(Interperating) is my interest,Interpertaing to me happens with out you even noticing it's happening mainly when you read ,a lot of people read different I believe that reading is universal .My question is, Are readers aware when they interpertate when they read?? well in my experience when I started reading the articles like Hass & Flower ,Moll &Gonzales. I notice I was reading differently not wrong!!, but Diffrent. I started to interpert a different meaning or there ideas? For example in moll&gonzales it's a very unusual setup.What am trying to say is that M&G learn from other people's reascher just to prove his idea/theory. I mean there main idea is Funds of knowledge,when I started reading the article I came to understand not what was written if not how came to interpret the meaning. Every time I read I try to get a direct quote related to my experience then explain how i interpret may meaning.What im goin to expirement in is my friend and my little brother,What am doing is make them read one of the articles we have read in class. the article i have chossen is hass & flower? im then goin to question them while thier half way through the article , am goin to ask them if is interpertating helping them take meaning of what they have read ?? the next question is are you interpating what you read?? do you realize that your interpertating reading?? does interpertation help you get meaning? In my opinion people dont notice when interpertaing happens.im reading a book were its talking to teachers but im goin to use it as a reasources the chapter name is"how metaphor gives meaning to form" there is a quote i like "can two diffrent sentence ever mean the same thing" most people will say yes other will say no?? i will ask this question to my expirement people??
well thats mostly what my reascher is about and i cant wait to see if i prove my idea to be true or not.
lite review:
I have chossen 2 articles and a chapter of a book.
the two articles i have chossen are two we have read in class previously so i can relate to them pertty well.Moll&Gonzales is about learning
about each others funds of knowledge that i think that has alot to do with interpertation/meaning.beacuse the way the author of m&G did was
expirement off other people expirence and she interperted there meaning and learned from their funds of knowledge. when i read this (Interperating) is my interest,Interpertaing to me happens with out you even noticing it's happening mainly when you read ,a lot of people
read different I believe that reading is universal .My question is, Are readers aware when they interpertate when they read?? well in my
experience when I started reading the articles like Hass & Flower ,Moll &Gonzales. I notice I was reading differently not wrong!!, but Diffrent.
I started to interpert a different meaning or there ideas? For example in moll&gonzales it's a very unusual setup.What am trying to say is that
M&G learn from other people's reascher just to prove his idea/theory. I mean there main idea is Funds of knowledge,when I started reading
the article I came to understand not what was written if not how came to interpret the meaning. Every time I read I try to get a direct quote
related to my experience then explain how i interpret may meaning.What im goin to expirement in is my friend and my little brother,What am
doing is make them read one of the articles we have read in class. the article i have chossen is hass & flower? im then goin to question them
while thier half way through the article , am goin to ask them if is interpertating helping them take meaning of what they have read ?? the
next question is are you interpating what you read?? do you realize that your interpertating reading?? does interpertation help you get
meaning? In my opinion people dont notice when interpertaing happens.im reading a book were its talking to teachers but im goin to use it
as a reasources the chapter name is"how metaphor gives meaning to form" there is a quote i like "can two diffrent sentence ever mean the
same thing" most people will say yes other will say no?? i will ask this question to my expirement people??
well thats mostly what my reascher is about and i cant wait to see if i prove my idea to be true or not.
Moll&Gonzales,Hass&Flower and a chapter of the book "linguistecs for teachers" chapter name i mention in my intro and as you read you
will see it again.
the two articles i have chossen are two we have read in class previously so i can relate to them pertty well.Moll&Gonzales is about learning
about each others funds of knowledge that i think that has alot to do with interpertation/meaning.beacuse the way the author of m&G did was
expirement off other people expirence and she interperted there meaning and learned from their funds of knowledge. when i read this article
i interperted diffrently because when i first read it i didnt understand it beacuse its and article for teachers and then of course your guna
interpert it diffrently beacuse you dont have that much expirence like teacher do in teaching and reading.
