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Determination of elements in dust depositions by using ICP-O ! "#$ Point font%


Sherry Markel Northern Arizona University, Center for Excellence in science, United States sherry@nau.edu

Abstract "& point font%: his !a!er is a re!ort on the findin"s of a study conducted on a "raduate level virtual conference su##er school course. $iscourse analysis techni%ues &ere used to exa#ine the resultin" transcri!t of texts for evidence of a de#ocratic discourse &ithin a co##unity of learners. 'indin"s indicate that "ender is not #asked in the text driven discussions on the (nternet. $istinctive discursive styles are often sex class linked. )ike face to face or classroo# contexts, status is accorded une%ually &ithin discourse co##unities. *artici!ants are not e%ual and are not e%ually attended or res!onded to. Educators need to take a serious and &ary a!!roach to acce!tin" clai#s of ensured de#ocratic !artici!ation in co#!uter #ediated co##unication for#atted classes. 'ey (ords) $ust, aas, ic!+oes, dis!osal tank, ur,anization.

Introduction "#* Point +ont%


-./ !oint font0 Classroo# discourse has ,een reco"nized as i#!ortant to the educational ex!erience of students. 1S!eech #akes availa,le to reflection the !rocesses ,y &hich they 2students3 relate ne& kno&led"e to old. 4ut this !ossi,ility de!ends on the social relationshi!s, the co##unication syste#, &hich the teacher sets u!5 -Cazden, .678, !. 9:;0. <y"otskian conce!ts concernin" se#iotics and the #ediation of hi"her #ental functionin" ,y tools and si"ns -includin" s!eech and lan"ua"e0 have ,een used ,y co"nitive scientists and educational researchers -4runer,.66/, =ertsch, in Moll, .66/0 to study the inti#ate relationshi!s ,et&een discourse and learnin". <y"otsky &as concerned &ith ho& the 1for#s of discourse encountered in the social institution of for#al schoolin" !rovide the underlyin" fra#e&ork &ithin &hich conce!t develo!#ent occurs5 -=ertsch, .66/, !...80. Ne& conce!ts of classroo#s and for#al schoolin" have co#e of a"e &ith the advent of the use of the (nternet and virtual conference foru#s and se#inars. Ne& for#s of discourse are takin" !lace &ithin these virtual classroo#s. Co#!uter #ediated co##unication involves electronic discourse. his is a &ritten for# of co##unication that reads like s!eech acts of conversation. $avis and 4re&er -.66>0 have referred to this %uality as 1&ritin" talkin"5 -!.;0. Co#!uter #ediated co##unication is different fro# face+to+face conversations in i#!ortant &ays. *artici!ation is asynchronous and often there is a ti#e la" ,et&een the initial !ostin" of a #essa"e and the res!onses it "enerates. (nteractivity can ,e delayed ,y #inutes, hours, days. Every !artici!ant has e%ual access to the conversational floor and turn takin" is never an issue. Soft&are for#ats delineate each !artici!ants? contri,ution as a se!arate entity and it is listed in the order received. S!eakers &ithin these conversations are not a,le to talk over or interru!t another. *artici!ants are a,le to refer ,ack to !revious s!eech acts &ithin a discussion thread in &ays that face+to+face ex!eriences never afford. Conversations are scri!ts that are archived and saved as transcri!ts. Clai#s have ,een #ade 1that the electronic #ediu# exercises a de#ocratizin" influence on co##unication5 -@errin", .66;, !.;A/0. his clai# is the focus of this study. (f o!!ortunities to en"a"e in reflection and conversations are o!!ortunities for learnin", it is vitally i#!ortant to ,e a&are of the !atterns of discourse ,ein" used in this ne& #ediu# of co##unication. (s it really true that there is #ore e%uality of !artici!ation in discussions and &ith the lack of nonver,al status cues are these electronic foru#s classroo#s &here !o&er and control do not #irror society?s status %uoB

