DCR Principles Reflection

At this point in our journey through the course we have learned about discourse communities and what they consist of. We were introduced to one very important aspect of discourse communities from John Swales, who stated “A discourse community utilizes and hence possesses one or more genres 15 in the communicative furtherance of its aims” (472). Further readings help us to better understand what genres were and how they play a vital part in discourse communities. It is from Charles Bazerman that we learn that genres are written forms of communication that help set the tone for the type of communication that occurs between members of a discourse community. Genres enable discourse communities to help express various concepts, ideas, values, etc. to members of the community and even members who belong to other communities.

When interviewing our various contacts in our current or future discourse community we take it one step further and see for ourselves just how crucial genres are to a discourse community. For my discourse community specifically I learned that without certain genres important things would go unattended to. One example of this is the grant application. In the nutrition department research is vital to our understanding of various aspects of nutrition and how they affect overall human health. Without the use of grant applications funding is almost impossible for research. Another important genre I discovered was the use of manuscripts. This genre is not just vital to the nutrition department but also to the science field in general. This manuscript is what researchers use to publish the findings of their research to their colleagues in their field and the science community overall.  There were other genres that were very interesting and also just as important to the continuation of this community. This stage in the class has really helped me to appreciate the true importance that genres play in discourse communities

The main concepts that need to be understood about genre analysis have come from our readings in our text for the class, The Wayne Writer. It is in these readings that we learn that a thorough genre analysis includes several key concepts. The concept of scene and situation as they pertain to different genres is necessary because it aids you in making sense of the genre. Some other concepts that need to be thought about when analyzing genres include content, format, structure, tone, patterns, and various others, using these give you the tools you need to do the job.

Research Journal 17

We learn from Merriam about data analysis and what it entails. Data analysis is basically the analysis of data. Merriam states, that “it is the process of making meaning” (176).  The main goal of the analysis is to help answer the research questions that are associated with the data, and to make sense of the data to discover the findings of the data. In order to make sense of the data you have to be able to recognize various aspects of the data. Merriam makes mention of finding the segment, which is a unit of data that may contain an answer to the research questions. After looking at the data in these units an assessing the information present in them then you can start organizing them in various categories. In analyzing my data I first had to read and reread the transcription so that I could get a feel for which piece of data belonged in what category. Then I had to look over the chapter in The Wayne Writer that discussed genre analysis and what components made up an analysis. Next I had to figure out how the pieces of data I had fit into the various components and discuss them. Some of the codes that I have come up with from the transcripts include, contributing to the knowledge gap, conveyance of information, establishment of new ideas.

Research Journal 15

For the menus shown at the end of chapter two of The Wayne Writer, there are various patterns apparent in the genre. One pattern can be identified in the content of the menus. Each menu contains the various headings of the different food served at each restaurant, such as appetizers, desserts, pasta, etc. Under each category is the specific name of the food or dish as it is referred by each place. Also present with the name of the dish is a brief description of what the dish contains along with the price of the dish.  What is excluded what comes with the dish, like a side and a drink for example.  The content of the menus contain different adjectives that let the customer know what is in each dish, but also help peak the customer’s interest. Words like “mouth-watering”, “cooked to perfection” and “rich” are some examples.

In the chapter rhetorical appeals are discussed, these are tools used to help persuade the reader to do what the writer wants. In this case the readers are the customers and the writer is the restaurant. What the restaurant wants is for the customers to order something.  Using various fonts and designs appeals to the reader’s ethos; the style and font of the each menu varies. One of them has a more upscale feel to it while the other has a more casual feel. Each feel is attributed to what the restaurant specializes in whether it’s the everyday meal or something that is a bit more refined and high class. Another appeal to ethos is the reference to the awards that the restaurant has received.

Both of the menus are structured in a style that separates the food into different categories. This helps the customer cut down on confusion because they know what they want to eat they can go to a specific part of the menu and find what they are looking for. Both start off with light dishes or appetizers then to the heavier food, the entrees, and end with dessert or beverages. The format for these menus is a list format. The dishes are listed under their specific category and printed with enough space in between each to avoid looking cluttered and unorganized.  The text in this particular genre is short and to the point.

There are not many sentences that appear in the menus. In one menu they have sentences only to describe their values and their attempt to reach the customers on a personal level.  Other than those few sentences present, the menus use short descriptions to give the customer an idea of what the dish is. These descriptions are clear, concise and simple. The diction present in the menus varies from each. One menu uses words to give a since of elegance and class, words like “sautéed”, “cream sauce” and vinaigrette” .The other menu uses words that help give a comfortable “down to earth feel” by using words like “couple of bucks” “lots of” “gotta” etc.

