this, however, my research
paper should be absoultely incredible. Not only must the researcher
pull him or herself out of a comfortable and familiar zone and
become like an outsider, the researcher must literally act as an
outsider and approach the culture cautiously. Do not picture a
reporter-like papparazzi sneaking into a strange tribe with a voice
recorder in hand. Rather, imagine an eager yet respectful child
approaching a dog to pet it. First, the child must understand that
the trust between the dog and himself needs to be built in order to
touch the dog. A mutual agreement both verbal and non-verbal must
develop between the two characters. The child has to ask permission
to enter the dogs personal space, and the dog may or may not oblige
by showing certain signs: tail wagging, a smile, teeth baring, or
blatant uninterest. From how the dog (culture) responds, the child
may then make further decisions: approach and attempt to understand
and pet the dog, or stay put and try to gain more trust and
respect. As with the story of Momma Day, Reemas boy has
preconcieved assumptions about the community, and searches for
those notions without pulling himself from the community and trying
to approach the culture as an outsider. Reemas boy did not approach
the community in an inviting, friendly way, but rather seemed to
storm in, trying to find the answers without figuring out the
context of the area first. Because of this, he was unable to find
the true, honest answers that he was searching for. Never assume
anything! To give the reader a very informative essay, the
enthnographer must make the qualified assumption that he or she has
no previous knowledge of the culture. The way the researcher forms
their own essay must give details and describe everything, almost
as if talking to a child, and make them step into the culture
emmersing themselves into something so vastly unknown but
remarkably comfortable. RJ #12 First off, before I start the
answering the questions, I want to express how much I enjoyed
reading this short story by Alice Walker, Everyday Use. Im not sure
if its because of my own experiences, or because the structure of
the story was just phenominal, but I felt so much sympathy for the
mother in Everyday Use. I was angered by Dees actions, and the
entire time I was reading, I prayed that I would not become Dee
myself, leaving the family and finally returning, only to take many
things for granted. The three main characters, Dee, the mother, and
Maggie, all have various artifacts throughout the house, though the
main ones (as described in the story) are the quilts. The mother
and Maggie both view the hand-me-down quilts as family memories and
personal experiences, whereas Dee sees the quilts more as art that
she can steal from the family and pass on to other people (we
assume a gallery or museum). The other artifacts, such as the
butter church, the table benches, and the style of food, all fill
this same role. From birth, it seems that Dee has had an
interesting role in the family itself, and resents all things from
the family: the old house that burned in the fire, the way she
treated Maggie, and how quickly she desired to leave the family to
attend college. The time period that the mother grew up in was very
culturally proud, whereas Dee and Maggie are of a time that
education is much more abundant and avaliable. Maggie is described
as not being very intellectual, so when Dee left for schooling,
Maggie stayed behind. Because the youngest daughter continued to
live at home, the culture passed down fairly deeply into
Maggie.
Dee views the artifacts (like the quilts) as cultural objects,
not as a family artifacts or traditions. The oldest daughter (Dee)
is named after several family members, but rejects the name in the
same fashion that she rejected her past culture. The narrator
herself understands the relationship she has with both of her
daughters. Though the mother tries to position herself in a way to
reflect that she still loves Dee, she very clearly feels a stronger
connection with Maggie. This is shown at the end of the story when
Dee tries to take the quilts, but the narrator refuses to allow it.
The oldest daughter ignores her mother, acting in a way of
better-than-you. This attitude angers the mother so much that she
grabs the hand-me-down quilts from Dee and places them in front of
Maggie. The mother cares more about the tradition and honor of the
family than the cultural artifacts being stolen from the home to be
placed as if a peice of art Groundwork Activity I am unfamiliar
with what the students feel, and I would like a hands-on
face-to-face interview with some of the students and see how they
use the comment cards. I also want to know how the managers react.
I must be very careful when I talk with management and when I
observe management I have a slight bias towards the members of
management because I know them. I also understand that I must be
respectful of the students. I must step out of both the employee
and student standards so its doubly difficult for me to NOT ASSUME
ANYTHING. I am currently composing a list of questions in a Word
document. I would like to finish my list (I have some fieldworking
to do sometime within the next two days) and I will post that when
the list is completed. An outsider would need a background
understanding of a few things: one, how often management interacts
with the students. Two, what students honestly think about the
quality of the food. Three, what a student does on a normal basis
when describing the food quality or service quality. RJ #13
Location: SRSC Cafeteria Sub-locations: Register, tray return line,
comment board Sub-cultures: Students, management, staff I knew
going into this field would be easy for me. I know everything! I
know the people, I know how the stations are run, Im familiar with
the customs, I understand what attitudes the management has and I
know what students like and dont like. But as I read Fieldworking,
I quickly realized that this assignment was going to be much more
difficult than I ever imagined. The largest goal in fieldworking is
to NEVER ASSUME ANYTHING. This kills me, even now as I sit and work
on some unwritten observations. As fieldworkers, we are to put
ourselves into the community, and then immediately pull ourselves
out of it. This sounds extremely opposing, and in truth, it really
is. But when we put ourselves in the culture we are studying, we
are asking the members to accept us and invite us to be an inside
observer. By doing this, we are able to hear, view, understand,
experience, and live in the culture AS an outsider that way, when
we show our research to others, they are able to hear, view,
understand, experience, and virtually live in the culture as well,
all through the words and research we put forth. The most recent
observations are centered around the students and staff,
particularly making note of the students who interact with the
staff, their reactions to the food being served,
and the comment board. Watching the students as an outsider both
as a non-student and a nonemployee gave me a much greater insight
to the subculture. I was surprised to see (based off a previous
assumption) that many students actually stopped to notice the
comment board. I had not expected to see as many as I did. The
students seemed to take a much larger interest in the comment board
during lunch than in breakfast, though I believe its because the
students are much more tired and less observant in the mornings.