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,aterials and ,ethod "#* point font%


Electronic discourse &ithin co#!uter #ediated virtual courses su!!orts conversations of !ractice and learnin". here are !erfor#ance features &ithin these conversations that can ,e studied usin" the sa#e focal lenses used to exa#ine face+to+face conversations. Conversations have ne"otiated #eanin"s and values in either context. (s there a do#inant s!eaker, one &ho contri,utes the #ost text, introduces the hi"hest nu#,er of to!ics, receives the #ost nu#,er of directed s!eech actsB =hat are the fra#es - annen, .6680 set &ithin the conversationsB @o& do the !artici!ants !osition the#selves &ithin the conversation, &ithin the discussion "rou!B Are !articular stances sex class - annen, .6680 linkedB Are there !artici!ants &ho are not 1listened5 or attended toB ranscri!ts &ere collected fro# a "raduate level virtual conference se#inar course tau"ht durin" su##er session, .667 at Northern Arizona University. *artici!ants &ere in+service classroo# teachers. A kinder"arten throu"h hi"h school "rade ran"e of classroo# assi"n#ents &as re!resented ,y these teachers. Course &ork included outside class readin" assi"n#ents of selected current research in the field, a final research !a!er, and active !artici!ation in the on+line discussion foru# &ith focus %uestions ,y the instructor. he se#inar offered &as a ools for eachers course desi"ned to !ro#ote reflective !ractice. Seven teachers fro# four different co##unities !artici!ated in this !ilot course durin" the su##er of .667. 'ive of the !artici!ants &ere fe#ale and t&o &ere #ales. An interactional sociolin"uistics -Schiffrin, .66A0 a!!roach &as used to exa#ine the texts of conversations. his a!!roach dra&s u!on conce!ts of culture, society, lan"ua"e, and the self. he #eanin", structure, and use of lan"ua"e is socially and culturally relative -Cu#!erz, .67;0. Meanin" in dialo", like that of conversation, is socially constructed. $ata &as also exa#ined for evidence of #icro dis!lays of sex class linked "ender identitiesD dis!lays that are co##only associated s!ecifically &ith either "ender. An exa#!le of this is the use of ta" %uestions. 'e#ale !artici!ants, #uch #ore so than #ales, tend to use ta" %uestions as a discourse strate"y to invite res!onse and inclusion or solidarity &ithin the "rou!. - annen, .6690 Si#!le %uantitative analysis &as done to deter#ine total lines of text "enerated ,y each !artici!ant, a#ount of !artici!ation, total su#s of %uestions, state#ents, as &ell as nu#,er of directed res!onses sent and received. *atterns of !artici!ation &ere #a!!edE"ra!hed and correlated to the contexts of interactions. Style, re"ister, and 1voice5 or tone analysis &ere also used on the data sets to try to discover the dyna#ics a#on" the !artici!ants.

-esults "#* Point font%


1CFFF 2#ale3, ( ho!e (?# doin" this ri"ht. ( thou"ht your o,servations &ere ri"ht on tar"et. ( su,,ed for hi"h school and Gr. hi"h classes. @i"h school &as the ,est. ( definitely felt the kids &ere on #y level. hey either took re!soni,ility -sic0 or they didn?t. @o& neat to have such a s#all class, ,ut #ore i#!ortantly to kno& the !arents as &ell as you do. H. @o& does that &ork &here you?re atB $o the kids have !ro,le#s that need ho#e visits or is it even necessary in such a s#all to&nB5 2S3 his exa#!le of a s!eech act fro# the su##er school course illustrates the hed"in", ex!ressions of su!!ort and a!!reciation, and use of directed %uestions to elicit a res!onse descri,ed ,y @errin" -.6680 as a Su!!ortiveEAttenuated style. his is a co##unicative style sex class linked &ith fe#ale !artici!ants. S has ,een teachin" for over .A years in ele#entary classroo#s. She links so#e of her ex!eriences &ith this ,e"innin" hi"h school teacher. (t is no accident that this Gust ha!!ens to ,e a #ale !artici!ant. he s!eech act &as &ritten durin" the second &eek of a five &eek course. C had Goined the course the second &eek. S &as res!ondin" to his first !ostin". Note that her ,e"innin" sentence sets a tentative tone 1( ho!e (?# doin" this ri"ht.5 that te#!ers her state#ents concernin" her o&n ex!eriences. She encoura"es C t&ice concernin" his o,servations and kno&in" his students? !arents &ell. She further e#!o&ers and encoura"es C ,y askin" t&o direct %uestions, invitin" C to talk #ore a,out his ex!erience. Contrast S?s s!eech act &ith the follo&in" fro# $, a #ale #iddle school teacher &ho has ,een teachin" for t&o years. 1( tried so#ethin" different, ( read the re#arks first and &ill re!ly, then ( &ill read the assi"n#ents. Since M