DCR Research Transcripts 2

Interviewer: Lishia Ellis

Interviewee: Dr. Diane Cabelof

Date: 10/20/2014

Time: 10:40 am

Place: 2018 Science Hall

 

Lishia: How are you doing today?

 

Dr. Cabelof:  I’m doing alright, just a bit busy.  How are you doing ?

 

Lishia: I’m doing good thank you for asking. In my English class, ENG 3010, we have been learning        about discourse communities which are groups of people who are connected by common goals, values, ideas, etc . These communities use genres, which are written forms of communication that is used for communication between members in a discourse community. The purpose behind this interview is to interview someone who is a part of the discourse community that I am a part of and see how the genres used affect the success of the members in this community.

 

Dr. Cabelof Great I just learned something. Let’s get stared.

 

Lishia: How long have you been in the nutrition field?

 

Dr. Cabelof: Since 1991 when I became a RD (registered dietitian)

 

Lishia: What do you specialize in?

 

Dr. Cabelof: Research – molecular biology

 

Lishia: What are your normal responsibilities in your job?

 

Dr. Cabelof: It depends on the day some days I have to run the lab and communicate with the students in the lab to make sure everything runs smoothly. That usually entails coordinating student’s research schedules, mentoring troubleshooting etc.  Other days require me to communicate with the people who are in my department about committee work and departmental issues.  Some days I have to communicate with colleagues outside of the university.

 

Lishia: How would you describe your work environment?

 

Dr. Cabelof: flexible, casual, stressful, enjoyable. Those are the words that come to mind.

 

Lishia: Who do you have to communicate with while at work?

 

Dr. Cabelof: Students in the lab, people within the department, collaborators outside the university, sales representatives, technical support, and administration.

 

Lishia: Can you explain why you need to communicate with each?

 

Dr. Cabelof:  With my students I need to communicate with them because that is how they know which direction they need to go in for the day for their experiments. The people in my department we communicate about the work we’re doing and departmental issues like I mentioned earlier. With the collaborators outside the university we discuss research. We could be working together on a grant or just to talk about the logistics of an experiment or the science behind it. For sales representatives I communicate with them about trying to buy new pieces of equipment, reagents, and stuff for the lab. We actually communicate with them frequently. Technical support we talk to them when we are having issues with our software, computers, etc. The administration is usually contacted about money, accounting issues and any questions about programs.

 

Lishia: How do the forms of communication you use with each differ? If you could take one by one please.

 

Dr. Cabelof: For my students the main form of communication is verbal. With the people in my department it’s usually phone and followed up with an email. Email is the main form used in all of them, either that or that phone.

 

Lishia: What would you say are the main concepts that you use each day at work?

 

Dr. Cabelof: The main concepts would have to be molecular biology, experimental design, reading research articles, grant applications.

 

Lishia: What genres (written forms of communication that occur in nutrition between professors and professors, professors and the public, etc.) do you use?

 

Dr. Cabelof: Of course, email, grant applications, and manuscripts are included. When I taught classes using a syllabus would be considered a genre. When I give seminars I use PowerPoint presentations. And with my students in the lab we have protocols that they follow.

 

Lishia: I know you mentioned quite a few genres, I am familiar with grant applications manuscripts and emails but could you elaborate on the purpose of the seminars and the protocols?

 

Dr. Cabelof: Seminars are given for multiple reasons. They are given within the department to help present students in the nutrition major an opportunity to see what research they might be interested in helping out with. It gives us a chance to recruit students for our lab. When hold seminars in the department we also do that to recruit our peers in our research and to let them know of our findings. Seminars conducted internationally and nationally are used to discuss what we’ve found and present it to the nutrition community as a whole and others I the science field.

 

Lishia: Ok now what about protocol forms?

 

Dr. Cabelof: The protocol forms are precise instructions for the students on how to do an experiment.

 

Lishia: Can you tell me about a time where communication between you and someone else was very important?

 

Dr. Cabelof: Communication and coordination between me and administration is very important and vital to get a grant out on time. And the grant is funding for your research so it is extremely important.

 

Lishia: What was it like for you to build your expertise in this field?

 

Dr. Cabelof: Deliberate, slow, I would say it was a process. Building it was something that could only happen over time. It requires a lot of time, reading, trial and error and a lot of testing ideas. It also requires a sort of competing for funding, this competition kind of drives your expertise because only your good ideas selected because they are the ones that get funded. From there you are put on the right path to follow.