After lunch, however, most students will have taken a class or two,
had interaction with peers and awakened the mind, and are just more
alert than not. However, because the students are in between
classes, and have high energy, they are less likely to stop and
look at the comment board. I was actually intrigued by how much the
students enjoy the staff members. I dont think Ill be able to
conduct my research in a way to include this, but I was very
curious to know if the friendliness of the staff would change the
students preference in food taste. Would an angry greeter put a
pre-taste of sourness into the students mouth? Does the happy,
cheerful, friendly line server decrease the bland taste of the
mashed potatoes simply because they served with a smile? How do the
students read the staff members, and how does that make an impact
upon the food? How does the set-up of the food impact the taste?
What do students do, and use, to make sure management understands
how students feel about food and service? I was disturbed, in a
sense, by the lack of management on the floor. I understand that
they are busy with many things: schedules, inventory, ordering,
managing staff members, etc. However, I still felt like their lack
of presence made a difference on the students. I dont think that
the students necessarily noticed that management wasnt around but
if management engaged themselves with the students, talked with
them, and did more than just stand around, I believe the students
overall experience will be heightened. RJ #14 EDIT: Before being
assigned this RJ, I had already flipped through in my Fieldworking
book to the Box 8 activity. RJ #13 (expanded fieldnotes)
essentially merged with this assignment. I will re-post parts of RJ
#13. Location: SRSC Cafeteria Sub-locations: Register, tray return
line, comment board Sub-cultures: Students, management, staff I was
surprised to see (based off a previous assumption) that many
students actually stopped to notice the comment board. I had not
expected to see as many as I did. The students seemed to take a
much larger interest in the comment board during lunch than in
breakfast, though I believe its because the students are much more
tired and less observant in the mornings. After lunch, however,
most students will have taken a class or two, had interaction with
peers and awakened the mind, and are just more alert than not.
However, because the students are in between classes, and have high
energy, they are less likely to stop and look at the comment board.
I was actually intrigued by how much the students enjoy the staff
members. I dont think Ill be able to conduct my research in a way
to include this, but I was very curious to know if the friendliness
of the staff would change the students preference in food taste.
Would an angry greeter put a pre-taste of sourness into the
students mouth? Does the happy, cheerful, friendly line server
decrease the bland taste of the mashed potatoes simply because they
served with a
smile? How do the students read the staff members, and how does
that make an impact upon the food? How does the set-up of the food
impact the taste? What do students do, and use, to make sure
management understands how students feel about food and service? I
was disturbed, in a sense, by the lack of management on the floor.
I understand that they are busy with many things: schedules,
inventory, ordering, managing staff members, etc. However, I still
felt like their lack of presence made a difference on the students.
I dont think that the students necessarily noticed that management
wasnt around but if management engaged themselves with the
students, talked with them, and did more than just stand around, I
believe the students overall experience will be heightened. Week on
Writing For two class sessions this upcoming week, we will be
traveling to two of the events that are involved in the Commerce
Writes Week on Writing. Because each student in the class is
required to attend two sessions and take fieldnotes on the
sessions, I will be choosing to use one of my two required events
as an in-class session. Just based upon the event description, I
believe I will take me fieldnotes on Thursday. The event is
Literacy in the Lives of Three PhD Students at Texas A&M
Commerce. Although the topic sounds boring, I really think itll be
interesting and eye-opening. Im anxious to see if any of the
students connect their literacy to food and food service. If so,
itd be great to interview them for my final ethnography project. =D
The other event I plan on attending is scheduled for Friday,
1pm-2:30pm. My last class on Friday ends at 12:50, so I will
probably be late to the event. The session itself is titled On
Being an Artist: Daily Affirmations and Gang Jargon. It seems like
a pretty cool idea, actually. Im intrigued by how the session will
run, and what information I can gather. I hope that I can use some
of my observations/fieldworking and use it in my final project.