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2fe#ale3 is the only one &ho has res!onded so far, here "oes. M, ( a"ree that 1schools &ho su!!orted refor#s,

Discussion "#* Point font%


&ho have teachers colla,oratin" and are used to restructurin" are #ore successful.5 @o&ever, as &e have already discussed, the chan"es and refor#s need to ,e ,otto# u! and not to! do&n. (n C. countyH &e have district curriculu#, ,ut it includes so #uch that !ractically every teacher exce!t the ne&,ies kno& that they can?t !ossi,ly cover everythin" in #ost of the#. (nstead, they !ick and choose those they feel are #ost i#!ortant and cover the#. No& the district -to! do&n0 is #andatin" ,ench#arks for de!art#ents. hese are desi"ned to !ut every class at the sa#e !oint at the end of each %uarter or se#ester, since FFFF has such a transient !o!ulation. hat &ay each student can receive the sa#e #aterial no #atter &here they are. (n theory it sound -sic0 "reat ,ut it doesn?t "ive teachers the flexi,ility to teach to the students accordin" to their needs. (t also varies "reatly ,y the so called 1curriculu# s!ecialists5 &ho are su!!osed to ,e leadin" the effort. So#e curricular areas are nothin" #ore than dictatorshi!s, tellin" teachers &hat they &ill ,e doin". Ithers, such as #y #ath curriculu# s!ecialists, have "iven total freedo# to our teachers to desi"n our o&n ,ench#arksH. so ( "uess #y !oint is that standards, ,ench#arks, or curriculu# "uides can ,e very ,enificial -sic0 if teachers have direct in!ut into the docu#ents. (f not, they?re likely not &orth the !a!er they are !rinted on.5 2$3 his is one of $?s shortest s!eech acts. he re"ister is a little for#al, a little distant and the tone intent is that of a lecture. @e has directed this s!eech act at M, an ex!erienced #iddle school teacher. he initial construction, 1M, ( a"reeH5 reads as if it #i"ht ,e the ,e"innin" of a su!!ortive co##unication like S?s to C. Jeadin" on reveals the true nature of the co##unication. (t is an o!!ortunity for $ to dis!lay his kno&led"e and o!inions in neutral, infor#ative style that sli!s into the use of sarcas# &hen referrin" to 1so called curriculu# s!ecialists5. @errin" -.6680 !osits that this is a #ale voice. $ does use three #odifiers. 1( tried5 in the first sentence and 1here "oes5 in the second sentence. he last #odifier is in the second to last sentence &hen he &rites, 1so ( "uess #y !oint..5. Each of these #odifiers serves to soften the tone of authority that under&rites this co##unication. his sa#!le is very ty!ical of this !artici!ant in tone and style. )ookin" at the data %uantitatively, $ contri,uted :;K of the lines of the se#inar transcri!ts. here &ere .,9;/ lines of co##unication and $ &rote 9A/ of these. he next closest in nu#,er &as S &ho contri,uted :.9 lines. hese results are si#ilar for the nu#,er of s!eech acts. $ had the hi"hest nu#,er &ith .7. S and L -fe#ale0 tied for second hi"hest &ith .A. =ith this analysis alone, it #i"ht not ,e safe to say that $ do#inated the discourse. 