Blog 3

Shaggy Dog Stories

Question to analyze: Why is the punch line always at the end of the story?

1, 5, & 6 are what questions we used in Gee’s text that provides evidence for our answers to our question.

We found that the answers to the text questions we chose can be found in the Code/Patterns in each story we read.

Codes/Patterns:

·      Sequence format to the stories

·      Hype up the story to leave you with a laugh at the end

·      Ending ties everything you read together

·      Personal connection made throughout the story that trigger emotions at the end when reading the punch line, such as happiness or laughter.
-     Social language that is easy to understand and attracts an audience that has background knowledge that leads them to comprehend the punch line and associate it with something humorous

·      Knowing previous knowledge of the subject will make the punch line funnier.

·      Most endings have a play on words

·      Some type of violence in the story line         

·     Development a connection to an experience

·   Provide background- connect to listeners

·   Terms that are going to be in the pun

·   Introduce story element that make the pun make sense

·   Connect to listener’s experience- focus of the pun 

Examples from stories: 

-Typical stereotypes such as the joke with lawyer character.

-Smokey the bear is used in one of the stories that borrows facts and lines that we were previously familiar with

-The lawyer story contained a sequence of events that led up to the conclusion - the reader needed to know the information throughout the story before coming to the punch line at the end

Theory: In order to tell a story that result in a humorous punch line, the story must contain a sequence of events that is relatable to the audience. This gives the reader time to understand the story first, and then when reaching the end of the story they are awarded with an ending that pleases the reader.

Blog 2

Question:  In your own words define analysis.  What is it?  How does it work?   Describe how you might use analysis to study something about writing that interests you.

Analysis is the process of analyzing a subject. We as a class came up with analyzing being breaking down, finding the meaning of a word, studying, observing, finding a conclusion, critical thinking, hypothesizing, and investigating.   It works by a person finding more about a certain subject through research on the internet and in books. Analyzing can work by a person finding research and taking information from it.

I will use analysis to find information in an article or in a book that will be useful to write a paper.  I will look at different sources to find out information on a specific subject. I can compare information with the ones I found in articles and come to a conclusion.  

Blog 1

Question: What kind of writing studies research are you interested in working on?

I am interested in working on the study of how people write whether it be children or adults.  I am interested in the process of writing the different letters of the alphabet.  I  always think to myself, how could I teach the most basic thing without making it too complicated.  I'm sure schools spend time on how to write letters, but a lot of the time, the letters as well as the numbers of young students are backwards or upside down.  I work in an after school program five days a week, and a lot of the students I work with write either their letters backwards or upside down.  Sometimes they confuse their "b"s and "d"s.  For example, today, I had one student who came to me and said "Ms. Underhill, I am having trouble writing my "e"".  He wrote his "e" like "Ə".   I was confused at first then I saw that he attempted to make an "e"  a couple times.  All those "e"s looked like "Ə"s and they were all crossed out.  I then took an eraser and erased his previous work and then in pencil I made the letter "e" by dotting it; I wanted him to trace over my dotted letter. You want to know how he traced it?  He started at the bottom, did the curve part first them did the straight line. Although he did write the letter "e" correctly (not backwards or upside down), he did not write the letter "e" from top to bottom.  Watching him write the letter "e" made me think.  I don't want my future students writing like this.  I do not want them to write their letters from bottom to top.  I want to teach them how to write the alphabet properly so they do not run into problems later in life.

Then another thought popped into my head. I like to watch other people write letters, and some of the people I like to watch are leftys.  They make their letters so different than the way rightys write them but they make them correctly.  That got me thinking as well.  How will I teach the leftys in the class how to write.  Do I teach them how to write their letters like a righty would or would I show them a different way?

Test

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