Maybe students will speak at the event and it will give me an
insight into their feelings and how they express themselves. I will
post my fieldnotes (probably by scanning my handwritten notes onto
my computer and externally linking them) and eventually posting an
analysis and/or extended fieldnotes. These will be posted in my
blog, under a new (uncreated) category of Fieldnotes. =] Peer
Review My draft is complete! I had it finished earlier today,
around 3pm-ish. I did not write it as well as I should have, but
the reason is because I want honest, good, structured critiquing
from my peers. I dont want the simple you COULD change or you MIGHT
change I want somebody to tell me I did something wrong, they didnt
like something, and to actually go through and CHANGE it not just
suggest a change. RJ #15 Expanded Fieldnotes The Caf, as the dining
room at Texas A&M University Commerce has come to be known, is
overflowing with students this afternoon. A lunchtime served by the
staff of Sodexo is always this packed on a Thursday afternoon. I
feel the rush and urgency of the customers, even as I sit at a
small, round table by myself. This table is an ordinary round
table, stationed about 20
feet away from the entrance of the cafeteria. The tables and
chairs around my central location are close together, causing the
area to be cramped but maneuverable. My chair is relatively
comfortable, and faces the register and cashier. My laptop is on
the table, open to a blank word document, and I notice many
students give me searching glances. I hear one male ask his friend
if I am watching a YouTube video while dining. I chuckle to myself.
The cashier is an older woman, I would guess to be about 65. My
initial reaction of this woman is curiosity. I have heard many
students before this field note session mention how kind and
wonderful she is. I observe her closely, eager to find out and
experience what exactly it is about this particular cashier that
causes such great reviews. With the first student walking through
the door, I understand. The employee smiles at the student and
makes eye contact, asking how their day is while swiping their meal
card into the computer. She checks the screen to confirm they have
a meal plan, and as the student heads to gather a tray and
silverware, she says in a very grandmotherly voice, have a nice
day, followed by their name. Within a 15 minute observation period,
43/48 students either verbally responded to the kindness of the
cashier or reacted positively in another way, such as smiling. The
ethnographer inside me cant help but wonder if the kindness and
customer service of the cashier in other words, the way the student
reads the employee will make an impact upon the students overall
experience in the cafeteria. How is the experience linked to the
actual quality of food? I gather my items and change tables. The
location is not but about 15 feet away from my first table, and I
notice that a few students are watching me. I try not to draw
attention to myself, but its hard considering the relatively small
size of the cafeteria and the limited amount of moving room between
chairs and tables. My new focus point is something that I know a
few students questioned about. What in the world is a freshman
doing staring at the tray return? What appears to be a close
investigation of the revolving caddies are actually a few minutes
of observing the board next to the tray return: the Comment Board.
The Comment Board is a large blue sign to the right of the return
window, with six plastic slots for papers to sit in. The purpose of
this board is for students to leave comments or questions for the
management of Sodexo, and for the management to respond. Not only
does this give Sodexo an opportunity for them to show how much they
care about the students and their ideas, but also shares those
ideas with the entire student body that reads the cards from the
Comment Board. As I watch for students to stop and read the cards,
I remember that one student, who was already in the cafeteria at
the time of my register observation, picked up a comment card. The
blank cards are located at the front of The Caf, directly in front
of the cash register. I wonder if he was grabbing a card to
complain or to praise, and I wonder if he will actually turn it in.
I focus my attention back on the Comment Board, of which I have a
clear view of. Many of the students simply pass by without glancing
at the cards. How many students are actually aware that there is a
comment board? Do they care if they have a say? While taking note
of these questions, I watch as two Indian females return their
trays, full of food. I notice their plates were filled with tofu
stir fry, and not much else. Each student pays $6.20 a meal, yet
these two women seemed to not have eaten anything. I long to know
if they have mentioned to management the fact that the vegetarian
options seem slim. A line at the tray return begins to build up
ever so slightly around 11:45am, as the traffic of trays begins to
build up. The staff members in the dish room must be small. Because
students are waiting in line, the chances of them noticing the
Comment Board are greater. I am excited to finally see some
interest in the board, and the 3rd person in line is a female. She
leans towards the board, and I notice she doesnt have any dirty
dishes with her. I can tell she is looking at a specific
comment, but because her back is to me, I am unable to tell her
reaction. Did she write a comment card, or is she reading a
friends? She stands there for about 3 minutes, while other students
bypass her and put up their trays. Because she is in the way of
traffic, a few people in line stop to look at the board as well.
One girl stops behind her, and the two women talk and point at the
card. They laugh and continue to point at the card, but whether its
because of the comment or the response, I am unaware. Throughout
the remainder of my observations at the Comment Board, a time
period of about another 10 minutes, I do not notice any other
interactions with the cards and the students. A few do glance at
the board, but move on quickly. I myself get up to observe the
board and notice that all of the cards are at least two weeks old.
