Monthly Archives: January 2015

Research Journal: Annotated Bibliographies for Scholarly Articles

Directions: Pick on topic you are interested in. Find 3 “scholarly” articles from peer-reviewed journals. Write robust annotated bibliography entries for all three articles.

1. Hubbs, Nadine. “‘I Will Survive’: Musical Mappings of Queer Social Space in a Disco Anthem.” Popular Music 26.2 (2007): 231-244. Web. 22 Jan. 2015.

               The article begins by setting up a context for the argument about Gloria Gaynor’s disco anthem, “I Will Survive” – 1979’s “Disco sucks!” brouhaha at Comiskey Park and the homophobic social climate surrounding the (in)famous moment. Hubbs goes on to explain that “homophobia” here denotes hatred toward anything related to homosexuality. The argument here is that “I Will Survive” functions as a queer anthem with multiple possibilities: mainstream passing or mainstream apprehension, the latter providing the ability for either status-quo hatred or “inspire[d] identification on the basis of experienced marginalisation” (234). Hubbs describes musical elements that back up her claim: the “high-drama opening gambit”; the minor mode; and Gaynor’s vocal performance. As far as the lattermost criterion is concerned R&B critics Martha Bayles (Hole in Our Soul) and Nelson George (The Death of Rhythm and Blues) are less than enthusiastic, condemning disco music as detached from human feeling; queer readings of Richard Dyer and John Gill herald disco as a potential space for bliss and transcendence. Hubbs embraces both points of view; she finds a certain lack of emotion in the vocals attributed to disco music but, in “Survive,” suggests that the Latin-Mediterranean- and Catholic-influence music carries emotion – “triumph […] tethered to vulnerability” (236). Additionally, certain phrases in the song blend experiences reflective of gay camp and Signifyin(g), a mostly African-American discourse that juxtaposes playful and serious performativity. “Survive” has, well, survived throughout the years as both a pop classic and a gay anthem – songs like Pet Shop Boys’ “It’s a Sin” and Erasure’s “Love to Hate You” carry traces of the song as well, which further signifies the song’s queer status; the song additionally appears as an indicator of queerness in films like In and Out and Priscilla, Queen of the Desert.

               According to her University of Michigan profile, Hubbs examines music’s relationship with gender, sexuality, class, and race in her work; scholars and scholars of tomorrow who seek to do the same should find this article both useful and fascinating.

2. Guan, Xiaoyi, and Mary Tate. “The privacy implications of online bonding, bridging and boundary crossing: An experimental study using emoticons in a social network map.” Cyberpsychology: Journal of Psychosocial Research on Cyberspace 7.2 (2013): 1-13. Web. 22 Jan. 2015.

               As its title suggests, this article studies how much information users will disclose with others in an online setting and, more specifically, how users’ non-digital (“real-world”) relationships with others will affect their likelihood to disclose information. The article begins with a literature review of online social networks, social capital, and privacy and boundary crossing. In the review of online social networks, Guan and Tate point out that one’s online connections might reflect neither the nature nor the strength of her social ties. The article defines social capital here as the collective (perceived) value of one’s social connections. For their look at privacy and boundary crossing, Guan and Tate base their view on Warren and Brandeis’ definition = “the right of ‘all persons whatsoever their position or station, from having matters which they may properly prefer to keep private, made public against their will'”; complex privacy issues and boundary crossing tend to have a reciprocal relationship (2). The actual study incorporates three propositions: bonding, wherein participants show no concern for privacy and freely disclose emotional statuses; bridging, wherein participants are more cautious of their privacy; and boundary crossing, wherein participants show great concern for their privacy and refuse to disclose emotional statuses to anyone who “crosses boundaries.” To indicate their emotional states, participants used emoticons as their profile pictures. The bonding proposition found that online social networks can enhance real-world relationships; those who adhered to the bridging proposition worried about being perceived as exhibitionists – and did not convey signs of voyeurism of exhibitionism, as other studies had suggested; and the boundary-crossing proposition saw that participants were uncomfortable with unveiling emotional statuses in boundary-crossing relationships.

               Guan and Tate are both at Victoria University of Wellington, according to the website for Cyberpsychology. Guan is a business information analyst with background in online social networks; Tate is Senior Lecturer for the university’s School of Information Management. The article fits neatly into their field(s) of study, of course. Some of the language in the article is a bit disconcerting – for instance, “Disconfirming previous studies” is used to describe the differences between the study detailed here and another, when the results of such studies may have been different simply due to the limitations mentioned before the article’s end. Still, those with a particular interest in how online social networks affect our online (and offline) interactions might enjoy this article.

3. Pardoe, Iain, and Dean K. Simonton. “Applying Discrete Choice Models to Predict Academy Award Winners.” Journal of the Royal Statistical Society. Series A (Statistics in Society) 171.2 (2008): 375-394. Web. 26 Jan. 2015.