 

Lishia: Can you tell me more about your journey to this point in your career?

 

Dr. Cabelof: For me it was linear. It started as a student, from there a post doctorate fellow, from there assistant professor and then to associate professor where I am now.

 

Lishia: What is your approach to solving problems related to the nutrition field?

 

Dr. Cabelof: Firstly I research the issue, then I figure out the cause of the problem because its not always known. Then I evaluate the potential solutions to the problem by trying a different experimental method or maybe the same experimental method but different reagents. If all else fails then I try to find a different way to ask the same question.

 

Lishia: What do you like most about this field?

 

Dr. Cabelof: I like being able to generate new ideas, develop them and then test them.

Research Journal 14

In Wardle’s article we revisit the idea of expertise in discourse communities and how novices learn and adjust to the various aspects of that community. Wardle first reiterates the idea that “neophytes must learn and conform to the conventions, codes, and genres of those communities” in order to write in ways that are correct for each community, which was introduced to us through the works of Bazerman and some of Beaufort. Wardle takes it further by exploring how much conforming is necessary and also when it is necessary by looking at amount of authority and “cultural capital” is acquired by the novice. She also introduces the two important factors that play a role in the “neophytes’ abilities and willingness to learn to write in and for new workplaces” which are identity and values. The article goes on to explain how novices sometimes struggle to adopt the ways of writing of the discourse community because of their identity and values. Wardle states “At times, however, participation in new communities requires accepting for oneself identities that are at odds with the values of other communities to which one belongs”.  In order to gain writing expertise the novices have to participate in new writing practices that may conflict with their values and the novice will struggle. If successful in their struggle then the novice will achieve enculturation.  Wardle’s view on writing expertise builds off of what we learned from Beaufort, first brought us the idea of writing expertise, she explains how college freshman courses are inadequate for preparing students for writing later in their specific fields. She introduces us to her model for teaching writing expertise “writing process knowledge, rhetorical modes, audience awareness, voice, style, grammar, and mechanics. Some [teachers] might include genre knowledge or critical thinking or research skills” (18).

DCR Research Transcripts 1

Interviewer: Lishia Ellis

Interviewee: Prof. Kai-Lin Catherine Jen

Date: 10/8/2014

Time: 11:20 am

Place: 3002 Science Hall

 

Lishia: How are you doing today?

 

Prof Jen:  I’m doing ok. You?

 

Lishia: I’m doing good thank you for asking. In my English class, ENG 3010, we have been learning        about discourse communities which are groups of people who are connected by common goals, values, ideas, etc . These communities use genres, which are written forms of communication that is used for communication between members in a discourse community. The purpose behind this interview is to interview someone who is a part of the discourse community that I am a part of and see how the genre used affects the success in this community.

 

Prof Jen: Ok. I understand. Begin when you’re ready.

 

Lishia: How long have you been in the nutrition field?

 

Prof Jen: Since I was a graduate student, decades ago, in the 70’s

 

Lishia: What do you specialize in?

 

Prof Jen: Obesity and diabetes

 

Lishia: What are your normal responsibilities in your job?

 

Prof Jen: Well I used to be the Chair of the Department so I used to have to communicate with administration about various issues in the department. I did that for 8 years. Now I am a professor so I spend most of my time teaching and the rest I spend doing research.

 

Lishia: How would you describe your work environment?

 

Prof Jen: It depends on the day, sometimes a lot of time and energy is spent doing experiements which can be hectic sometimes. Other times when there are no experiments to perform I spend my time writing manuscripts, writing grant applications, coming up with lesson plans, etc.

 

Lishia: Who do you have to communicate with while at work?

 

Prof Jen: Since I am a professor I communicate with students, both graduates and undergraduates. In the department we sometimes go out into the community and put on health fairs to help spread information on nutrition. I also communicate with my colleagues about our findings and other things at the professional meeting s that we have sometimes. Lastly I still communicate with administration on occasion due to my previous position.

 

Lishia: How do the forms of communication you use with each differ? If you could take one by one please.

 

Prof Jen: For my students the main form of communication is verbal through lecture and also discussion. When we go out in the community we communicate verbally but we also give out pamphlets and brochures that contain various nutrition facts. With my coworkers communication is verbal and also written because we exchange emails, memos etc. And with the administration its verbal, email and memos as well.

 

Lishia: What would you say are the main concepts that you use each day at work?