My curiosity wants to know why the cards are not more updated and
current. I pack up my items and head towards the exit. As I am
leaving, I hear voices commenting on the food and the service, in
both negative and positive light. I make a mental note to resume my
observations in this location, while positioning myself near the
exit, as well as standing close to the serving lines to watch the
interactions between students and staff. Analysis Memo Location:
SRSC Cafeteria Sub-locations: Register, tray return line, comment
board Sub-cultures: Students, management, staff I was surprised to
see (based off a previous assumption) that many students actually
stopped to notice the comment board. I had not expected to see as
many as I did. The students seemed to take a much larger interest
in the comment board during lunch than in breakfast, though I
believe its because the students are much more tired and less
observant in the mornings. After lunch, however, most students will
have taken a class or two, had interaction with peers and awakened
the mind, and are just more alert than not. However, because the
students are in between classes, and have high energy, they are
less likely to stop and look at the comment board. I was actually
intrigued by how much the students enjoy the staff members. I dont
think Ill be able to conduct my research in a way to include this,
but I was very curious to know if the friendliness of the staff
would change the students preference in food taste. Would an angry
greeter put a pre-taste of sourness into the students mouth? Does
the happy, cheerful, friendly line server decrease the bland taste
of the mashed potatoes simply because they served with a smile? How
do the students read the staff members, and how does that make an
impact upon the food? How does the set-up of the food impact the
taste? What do students do, and use, to make sure management
understands how students feel about food and service? I was
disturbed, in a sense, by the lack of management on the floor. I
understand that they are busy with many things: schedules,
inventory, ordering, managing staff members, etc. However, I still
felt like their lack of presence made a difference on the students.
I dont think that the students necessarily noticed that management
wasnt around but if management engaged themselves with the
students, talked with them, and did more than just stand around, I
believe the students overall experience will be heightened.
-----------------------------------------
Commerce Week on Writing Writing Local History Fieldnotes
10/20/09 I enter the library with my classmates and friends. A man
dressed in a nice suit directs us to the back of the library. As
our small crowd of students nears the area, we notice the seats and
realize that these will be ours for the next two or so hours. My
peers and I are eager to understand what the speakers, four
microphones, long tables, and a projector connected to a laptop are
going to be used for. As we settle into our places, eager students
squirm and twist in their seats. I notice that a man stands along
the side of our seats with a camcorder. My peers and I begin to
pull out laptops, spirals, paper, folders, and pens. The fact that
we all check each others note-taking preferences to compare our own
ideas makes me chuckle. The microphones sitting on the table are
being tested and tapped, a woman in dress pants and a nice blouse
places books and folders near the microphones, and the crowd begins
to hush as four new faces walk into the room. Three men and a
woman, ages ranging from about 50 to 80, search the room. Their
interest in the size of the crowd feeds my peers to begin looking
around the room some more. I notice that our class of about 20
students has been joined by 15 or so other community members. While
the room is buzzing with anxiety and curiosity, a gentleman in
dress pants and a nice dress coat begins to welcome us while the
four speakers take their seats in front of the microphones. The
announcer introduces to us Otha Spencer, Jim Aimsworth, Bobbie
Purdy, and John Hanners. The first speaker is Dr. John Hanners. He
introduces himself as a trained theater historian, and mentions how
much he feels out of place. He jokes, saying he is the brown shoe
in the midst of tuxes, emphasizing that he does not feel like his
talent measures up to those around him. Dr. Hanners is pleasant and
smiles while he talks about his projects on micro-history (the
small, every day people) and that he tends to write towards a
specific audience for each new project. He continues with his
speech and mentions that we, as people, no matter where we are,
walk under the shadow of somebody else, meaning that we are not the
first to do what we do. What he looks for when writing are the
people who came up with the firsts, who walked, lived, breathed in
the first. This kind man mentions a few of the micro-history
subjects he has previously studied, all surrounding the local
community of Commerce, Texas. He has previously researched murder
trials, the Shawnee tribe and Captain Rhea (with an incorrect Rays
Creek named after him), and the history of Hunt County in general.
Dr. Hanners rounds his speech to a close with the statements of, I
am more attracted to social villains than I am social heroes. [I
am] eager to separate the myth from the fact. Otha Spencer, the
next speaker, is the oldest of the group. Not only has Mr. Spencer
been a professor of Journalism and Photography at Texas A&M
University Commerce, but has also been a weekly publisher for the
Commerce Journal. He produced a column titled Bits and Pieces, all
revolving around the central idea of Commerce history. Otha Spencer
proudly holds up two books, and I notice that his name is printed
at the bottom of these books. He introduces his latest, Cotton Belt
Railroad, and briefly discusses that the book is a historical
document describing the cotton belt railroad located in Commerce.
His purpose for writing so centrally on Commerce is later answered,
with Mr. Spencer reiterating the fact that he graduated from
Greenville, Texas (a 15 minute drive from Commerce) and pursued an
education at Texas A&M Commerce (what was then East Texas State
Teachers College). Mr. Spencer is slow to speak, but in his eyes I
can tell that he is passionate about his work and dedication to the
history of this local community. As he rounds his discussion to a
close, he prompts for questions from the
audience. I silently giggled as I noticed he did not wait for a
single mouth to be opened or a single hand to be raised in the air
before again talking about his life and history in Commerce. His
eagerness and passion for writing is incredibly apparent. I lean
over to mention this to my close friend, and she nods in agreement.