               Pardoe and Simonton seek to predict the winners of the Academy Awards for picture, director, actor, and actress from 1938 to 2006. We already know the winners (obviously), but as its title suggests, the article depicts the application of discrete choice models to the Academy Awards. Variables integrated into the results include Golden Globe wins and, for persons, previous Oscar nominations and previous Oscar wins, which had different effects on the outcomes. Variables absent from the discrete choice model are release dates, film genre, and even nominations and wins for supporting actors (regardless of gender); some of these variables were excluded due to difficulty of reliability, while others simply did not improve on already-included variables. The study then proceeds to detail complicated equations for applying the variables to the Oscar wins. Pardoe and Simonton experiment with maximum likelihood estimation and Bayesian estimation using statistical software packages NLOGIT and WinBUGS, respectively. The results are hardly surprising – winning a Golden Globe still gives you a boost in the Oscar race, etc. – but they nonetheless fascinate an awards nut like me.

               Number-cruncher Pardoe and psychology professor Simonton make for an interesting match here – this study is all about the numbers, but this research provides at least a little insight into the human mind, too. Admittedly, the methods detailed in this article went over my head quite a bit, but I find the results fascinating since many like to write off the Globes’ alignment with the Oscars. And with a new system for picking picture nominees now in place, I would be very much interested in reading a continuation of this study (if it exists) – or at least the results. (Pardoe’s Oscar website lists the nominees for 2013 but no information on winners; his most recent predictions there seem to be about the 2010 ceremony/winners.) Those wishing to compare solely numerical methods of determining Oscar winners – or simply to see if such methods hold any legitimacy – would have great interest in this article.

Research Journal: HC ePorts

Directions: Conducting grounded theory style coding of 4 of Honors College ePortfolios (as assigned). Read through and look for themes and trends. Identify 3-5 themes/trends; try to define/describe each based on your examples. Code all your examples using your identified themes/trends.

The nature of the assignment was a little vague. While I know a little bit about coding due to my fiddling-around with WordPress in the past, I wasn’t quite sure what I was supposed to do for this assignment – and I’m still not sure if what I did is what was requested, really. However, I went with my gut; here are the results.

I identified several trends throughout the documents in the folders. These include:

  1. Documents created by students and documents created by instructors greatly differed in tone and style. Instructors focused on conveying a layout of the course or of certain concepts; the documents were very roundabout and, at least to me, indirect. Students’ documents, meanwhile, tended to be more personal and more direct.
  2. Students and instructors are big fans of Times New Roman… why?!!
  3. They’re also quite fond of black-and-white design – it gets the point across, and grade-school materials have accustomed students to black-and-white design.
  4. English instructors made “better” use of white space and incorporated better formatting on the whole – perhaps because they realize that composing a document involves more than throwing words onto pages so long as they come out as (barely) legible text?
  5. Most documents are in Microsoft programs – only rarely did I come across PDFs.

Naturally, points 2, 3, and 5 exemplify the old adage “If it ain’t broke, don’t fix it.” Of course, the notion of design and layout being either broken or unbroken is simplistic, as such a determination is entirely subjective and never set in stone.

But if we’re talking coding students, I noticed certain trends that tend to group students together. For instance…

  • F14 – All students took classes during the Fall 2014 semester.
  • 1**E – All students took a lower-level English class at the 100 level in either Fall 2014 or Spring 2015 or in both semesters.

I also noticed patterns that differentiate students. Like…

  • M14 – Three students listed a math course during the Fall 2014 semester.
  • M15 – Two students listed math courses for Spring 2015.
  • CA – Two students had folders for undergraduate research and/or creative activities.
  • W – Three students identify as women.
  • M – One student identifies as a man.

Therefore, my coding of the students is as follows:

  • JSm – W, F14, 1**E, M14, CA
  • MW – W, F14, 1**E, M14, CA
  • KB – W, F14, 1**E, M14, M15
  • CD – M, F14, 1**E, M15

Instructions (beginning of class): Warm-Up: Go read 2-3 classmates journals entries about coding. Focus on what they discuss in terms of process. What did someone else do differently from you? What do you wish you had done differently, why? Add to your own entry.

One classmate coded students with the disciplines listed in their folders and with extracurricular activities (sports is the only extracurricular activity listed in the doc). Another classmate used the following criteria to code students: gender, whether their folders included academic materials (all), whether they’d listed extracurricular activities, and whether they had listed awards. Another classmate did not necessarily code the students, but rather determined what kind of (HTML, literally subtextual) coding would be incorporated into a website that contains these documents.

Now, to add to my own entry…

Brainstorming questions that raise from these folders…

  1. Which students put the most effort into the archiving assignment?
  2. Which subjects are students most interested in?
  3. Looking at which classes overlap, contrast with interests…
  4. Why the adherence to Microsoft files and black-and-white layout of documents? (Well, we know the answer, but…)

Research Journal: Web Searches

Directions: Pick 1-2 topics you are interested in and do web searches (try alternative search terms and search engines). Do another round of searches using Google Scholar. How do the results getting you thinking differently about each topic. Which one do you think you are most interested in, why?