 

Prof Jen: The main concepts that are used are the applications of the basic concepts of nutrition such as how do you eat healthy, how does one maintain a healthy lifestyle. Also specific to my studies what nutrition methods can be used to prevent diabetes and obesity. Also the role obesity plays in diabetes and also every disease.

Lishia: What genres (written forms of communication that occur in nutrition between professors and professors, professors and the public, etc.) do you use?

 

Prof Jen: The ones that come to mind are the brochures that we use with the public, the manuscripts that we compose for our peers and the grant applications that we submit for financing. Also the use of emails and memos.

 

Lishia: How important is the manuscript? And what is the process of creating one?

 

Prof Jen: A manuscript is basically a scientific journal of one’s research. It is extremely important it is how others in the community know of the work that you have done and the findings that you have observed on a specific topic. The process for creating one is that you firstly do research on a topic that interests you, then record your findings.  You then create your manuscript but in order for it to be published you must submit it for peer review. After it is reviewed you make the revisions that were made to the manuscript and then you publish it. About 2 or 3 of mine gets published in a year.

 

Lishia: Can you tell me about a time that highlighted the importance of communication?

 

Prof Jen: One time a reporter from the Detroit news station called and wanted to know about some nutrition concepts for an article he was writing. In the midst of me explaining some concepts he told me about some of the concepts he already knew. One of them was a common misconception about nutrition and I corrected him right there and tried to emphasize the importance of the mistake.  I said it to him over and over just to make sure he was clear about it. But when I looked at the article he printed it with what he thought and not what I told him. If he had listened to me correctly then he would not lead others to fall into the same misconception that was stated in his article.

 

Lishia: What was it like for you to build your expertise in this field?

 

Prof Jen: I had to read a lot to gain information on the subject. Then I had to conduct a great amount of research to gain an understanding of the information and to also find my own findings.

 

Lishia: What is your approach to solving problems related to the nutrition field?

 

Prof Jen: Firstly I look at what the actual problem is, and then I go search to see what research has already been done. It is not productive to add to the field but to research what has not been. Doing anything else is a waste of resources. Then if there is no research done on it I design a research experiment that asks a question. Whatever you do has to be able to answer the question. Then you do research, collect data and ultimately see if it supports your hypothesis.

 

Lishia: What do you like most about this field?

 

Prof Jen: I like the research that I do. I enjoy learning more about diabetes and obesity and the roles they play in the nutrition field. I also enjoy the student’s thirst for knowledge. I take pride in the fact that I can open student’s minds to things they would not have thought about and teach them things they might not have known. It’s rewarding.

DCR Data Sources

Interview 1

Interviewee: Kai-Lin Catherine Jen

Title: Professor

Date: 10/8/2014

Time: 11:20 am

Place: 3002 Science Hall

This location is relevant to my discourse community because the nutrition department operates out of this building. Most of the classes that go on in science hall are nutrition related, and the professors conduct their research in the labs in this building.

 

Interview 2

Interviewee: Pramod Khosla (tentative)

Title: Associate Professor and Graduate Director

Date: 10/13/2014-10/17/2014

Time: TBA

Place: 3002 Science Hall (tentative-more than likely this will be the location)

This location is relevant to my discourse community because the nutrition department operates out of this building. Most of the classes that go on in science hall are nutrition related, and the professors conduct their research in the labs in this building.

DCR Interview Prep

Lisha’s Original Questions:

1. How long have you been practicing medicine?

2. What do you specialize in?

3. What does your normal responsibilities throughout the day?

4. Who do you have to communicate with while at work?

5. What form of communication do you use with each?

6. What would classify to be the main concepts that you use each day at work?

 

Group feedback/revisions:

• I would change your third question to: Tell me about your normal responsibilities for a day at work. Or something similar to that for a behavior/experience question.
• And to break up some of your “What…” questions, I would change number 5 to: How do the forms of communication you use with each differ?
• For your questions I think you should make some that are on a more personal level. Merriam suggests asking the interviewee about their thoughts and feelings or things that could get them to elaborate. Your questions seem more straight forward and could be answered briefly.

 

Lisha’s own revisions:

• Ask more questions about their personal experience, thoughts/feelings
• Structure questions differently so they don’t all end the same. Ask more detailed, open-ended questions.

 

 

Megan’s Original Questions:

1. How long have you been an instructor in the PA program?

2. Tell me about the different people PAs communicate with in an average day?

3. How do PAs learn about the types of genres they utilize? (What class(es) in PA school if any?)

4. In what ways do PAs communicate with the doctors they work under, specifically about the patients?

What are some of the other ways they communicate if not about patients?