Quickly taking up the reigns after Otha Spencer finishes speaking,
Jim Aimsworth the youngest of the panel begins to speak. He is
wearing a nice button-down, long-sleeved shirt complete with jeans
and cowboy boots. To make a stereotype real, one can tell that Mr.
Jim Aimsworth is a cowboy. He begins by explaining that he, along
with Otha Spencer, is a graduate of Texas A&M University
Commerce. He, too, has books in front of him. Picking up two of
these, Mr. Aimsworth explains that he has previously written and
published books on finances, and is the author of three historical
novels. There is a change in his body language, however, as he
holds up a book titled Biscuits Across the Brazos. His eyes soften,
and I lean forward in my chair to learn what is so special about
this book. Mr. Aimsworth says that his father had two biscuits 50
year old biscuits and wanted to hand them down to him. The author
chuckles as he remembers the story, explaining that as a boy, he
was so confused as to why biscuits were so important. It wasnt
until after his fathers death, Mr. Aimsworth explains, that he
regrets not taking better care of the biscuits. To honor his
fathers memory, he begins a 325 mile journey in nothing but covered
wagons and horses from Cooper, Texas to West Texas. His caravan
travels across the Brazos River, and as he travels to the origin of
these biscuits, Mr. Aimsworth begins to collect names, dates, and
stories about the people from his fathers own life and time. As his
time draws to an end, he states that its because of his love for
factual historical fiction and the experience he had traveling
along that journey, he has become to love the culture and local
history of his community. The last speaker, Bobbie Purdy, smiles at
the crowd. She is the only woman on the board, but is confident and
alert as she speaks to my peers and I. She is also a graduate of
Texas A&M Commerce, and explains that she is a mother of two,
and a grandmother of one. This insight into her personal life
allows me to feel that she is connected with family, and I wonder
if and how this makes an impact on what she writes about. I realize
I have guessed correctly when she goes on to say that she writes
memoirs of her life with her parents. Ms. Purdy grew up on a farm
and cotton patch in Fannin County in the 1940s and 1950s, where her
father and she shows us a picture picked cotton with a cotton sack
hung over his shoulders and his overalls hitched up. Bobbie Purdy
says she dabbled in writing for several years, but when she heard
that the University was offering a memoir writing class, she jumped
at the chance to take it. In this class, she learned about the
publishing, editing, and writing process of memoirs. After the
class was complete, she and her peers felt so connected with their
studies that they decided to continue writing and formed an
on-campus group called the Silver Leos. These authors meet together
submit their writing to each other, edit others work, and discuss
their memories and memoirs. Ms. Purdy reads to the crowd a short
selection in one of her memoirs titled, This Little Piggy went to
Market. Throughout this selection, the family emphasis is strong
and the audience can easily visualize the setting: dusty farm, a
giant sow killing all but one of her piglets, and then Ms. Purdy as
a child taking up that remaining piglet and nursing it to market
age. I was immersed in the story, and was disappointed when she
stopped reading from her manuscript. It was apparent in the way she
wrote and read that the history of her family and the community is
important to her. I want to preserve this for my children, and my
childrens children. After the four guests were finished speaking, a
few of the students and community members asked questions. Some
questions were directed to particular authors, other questions were
general. The panel was very delighted and eager to answer anything,
and was more than
happy to stay and chat with anyone as we all gathered our items
to leave. I did not have the time to speak with any of the authors,
but I have a feeling I will be keeping their names written down for
future reference. The overall experience was wonderful, and I am
getting closer and closer to realizing just how influential
Commerce, Texas and the surrounding communities are to history and
literacy. I was surprised by my own eagerness to listen. I was
attentive during each speech and introduction. Aside from my own
personal reasons, I was also surprised by how deeply rooted these
historic authors are with their work. Not only do the authors have
a background with Texas A&M Commerce or the surrounding area,
but their lives and much of their income, Im sure, revolves around
that fact. It was incredible to me, and I was proud to live in
Commerce. I was intrigued in the same sense that I was surprised.
Many of my questions were answered by the authors, such as why
choose Commerce and what is so interesting about Commerce that and
what involvment and investments do you have in this area? There was
nothing that was disturbing to me. Even as I try to come up with
something from my observations and experience, I am having a very
difficult time drawing anything disturbing. RJ #16 Chapter 5
Analysis Chapter 5 was lengthy, but very helpful (as I have
discovered all of the chapters to be). Because my own project will
require so many interviews oral histories, if you will I found this
chapter very beneficial for my overall ethnography project. I
really took the quote from Henry Glassie to heart: Ethnography is
interaction, collaboration. What it demands is not hypotheses,
which may unnaturally close stody down, obscuring the integrity of
the other, but the ability to converse intimately. The reason this
hits me so hard is because my area of research, the cafeteria, is
already a very familiar place to me. Its almost like a second home.
