Writing & Rhetoric MKE
  • Home
  • About
  • Blog
  • Racial Justice
    • Antiracist Literature
    • Taking Action
  • Resources
  • Submit
  • #4C20
    • Welcome
    • Accessibility
    • Land/Water Acknowledgement
    • Lodging & Transportation
    • Local CCCC Events
    • VisitingMKE >
      • Museums & Tours
      • Outdoor Activities
      • Recovery Groups
      • Restaurant Guide
      • Social Spaces
  • Contact

Writing & Rhetoric MKE

The 3 ā€œSā€ of Data Analysis

5/5/2019

0 Comments

 
Picture
On the 15th week, we started our class with reading the different interview transcriptions that were printed out previously for us to read. This was the first time we looked at the transcribed data and began our initial identifying themes and coding data.  At first, we took about first 40-50 minutes of in-class time to read the transcripts. We were reading and also taking notes while marking up places in the transcripts that give rise to intriguing ideas that can eventually lead up to a theme or something. In other words, we were potentially looking for themes in the data for coding and categorizations.
After we read the transcripts, we were paired with the person next to us to share our findings if you will. Most of us had not been able to get beyond the first two transcripts we laid out hands on. From the transcripts we read, we all marked interesting information that were indicative of participants’ communication style, preference and methods. For example, my group-mate and I discussed the theme of “switch”, more like “rhetorical switch” that happens for interview participants in academic and non-academic setting in terms of communication styles. By “style”, I mean the stylistic choices that they make in terms of diction. For example, we both noticed that  the participants choose to use simpler words in communicating with their inner-circle people such as friends and family. However, when it comes to communicating with outer-circle people, such as colleagues they tend to use more formal English. Switching of stylistic choice is then a conscious rhetorical decision they make depending on the places and spaces of communication.








   Image 1: our reading notes on the board.

The rhetorical switch also happens on a conceptual level too as we both pointed out. For example, one of the participants mentioned he can talk about Foucault with his professional colleagues but not with family members. Other groups also shared their observations with the class. For example, one group mentioned the theme of self-monitoring that is part of language practices especially for the people with multilingual background. Another group mentioned the point about language-based persona—something our participants indicated to. Both these resonated with my personal languaging experiences being one with multilingual background. Other trends that we discussed were “self-perceptions” of language users and also labeling identity. Another trend in the data was “authenticity” of communication depending on people our participants interact with. For example, with inner circle people like family the communication tend to be more authentic whereas, with outer circle people, it may lack authenticity in some contexts. A few examples that we examined  reminded me of Geisler's point on “context-appropriate vernacular or code”. To determine the integrity of interpretation,  “Not all language data need to be analyzed as language. There are times when we need only concern ourselves with what language says rather than what it does.” (240).
After the discussion part, we all wrote some keywords that came up through our discussion. It was followed by class discussion of the trends we are noticing in our accumulated data. After that we took break for few minutes. When we came back, we went back to reading more transcripts to find out trends in the data. We looked the three main research questions to see how our current findings align with those questions for our project. At this stage we talked about coding and categorization of data—both of which are significant parts of research process. We also talked about data triangulation. Rachel, our professor made a nice visualization of data triangle on the white board:
                                                                     Interviews

Picture
                                                 Artifacts                      Fieldnotes
                              Image 2: Visualization of Data Triangulation

She pointed out that we need to think about these three sources of data that we have in order to triangulate our findings. We all agreed that this is just the beginning of “data-surfing”—we did not use this exact term in particular. But I think that’s where we are at the moment. We also briefly discussed our to-dos for next week—writing rough analysis of the data. In next couple of weeks, one letter out of English alphabet is going to be important for our research methods class—"S”—with a lot of surfing (also scanning), sifting (of data) and solidifying our findings.

0 Comments

    Categories

    All
    Activism
    African American Rhetoric
    Antiracism
    Archival Research
    Art
    Asian American
    Basic Writing
    Borderlands
    Bronzeville
    Campus Event
    CCCC
    Chicanx
    Code Meshing
    Code Switching
    Community Engagement
    Community Literacies
    Composition Pedagogy
    Creative Writing
    #CSPJustice
    Cultural Rhetorics
    Decolonization
    Digital Humanities
    Disability Studies
    Diversity Rhetoric
    East Side
    #EatingMKE
    Englishes
    Ethics
    Feminism
    Field Notes
    From The Editors
    FYC
    Historic MKE
    Immigration
    Indigenous Rhetoric
    Labor Issues
    Language Policies
    Latinx
    LGBTQ+
    LGBTQ+ Archival Research
    Lindsay Heights
    Linguistic Diversity
    Literacy Narratives
    #LoveIsRhetorical
    Milwaukee Film Festival
    MKE Neighborhoods
    Multimodal
    Public Writing
    Qualitative Research
    Queer Archives
    Race
    Resistance
    Restorative Literacies
    Rhetorical History
    Rhetorical Listening
    Riverwest
    Shorewood
    Social Justice
    Teaching
    Translation
    Translingual
    UWM
    Virginia Burke Awards
    WAC
    Walker's Point
    Writing Center
    Writing Programs

    Archives

    February 2021
    January 2021
    December 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    April 2020
    March 2020
    February 2020
    December 2019
    November 2019
    October 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    May 2018
    April 2018
    March 2018
    February 2018

    RSS Feed

  • Home
  • About
  • Blog
  • Racial Justice
    • Antiracist Literature
    • Taking Action
  • Resources
  • Submit
  • #4C20
    • Welcome
    • Accessibility
    • Land/Water Acknowledgement
    • Lodging & Transportation
    • Local CCCC Events
    • VisitingMKE >
      • Museums & Tours
      • Outdoor Activities
      • Recovery Groups
      • Restaurant Guide
      • Social Spaces
  • Contact