'urther analysis of &ho received directed res!onses and &ho sent directed res!onses revealed an interestin" !attern, see 2 a,le .3. $ &as clearly the #ost active !artici!ant, the #ost ver,al text contri,utor and he &as the !artici!ant &ho received the #ost directed res!onses. (nitial s!eculations lookin" at the study data &ere that the fe#ales &ho used active discourse strate"ies to solicit res!onses and en"a"e#ent ,y other !artici!ants &ould receive #ore directed res!onses. his did not turn out to ,e the case. L -fe#ale0 sent :8 directed res!onses, the hi"hest nu#,er of the se#inar. She only received .; directed res!onses in return. he #ost distur,in" of all data &as $s -fe#ale0 &ho sent 9 directed res!onses and received none. $s !artici!ated the least, only 9: lines of text. he follo&in" is a re!resentative exa#!le of $s?s discourse style. 1=o& &hat a "ood article, ( !ersonally use -sic0 to read. ( read a lot, ( #ean an inch or t&o thickness of ,ooks. No&, ( have ,een #olded into 1the student teacher5 So lately, (?ve read for credit, no& ( need to "et ,ack into 1read Gust to read5. ( think that the video clu, idea, a,out teachers seein" each other teach is interestin". ( could see a lot of attitute -sic0 co#e u! in a situation like that. 4ut ( think that everyone &ould need to res!ond !rofessionally and al&ays have a "ood intent. ( kno& that &e have ,een told of so#ethin" a,out ourselves that &e do and are una&are of. H. his is a nice !ro"ra#, and ( ho!e there is so#ethin" out there for Music teachers. =e are constantly decided -sic0 on &hat !ieces to ,uy, a si#ilar discussion on #usic &ould ,e neat. (f you kno& of any let #e kno& 5 $s had Gust finished her student teachin" and so &as the lo&est 1status5 of the "rou! as far as teachin" ex!erience. She alerts the se#inar "rou! to her status in this co##unication. $s is a Native A#erican for &ho# En"lish is a second lan"ua"e. None of the !artici!ants res!onded to $s. he i#!ortant %uestions here concern &hy $s?s !artici!ation &as #ar"inalized. @er !artici!ation &as not attended to, not res!onded to. =as this ,ecause of her &ritin" or "ra##atical styleB =as it ,ecause of her tentative co##ents such as 1nice !ro"ra#5B She is the only #e#,er of the se#inar to use an e#oticon &hich has ,een sex class linked to fe#ales. (t is hi"hly likely that her

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"ender, her ethnicity and her lack of ex!erience as a teacher all &ere co##unicated throu"h her text ,ased co##unication and cons!ired a"ainst her. $s &as not seen as a co#!etent !artici!ant in the discussions. $s did not !artici!ate actively in the on+line se#inar. he lack of res!onse &as surely discoura"in". .able #: Ma!!in" the nu#,er of directed res!onses received ,y each !artici!ant each &eek. C re!resents the total "rou!. A nu#,er of res!onses &ere directed to the "rou! as a &hole. . /./. /./A /./; ; /./; /./; /./: : /./. /./9 /./;

'irst Second hird

L &as an ex!erienced !artici!ant in on+line discussion "rou!s. She &as a #e#,er of a state+&ide !ro"ra# funded &ith an NS' "rant that #aintained a discussion foru# &ith teachers across the state. She is the !artici!ant that sent out :8 directed res!onses and only received .; directed ,ack at her in return. (f lin"uisticEtechnolo"ical co#!etence is not the issue here, &hat &ere the dyna#ics that deter#ined if a !artici!ant &as read and res!onded toB