When I think of this quote, it reminds me to play the role of an
outsider while I do my research, and when I do interview and gather
oral histories of students, staff, and management, I need to
converse intimately and not just ask questions. Discovering the
different ways to ask questions (closed and open), I realized that
the way I phrase my questions will determine the answer. Because
ethnography requires that the researcher ASSUMES NOTHING, I really
need to be careful in which direction I lead my interviewee. An
example: I should ask something like Have you ever had a bad
experience in the cafeteria? as opposed to What was your last bad
experience in the cafeteria? Part of the chapter discussed relating
good listening and body language together. Again, this is a HUGE
part of my research and it really hit home. I understand I use this
phrase hit home quite a lot, but I wouldnt use it unless I didnt
mean it. A segment of my research is involving how students read
the cafeteria staff by body language. If a cashier greets them with
a smile, no hostility, and cheery voice, what kind of impact will
that first impression have upon the students experience? How will
that change their taste of the food? In the story I Can Read and I
Can Write, other than the incredible story itself, the most
noticeable factor for me was the way Edwards left the dialect of
the culture in the oral history. By keeping the dialect the same, I
felt emmersed into the culture and I could picture the interaction,
I could picture the story. And thats exactly what it was: a story.
This wasnt another essay that described a story, and the way
Edwards phrased the entire selection was just
marvelous. I enjoyed reading this because every detail was in
the description, every part of me was involved in the culture of
this history. CWoW Open Mic Night Allie and I enter into the
Commerce Public Library at 4pm on Friday, October 23, 2009. We do
not see many other visitors, other than the normal patrons at the
computer. I approach the desk and ask one of the librarians if the
Kids Open Mic is still being held, and we are informed that the
program is being held downstairs at 4:30. Allie and I head
downstairs and we enter a room that is small, an almost
basement-like area with several chairs, a podium, two microphones,
and some speakers. Two women are in the room and greet us with
smiles, and ask if we are there to speak. Allie and I explain that
we are both college students and are there to observe for the
Commerce Week on Writing. While we are waiting on High School and
Middle School students to show up, Allie and I went back to the
main floor and visited with some of the patrons and the staff,
though not in an intentional interview way. As 4:30 approached, we
headed back down to the room and found a male student with the two
original female associates. Allie and I sat down in the chairs and
pulled out or Fieldnotes. I ended up taking mine on my laptop, and
Allie handwrote hers. The student announced himself as a Senior
from Commerce High School, and pulled out two composition books. He
says he is a poet, and his two books are filled full of poems, both
his and others, as well as lyrics from bands he has grown to love.
This student has a very nice speaking voice, and is confident about
his love of poetry. I am surprised and impressed by the love of
poetry from this male, as most guys shy away from the idea of
poetry. I was drawn to him and intrigued by what he would speak
about. The poet read a few of his favorite selections from his
composition books, and again I was pulled into his personality. His
poetry was full of emotion, and only two of his poems that he read
aloud were rhyming and bouncy. One of his poems titled Light and
Dark discusses two paths of direction: light, which is full of
goodness, love, guiding faith, happiness, and an angel of purity.
The other path is dark, which symbolized death, pain and suffering,
the urge to kill, and blood. He asked the audience through his
poem, which will you travel? Another poem that really made an
impact upon me was the one titled Blue Moon. The flow of the poem
was gentle and kind, and the way the student placed the words
enabled the audience to ease into the relaxing mood, even with the
rhyme scheme. The poet describes a blue light, and introduces two
characters who share carnations and roses, who kiss, who are
married and who proclaim to one another, only death can separate us
underneath the blue moon. I was moved by this poem, and was
entranced by the way the poet read this. The poet welcomed a
question and answer session, where he seemed to shy back a little
bit, which I found interesting. He decided to start writing because
he wanted a relationship with people, both in a romantic way and in
friendship. He wants people to see that he is a sweet guy. This
senior also stated that he wanted a way to express himself, and
because he felt he did not have an ability to draw, he wanted to
write poetry. He felt that the words and rhythms came naturally.
When asked about his composition books, he held up the oldest one,
with tape on the binding and the cover. The student opened up the
book to give us a peek inside, and we found drawings, pictures,
lyrics, his auto-biography, and his very first paycheck from his
job. I realized that his composition book is not just a place to
keep his writing, but a place where he can express himself and keep
himself in. I loved it!
Though the audience was small and the poets just one, the Kids
Open Mic was a success in my eyes. The poet was able to express his
writing, and Allie and I, as well as the graduate students who were
in charge of the event, were all able to catch a glimpse into the
life of another being. I was surprised by the fact that so few
people attended the event. I felt sorry for the kid, because if it
werent for Allie and I, the only audience members would have been
the director of the event and her camera woman (both graduate
students). I was also very shocked and impressed by the student. He
is a senior in High School, a pretty big guy, built well. And he
had a soft side! There is just something to be said about guys who
write poetry, especially poetry about emotions, feelings, and love.