The book i read had a chapter that has a wierd understanding that i can relate to my reascher . The chapter name is " how methaphor
givesmeaning to form" they basicly talk about how methPhor gives meaning to form and there is some form that aids to interpertation. What i
mean by that is well let me give you an example , when you read a poem you read it as a poem beacuse you can actually interpert the
author emotions and relate them to you. But when reading an article theres only facts that you use you dont always agree with it.you cant
listen to their emotions.The other reasource is Hass&Flower i chosse this atticle because it talks about rethorical reading strategies and the
construction of meaning. I agree with this next context I found in the article ," reading should be thought of as a constructive rather than as a
recepective process that " Meaning " does not exisit in a text but in readers and the representations ." i like the fact that hass n flower are
talking of how readers create their own meaning.
Connection:
My three resources connect beacuse they all talk about meaning and how readers come to interpertating there understanding the idea.
The book i read i only read a chapther tnat caught my attention "how metahphor gives meaning to form " what i figure out was that form aids interpertation beacuse with out a form you dont know what toexpect and how your going to read and article ,poem , book ,essay , etc..
Moll&gonzales there talking about funds of knowledge and how that helps or maybe not help them to in prove their learning or teaching.
Hass&Flower there talking about how rehtorical reading and constructive meaning. i believe that these articles have a connection beacuse they all have to do with meaning and how there must be a form to interpertation . at first when i read the chapter in the book it was kinda not really what i expected but then i started realizing that it wasnt really what i wanted but then i saw a quote that said " more of form is more of content" and i saw a connection between hass n flower and that quote beacuse there is more to meaning and interpertaion when you have a understanding to what your reading and know what to expect.
Methodology;
my methods am doing are interviewing my lilttel brother and my friend and i ask them to read the article of either moll&gonzales or hass&flower?? and ask them question like FOUR TO FIVE QUESTION ? while their reading stop them like half way through the article. what i want to find out is if there a diffrence in age groups interpertation,and if they realize when interpertaion happens? as i did my expirement /interview there is a diffrence beacuse my little brotherdidnt understand who the author was talking to and my friend did. but he did understand that he was interpertaiating diffrently, and he was kinda freaked out but he liked that i made him realize that interpertaion must have a form in order to understand and expect what to read??But i really think i should of interviewed more people??
Reascher Data:
What I did in my reascher sure was interview my friend age 19 and my little brother age 10 . First I hthe them read and article and aske them question like Are you aware when you interpret reading.? Do you know how to interpret reading? .the reascher i have done has let me to figure out that their is a diffrence in age group interpertation when reading the same thing. the main question was do readers notice when interpertation happens ?? what i found is that most people dont realize when they interpert reading , my little brother asked me what interpetation meant so at first i thought it might not work but then i saw it kind intersting to expirement with ?? beacuse thats when i realize that people his grop age dont know what interpertation means or how it is use. when i asked my friend she said she was aware when she starts interpertating when reading cause she starts to do notes on the side and she starts to get a meaning she can understand. but then i believe that kids do know what interpertation is cause if you put a book with pictures and words they will get the meaning to what the book is trying to say ? other than a book with just words the meaning is there but they must read it more than one time.
Analyisis:
The outcome of my interview were very intersting beacause what i found out was excatly what i wanted to know..i mean my question was Do readers realize when interpertation happens?? the question i were answered diffrently each. one told me that yes they know when its happens. and the other one told me that what interpertation meant?? so that lead me to something more i wanted to discover is there a diffrence in age groups and how they interpert stuff??
WORKCITED:
Haas, Christina, and Linda Flower. "Rhetorical Reading Strategies and Construction of Meaning." CCC 2nd ser. 39 (1988): 167-83. Web
Lakoff, George, and Mark Johnson. "How Metaphor Gives Meaning to Form." Linguistics for Teachers. Ed. Linda Miller. Cleary and Michael D. Linn. New York: McGraw-Hill, 1993. 519-27. Print.
Moll, Luis C., and Norma Gonzales. "Lessons from Reascher With Language Minority Children." CCC 4th ser. 26 (1994): 439-56. Web.
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