90 80 70 60 50 40 30 20 10 0 1 2 3 4

+igure #) Exa#ination of data on co##unication

'urther exa#ination of $?s s!eech act co##unications reveal a style of A,solute. $ al&ays #ade state#ents in a tone of challen"e. Exa#!le 1HMet the !u,lic continues to ,elieve that it is the students, teachers, and school &ho are failin". Ince a"ain, ( &ill return to the idea of I,solete. =e are not failin", the syste# is o,soleteNNN5 In the first cou!le of !asses throu"h the data ( had #issed the si"nificance of the style. $ &as not only holdin" court and lecturin" throu"hout the &hole se#inar, he &as also invitin" !artici!ation and res!onse fro# others ,y ,ein" a !rovocateur &ith his stron", e#!hatic stances. he fe#ale !artici!ants ex!licitly asked for res!onses &ith direct %uestions &hile this #ale individual invited res!onse &ith challen"es.

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Conclusions "#* point font%


$?s lin"uistic strate"ies &ere the #ost successful in this se#inar. his is not the e%ual, level !layin" field that so#e cha#!ions of the technolo"y have !ro#ised. he discursive style &hich incor!orated stances of the !rovocateur #ar"inalized $s?s contri,utions. $s did not have a re!ertoire of strate"ies to discourse successfully &ith $. $ never directed a res!onse to the only other #ale in the se#inar. $ &as clearly !erfor#in" his lin"uistic routines for the 1ladies5 of the se#inar. $id this also #ar"inalize C &ho &as the second lo&est contri,utor in the se#inarB =as this the dyna#ic that interfered &ith L?s atte#!ts to solicit res!onseB (s this the lin"uistic dis!lay of a hi"h status #ale that the fe#ale #e#,ers of this se#inar res!onded toB @o& could L as a fe#ale #e#,er of this lin"uistic co##unity successfully co#!eteB

Ac/no(ledgements "#* point font%


Are there lin"uistically co#!etent strate"ies that &e should ,e teachin" our students enrolled in virtual conference, &e, ,ased coursesB At the very least, &e need not !er!etuate the #yth that all (nternet co##unications and virtual !artici!ants are treated e%ually.

-eferences "#* point font%


4runer, O. -.66/0. Acts of meaning. Ca#,rid"e, MA: @arvard University *ress. Cazden, C. -.6780. Classroo# discourse. (n M.C. =ittrock -Ed.0, Handbook of research on teaching -!!.9:;+ 98:0. NM:MacMillan. $avis, 4.@ P 4re&er, O.*. -.66>0. Electronic discourse: Linguistic individuals in virtual space . NM: SUNM. Cu#!erz, O. -.67;0. Discourse Strategies. Ca#,rid"e, MA: Ca#,rid"e University @errin", S. -.6680. *ostin" in a different voice. (n C. Ess -Ed.0, Philosophical perspectives on computermediated communication -!!. ..A+.9A0. NM:SUNM. @errin", S., Oohnson, $., P $i4enedetto, . -.66;0. *artici!ation in electronic discourse in a 1fe#inist5 field. (n M. 4ucholtz, L. @all, P 4. Moon&o#on -Eds.0, Locating po er: Proceedings of the second !erkele" omen and language conference -!!.;A/+8;0. 4erkeley,CA: 4erkeley =o#en and )an"ua"e Crou!. Schiffrin, $. -.66A0. Approaches to discourse. Ca#,rid"e, MA: 4lack&ell *u,lishers. annen, $. -.6690. #alking from $ to %. NM: Avon 4ooks =ertsch, O. -.66/0. he voice of rationality in a sociocultural a!!roach to #ind. (n ).C. Moll -Ed.0, &"gotsk" and education: 'nstructional implications and applications of sociohistorical ps"cholog" -!!....+.;80. Ca#,rid"e, MA: Ca#,rid"e University.

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