(To be honest, its a turn on.) I was intrigued by what I was
surprised about no people to show up, and the poet was a softy. =]
I was not distrubed by anything. RJ #17 My fieldnote analyses are
posted underneath both of my RJ #16s. Ch. 7 Box Activity: Please
see RJ #19 RJ #18 I chose to work on Box 28, titled A Box on Boxes.
We are to collect an archival box of items to analyze, and map out
the items by groups, such as chronologically, by size, by
relevance, etc. We are also asked to find different themes about
the contents of the box. The best box I had access to is very
personal to me, and I know all of the items in the box. The items
belong to my boyfriend, Daniel, and all items represent memories.
The box is a Sketchers shoe box, and filled with a variety of
items. The items are listed in no particular order:
Name tag from Fox4, with his name on it Christmas stocking with
my name on it A stick split in half A party blower 3 greeting cards
A camp letter and two word puzzles A survey Dunk-A-Roo snacks
Tootsie Roll A large roll of Smarties candy A small bag of Cheetos
chips 1 Envelope Hand-written instructions on how to take care of
your nails and cuticles
Various printed pictures and sayings A small pack of molding
clay A 2-page typed letter to Daniel A homemade coupon book for
Valentines day A broken black spoon Electric fan 1 year anniversary
DVD Handmade word search Peice of red cloth (from my 2009 prom
dress) Several movie theater ticket stubs Hand-written note from me
Peice of sparkly blue cloth (from my 2008 prom dress) Two small
pinatas A note from Daniel to Daniel during his Sophomore year 3
small strips of paper with various romantic sayings
A few themes I came across: all related to our relationship, all
things that made Daniel smile, all special memories that he wishes
to remember, and all are relatively happy memories. The food items
(Cheetos, Smarties, Dunk-A-Roos, Tootsie Roll) were all sent at the
same time: while he was gone during the summer, being a Scout
leader at this Scout camp. They were a part of a care package, and
sent around the same time as the camp letter, word searches, the
envelope, electric fan, molding clay, and the various printed
pictures and sayings. The split stick is something that I am very
familiar with. The whole stick was in a Y formation (very similar
to a wishbone) and Daniel and I found it while at a church camp
during the summer of 08. We made a wish in wishbone style, and as
we broke the stick, it split in half in typical wishbone rules,
that means both of our wishes would come true. Turns out, we made
the same wish. Its a very special memory of ours, and the wish is
still holding true. It seems like the smaller items, such as the
spoon, the stick, the ticket stub, the name tag, and the two pieces
of cloth, hold more meaning than the bigger items. The smaller
items are not things that I made Daniel or sent to him (like the
notes, the pinatas, or cards), but rather items he has collected on
his own. The spoon came from our first official date, the stick I
have explained, the ticket stub is our first movie together, the
name tag is a memento of a visit we had to the Fox4 weather station
(with THE Evan Andrews) that I got him as a Christmas present, and
the two pieces of cloth are part of my dress from the two Proms we
have attended together. All of the other items, generally the
bigger ones, are all items I have made for him or asked him to
keep. As stated, I am incredibly familiar with this box and its
contents. I know the information about all of the items, but as I
did this project, I came to realize that the smaller items are the
more important items especially to Daniel. Sure, the cards and DVD
and notes are special to him, but they do not necessarily symbolize
any particular important event. The events that Daniel
remembers and has mementos for are more precious than anything I
could have made him. Thats very important to me, and it shows that
he cares about our relationship. Authors Note: Daniel and I have
been dating since October 29, 2007 and just recently celebrated our
2 year dating anniversary. He was a freshman in High School (14)
and I was a junior (17) when we first started dating. We come from
strong Christian backgrounds, both express ourselves through music,
love to laugh, and we have become each others best friends. Weve
had our rocky points and scary almost-break-ups, but Daniel and I
have managed to make it through everything. Hes a great guy:
community leader, Eagle Scout, drummer for the church band, active
Youth member, Honor student, Assistant Drum Major of the HS band,
and a strong Christian. RJ #20 Table of Contents of Collected Items
1. Comment cards from 2006 2. Comment cards from 2007 3. Comment
cards from 2008 4. Comment cards from 2009 5. Gathered surveys from
the HC students 6. Fieldnotes from a breakfast observation 7.
Fieldnotes from a lunch observation 8. Photos of cafeteria and the
comment board9. Website to Sodexo menu
Analysis of Portfolio The items in my portfolio all revolve
around my study: the cafeteria, the staff, the students, and the
comment cards. The selection of comment cards in 2006 are welcomed,
but will most likely not be used in the study because the date is
far back. **COMPLETED LATER** RJ #21 I have not had the chance to
interview a person yet, but I do know the general group that I am
aiming for. I would like to interview a student who is a frequent
visitor to the TAMU-C cafeteria, and preferably not a freshman, so
that the information I will gather can be based off of more than a
semesters experience, and the interviewee should not have family in
or past work experience of Sodexo food service. This interview will
give me an unbiased students perspective on the cafeteria and
service. I would also like to include in my WA4 an interview with a
member of management. Due to time constraints, and a very
convenient 2 hour road trip with my dad, I will be interviewing
Danny Shumway, retail manager of Sodexo. The purpose for including
both interviews is so that I may be able to more closely examine
the relationships between staff and students. In other words, I see
both sides of the story, both sides of the penny. Although I have
fieldnotes, interviews, and surveys, the items I have coded thus
far (due to the large number of them) are the collected comment
cards that students have left for management. The codes are as
follows:
P Positive comment N Negative comment S Suggestion (to be
coupled with P or N) 6, 7, 8, 9 (Year published, as in 2006, etc.)
