Blog 4

Rachel Palmer, Julissa Lopez, Danielle Jenkins


Blog # 4

2.) What do these notes show about the way beginning ethnographers take notes? Jottings, head notes, remembered + observations?  What does the teacher need to give more support for?

                                                                       

Jottings

  In note taker 1's jottings there were just basic bullet points of things the note taker noticed but in note takers 2's jottings it was in complete sentences with much more detail. What jottings were supposed to be were quick, non complete and just a flow of thoughts perhaps a handout of what was expected should have been issued. A little less than 50% did the jottings in the incorrect format, if the professor commented on how full sentences were not required for this section it would have a better outcome and a higher percentage.  Single words, triggering words that would help the student remember what happened for the observations section or things I've remembered later. 

Headnotes

The content of head notes were they had to be in paragraph form, inter reflective with short phrases, note taker 1 shows a great example compared to the rest of the note takers  They state what is happening and then they describe what is going on around them, they put themselves in and out of the situation to make comments on them. While note taker 5 in head notes only wrote generalities of what was happened with not much detail. Note taker number 7 even though they wrote great details with plenty of information, these were not head notes but rather observations;  (ex: "She says you are Liz? And I said no Kristina. You have pink nails like me I say"). While note taker 9 dominated the conversation and controlled the conversation rather than letting it happen on its own. A lot of students spoke in generalizations, while 50% did not have format (paragraph form) or the correct content (stream of consciousness and usually in chronological order). 

Things Remembered

In Things I remember the note taker is supposed to fill in more details and state significant events. Note takers failed to really any more detail to what they previously stated, which makes it not really things they remembered.  Note taker #8 only commented on the students they spoke with and did not comment on what was happened around them. Around 70% did not add any more significant details (ex. volume, comments made, surroundings, body language or had the correct structure).   

Observations

In Observations of What Happened, it should discuss how others respond in the background. The note takers would need to give information such as where people were, what they talked about and much more which may be difficult due to the fact they are focused on the discussion at hand; and not what is happening around. Note taker 1 states the uncomfortable space issue because it was so small. In note taker 3 comments on how everyone was hesitant in beginning. Note taker 5 commented on how no one knew what to talk about. If the professor could have given a topic of discussion, it may have been easier for the note takers. This section which is supposed to have the most detail and be the longest, 100% of these note takers did not do that. 

Support Needed From Professor 

The professor should give more examples and differences between the sections jottings  head notes, remembered things and observations. If the professor could possibly give visual examples so the students know better. If the professor gave more direction and more time to realize the tasks at hand the students could have preformed better. This is why the beginner ethnographers notes are so varied. Perhaps a class dedicated to analyzing examples from previous ethnographic scenarios before doing our own. 

Blog 6 notes from event

My jots from the class event:

• Tanera came to my area, introduced herself, she was standing while I was sitting down
• She asked my name,,wrote it down..then asked my major
• she was taking holding her notebook and writing down my responses
• I asked her name..she corrected my pronounciation
• Tanera moved slightly to left to interview Eli
• Still holding her notebook, Tanera asked his name
• Eli had to correct her enunciation of his name
• starting to get loud in the class, difficult to observe her interview
• Dr. Chandler asked if anyone knew why Danielle wasn't getting out of her
• began to move to group to get opportunity to interview
• Jalishea came over to introduce herself. I think she said that she is English major too and wants to teach.
•  Then she began to ask my major and if I want to be a teacher. I told her that I am a teacher and maybe considering going into other fields. 
•  She shared that she was a former cake baker. I chuckled and smiled asked how she went from a caker baker to English student

the event is over.

Later I remembered later that...

• there was awkward movement when it was Dr. Chandler told us to begin our event
• people were smiling at the neighbors and raising their eyebrows
• average group was about 2 or 3 persons
• some of the questions seemed preplanned people were writing and talking at same time

Observations:

• have a preplanned set of questions prior to interview
• take notes in shorthand
• refine ability to tune out background noise or distractions

Shaggy Dog Stories have common features and some variants. Below is a list for each story.

1. Friar story;

• characterization/background (feature)
• cultural knowledge about name
• punch line is a pun (feature)
• cultural knowledge needed to understanf the punch line (feature)

2. Panda Bear

• fantasy (variant) talking Panda bear
• personification (variant)
• punch line is a pun (feature)
• cultural knowledge about New Yorkers not surprised to have Panda that wants a beer!
• characterization

3. String in a bar

• personification (talking string)
• punch line is a pun (features)
• colloquialism (gimme) slang for give me

4. Robinson Caruso

• punch line is a pun

5. Lawyer story (MY FAVORITE!!!)

• pun for punch line
• stereotypes (lawyers say check is in the mail. refer to lawyers say anything to please with no substance.

Blog 3: Group Blog

The Shaggy Dog stories have several features. These elements come together to create short, humorous stories that appeal to the readers visual and intellectual senses.

One such common feature is the presence of puns used as the punchline of the story or (joke). Concluding each joke was this play on words as the punchline. Each pun was clever as easy to pick up...if you have sufficient cultural knowledge of the stories and the punchine. Which brings up the next point.  

 

 It may be difficult to get some of the punch lines if you don’t have cultural knowledge of the stories. The Friar and the Lawyer jokes are prime examples of that. The “Hugh can prevent florist friars” is a play on the PSA’s from the Smokey the Bear commercials of the 1970’s urging campers and the such, to be careful to put out burning cigarettes and campfires in the woods to prevent forest fires. The punch line of the Lawyer story or joke requires some cultural knowledge as well. The statement from the Sheriff that who “Would you believe a lawyer who told you the Czech was in the male” reflects the opinion about lawyers in American society. Lawyers are often portrayed as unbelievable and untrustworthy. They would tell you that the “check is in the mail” when its not. Untrustworthy.

 

These are just some common patterns and in the Shaggy Dog stories. They are lighthearted and fun. Researched the history of these stories, particulary, why they are called "Shaggy Dog" stories?.