5. What type of forms are PAs required to complete with regards to patients?

How do these documents compare to ones completed by the doctors?

6. In what ways to PAs communicate with other office staff?

7. How do PAs go about filling out prescription forms?

8. Tell me how PAs communicate with medical personnel outside of their workplace.

9. How do PAs communicate with insurance companies compared to doctors?

 

Group feedback/revisions:

I think you cover good information in your interview questions. You include a good amount of factual questions, but some questions that might be good to add are what Merriam calls “experience and value questions” which would give you insight on the interviewee’s opinions on your topic. It is good that you have questions that will give you information on your topic but it would be good to include a few that gives their perspective on the issue, it would help give you more conclusive data. Also it might be good to include more open ended questions. Merriam gives examples of how these questions should start, “tell me about a time when…give me an example of…tell me more about…what was it like for you when…”

 

Megan’s own revisions:

• Maybe omit/rework some questions and replace them with experience/value ones such as

10. Tell me about how you feel about the genres PAs utilize?

11. If applicable, tell me how you believe the means of communications PAs utilized could be improved.

12. Could you describe a time when you, as a PA, couldn’t effectively communicate with someone?

13. Does the amount of paperwork involved hinder the care provided? If so how?

 

 

Kouder’s Original Questions:

1. How long have you been practicing pharmacy?

2. Do you enjoy communication you have with patients and coworkers?

3. How important is communication in the field?

4. Are there ever any difficulties in communication?

5. What methods or genres of communication do you have available to use?

6. Do you think there are any improvements that could be made in terms of communication?

 

Group feedback/revisions:

• I feel you have good questions. I would say use more opinion questions and open-ended questions.
• I agree with using more open-ended questions and maybe ask questions about their daily tasks and how the genres/modes of communication are utilized within these tasks.

 

Kouder’s own revisions:

4. Are there ever difficulties in communication? How do you deal with these difficulties? How do you think these difficulties could be avoided?

5. What methods or genres of communication do you have available to use? What is your favorite method, why?

7. Why is it important to use the type of Discourse that you do?

RP Learning Outcomes Reflection

There have been various things that have been put in place to assist me with my extended writing project. The first task that was learning about the concepts that applied to the course such as discourse community, writing expertise, genre, discourse, problem statement, research questions, etc. We have learned about these concepts concerning the course through different methods that have required us to think about how these concepts are important. The first method required us to read the assigned reading and conceptualize the topic so that we could understand it. One other method that has been used is group discussion; the purpose being to help facilitate greater understanding of the concept by bouncing ideas off of your peers. Another method was listening to video lectures, these lectures focused on one topic and helped to “cover the bases” by reiterating the topics in greater detail and giving any insight on the concept that may have been missed.

The second task that helped me move one step closer to my extended writing project was coming up with a research proposal. The creation of the research proposal required several steps. I had to figure out which discourse community I wanted to focus on and what aspect of that community I wanted to know more about that wasn’t already known to me. I had to then relate that aspect of the community back to a concept from this class, this became my problem statement. Centering on the problem statement was a series of questions that related to the problem statement that helped to narrow the focus on what I really wanted to study in the discourse community.

The most recent step in preparing for the project has been gathering contacts for collecting data. This required us to email contacts that are a part of the discourse community and set up a convenient time to interview them. This part has been the hardest for me because I hate to feel as though I am inconveniencing anyone and these are professionals that have to take time out of there busy schedule to meet for and interview. Throughout all of this work toward the project the one thing I would like to improve is my grasp on the interconnections between these concepts. I feel as though I have a somewhat working knowledge on it but it is not firm enough. In order to improve this I could better acquaint myself with the concepts through rereading the articles and listening to the lectures again.

Research Journal 11

My approach to the upcoming interview is to make the interviewee feel as comfortable as possible so that they will be willing to share more information. In seeing to their comfort, the interview will take place at a date and time that is most convenient for them. The setting for the interview will be their workplace, firstly so that they can feel “in their element” and secondly so that I can observe the field.  I will do my best to take notes on the environment and the interactions of the members of the field in without any personal bias influencing them. For the actual interview questions I have tried to state them in a clear and concise manner, without allowing my own personal opinions influence them. Here are the questions that I have come up with:

 

1. How long have you been practicing medicine?
2. What do you specialize in?
3. What does your normal responsibilities throughout the day?
4. Who do you have to communicate with while at work?
5. What form of communication do you use with each?

What would classify to be the main concepts that you use each day at work?