St Comment about a staff member (to be coupled with P or N) F
Comment about food (to be coupled with P or N) M Management has
responded # Contact information R Completely random card,
pointless, unhelpful
These codes are extremely important. A positive comment about a
staff member (PSt) will tell me what students like about the
attitudes of staff members. A comment card from 2006 (6) will show
me I should not necessarily use that artifact, as that was written
for the old cafeteria. When a comment is rude and negative, filled
with complaints about the food and a manager has responded (NFM), I
will draw conclusions and discover if the way a student writes a
card will influence the way a manager responds. This all leads up
to my thesis question: why and how does literacy impact food
service at Texas A&M University Commerce (specifically through
the relationships between students and staff). The Caney interview
was not accessible in class. I cannot recall whether or not the
interview was to be watched and recorded on our own time.
Fieldnotes may or may not follow. Expanded fieldnotes (an interview
with Danny Shumway, retail manager) is in progress. RJ #22 1. I am
in the field at the moment for both my WA4 and my final
ethnographic project. I am slightly delayed due to situations
beyond my control. I need to interview both Danny Shumway and
Arielle McMahon, but due to class scheduling conflicts these
interviews must be completed during the dinner hours of 5:30pm
7:00pm. Also, the camera and the camera guy is not available until
after 5:30pm due to his own scheduling conflicts. Often times, none
of us can get together and meet so that the interview may be
conducted. Though I do seem to be very behind, I am acutely aware
of the process that my video (via Windows Movie Maker) will be
constructed in. I have a list of questions to ask the interviewees,
I know what camera angles I am looking for, and I know as much as I
can what the connections will be and therefore I have a very solid
but general idea of the analysis of the two interviews. I am
excited to continue to work on this project and get more in-depth
of this field. My camera man, the interviewees, and myself should
be able to begin this evening around dinner time. =] I could very
much use help from my classmates. I would appreciate if everyone
could visit the following website and fill out the VERY quick
questionnaire (should take about 5 minutes).
http://www.surveymonkey.com/s.aspx?sm=mZqS_2bUv_2fc_2fwOJia_2fxvdifg_3d_3d
2. My table of contents has not changed since my last post about
them, nor have my codes changed up to this point. After my two
interviews, plus some gathering of information from the above
survey, I will have several more codes and a much more detailed and
outlined table of contents. Its very difficult for me to not have
any changes, as I both like change and use change as a measure of
progress. But as I have been relatively unable to collect any more
data, nothing
has changed. As stated previously, after todays interviews, I
should be able to post more detail and information regarding codes
and my ToC. RJ #23 I decided to take my media presentation and just
turn it into a written essay. And then again I have decided to make
it a media presentation. :) Haha! Go figure, right? So I have
audio, video, and text all put neatly into a PowerPoint
presentation. Altogether (audio + video + text) equals to somewhere
around 20 minutes, but I have the clips set up to where the viewer
may CLICK on the video/audio and watch them there. So while just
viewing and listening and reading to some of the interviews, the
total should be around a 10 minute presentation. It is Saturday and
I have one more interview to collect (Danny Shumway, my dad) and
then Ill edit all of the video and place it into my final
presentation. Cant wait! RJ #24 1. I have not read Chapter 8 in
Fieldworking yet. I plan on doing this eventually but Im not sure
if I will be able to accomplish this before this upcoming Tuesdays
class, as I am working diligently on my WA4 to get it in the best
way possible. 2. Table of Contents has not changed from previous
entry, EXCEPT new information regarding my interviews and a few
surveys. Again, I am having a hard time accomplishing this at the
moment as my focus is on WA4 and completing the final project. I
feel, as an individual, that I will be able to do well on my final
ethnographic project without keeping this RJs and these checkpoints
(ToC, codebook, etc.) but this doesnt mean I wont try to do it. 3.
I have come to realize that most students the 4 online surveys plus
the 3 interviews do not have a direct complaing towards the
cafeteria staff. Each person, however, has commented on Gracie (the
cashier) and how friendly she always is. They explain that she
always smiles, always uses the students name, and she does have a
positive impact upon their experience in the cafeteria. Two of the
students elaborated on the other staff members body language how to
read them and described how they stand, how they speak, can really
affect their experience. Not so much negatively, but definitely
does not help bring up their mood or attitude. 4. Codebook has not
necessarily expanded, but I need to sit down and analyze this, with
all of my new information, to really gather what I need to do.