For this assignment, I decided to stray a little from my scholarly work, so I picked the Grammy Awards and the Academy Awards as my topics of interest. For alternative search terms, I used Grammys, music awards, and National Academy of Recording Arts and Sciences in the place of “Grammy Awards”; I used Oscars, film awards, the Academy of Motion Picture Arts and Sciences in the place of “Academy Awards.” Search engines other than Google included Yahoo! and Ask.com.

Search Engines

Grammy Awards
The Google search for Grammy Awards showcased links about the awards as a whole and recent news bits related to the upcoming ceremony; the Yahoo! and Ask.com search showcased similar links, though the layouts were less appealing and helpful. (I should note that Ask.com also provides a “Popular Q&A” on the right side of the screen that answers questions researchers might have about the topic they’re researching.) The searches for Grammys included similar results. The searches for the National Academy of Recording Arts and Sciences proved to be a little more interesting: the Google and Yahoo! searches provided links about the organization and the Grammy Awards; Ask.com first provided ads that were “related to” my search that, in fact, had nothing to do with either NARAS or the Grammy Awards. In all cases, the links displayed as results of my searches were empirical data – time of the ceremony, the nominees, etc. When turning to Google Scholar, the links focused more on how the Grammy Awards function, cultural influence, and the like.

Academy Awards
Like the Grammy Awards search, the Google search for Academy Awards showcased links about the awards as a whole and recent news bits related to the upcoming ceremony; the Yahoo! and Ask.com search showcased similar links, though the layouts were less appealing and helpful. The searches for Oscars included similar results. The Google and Yahoo! searches for the Academy of Motion Picture Arts and Sciences provided links about the organization and the Academy Awards; Ask.com first provided ads that were “related to” my search, the first of which had nothing to do with either AMPAS or the Academy Awards. In all cases, the links displayed as results of my searches were empirical data – time of the ceremony, the nominees, etc. When turning to Google Scholar, the links focused more on how the Academy Awards reflect culture, what kinds of films are recognized, and the like.

Reflecting on My Results

Both topics are similar, so it should be no surprise that the results in both sets of searches heavily resembled each other. The sets of searches with Google, Yahoo!, and Ask.com returned links with general information about both awards (ceremonies and groups). I acquired such links because I set no specific parameters for my search – it was nothing more than my indicating, “Find pages with these words!” But the Google Scholar results were more specific. As its name suggests, this component of the famous search engine directs users to academic works, regardless of nature (empirical or otherwise). The links here hope to answer more specific, challenging questions than “What is [inserts group name]?” or “Who won?”

As someone who keeps up with both awards ceremonies, the results of both sets of searches interest me. However, the specificity of and questions raised by the Google Scholar results interest me far more. Awards groups do not exist in a vacuum; they reflect cultural values. Discovering why events take place is more interesting to me than knowing that they took place.

Research Journal: Freewriting from Class One


Image from problogger

What is Writing?

We engage in composition when we account for something – our own experiences, our ideas – in a visual form. We traditionally view writing as a more specific method of composition that involves words – and nothing else. In other words (so to speak), we tend to view images implemented into a text as something other than writing. Another limitation for this comes when we simply copy and paste – even if it is manual in form and not a literal copy/paste approach; we see this as simply transcribing (i.e. not writing). However, we do view certain methods of visual composition that build on preexisting works – such as storytelling – as writing.


Image from Kurtz Team

What is Research?

When using the word to describe actions taken, research indicates a person or people’s work toward finding information. More specifically, we tend to view research as actions taken toward answering a question or questions – or actions taken toward information that will later be used (by those carrying out these actions or by others) to answer a question or questions. The broad terms I’ve used do not delineate any specific form of information. We tend to think of research as looking at documents – and, naturally, thinking of documents as (digital or physical) pages. For instance, we can conduct research by looking at the construction of buildings (visual but not written, as we tend to think of research) or by listening to podcasts *inserts joke about Serial* (aural). Of course, we utilize this information for something other than simply gathering it.

Research Journal: Questions Concerning Writing

I realize that my first question might be too simple and my second question might be a bit simplistic. However, these are the first thoughts that came to mind when looking at issues in writing.

1. To be broad, my current subject of research is the emoji. However, I’ve come across very little scholarship regarding this subject. I was wondering, which journals should I explore to find some scholarship on the emoji?

2. I’m currently on the Professional Writing track. Through various courses and readings, I’ve come to learn that the terms “professional writing” and “technical writing” do not necessitate us to “detach ourselves” from the process… necessarily. But might there be a point where we throw ourselves into the scholarship itself too much?