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Graduate School Goals and Class Achievements

This announcement outlines the upcoming assignments, encourages students to think strategically about their graduate school goals, and discusses recommended readings for the week. It also includes blog post topics and questions related to qualitative research in the field of health communication and medical rhetoric.

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Graduate School Goals and Class Achievements

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  1. ENGL 5382 Week 2: Thursday, SEPTEMBER 4

  2. Announcements • Looking ahead at assignments: • Proposal, due Sept. 26 • NVivo project file, due Dec. 11 • Final paper, due Dec. 11 • Thinking strategically: • What are your goals for graduate school, and how can your achievements in this class help you work toward these goals? • Recommended readings page: • Please use and contribute!

  3. Your blog posts for Week 1: Julie: Water.org in relation to global health and rhetoric Maryn: Teen pregnancy, sex education, and cultural considerations Gail: Doctors Without Borders Joy: Discharge documents for newborn infant and mother Maggie: National Climate Assessment report Jennifer: Health at Every Size (HAES)

  4. Qualitative research and NVivo 10 • Starting to “play” with NVivo—first impressions? • Looking at project file from my research • Did you have any impressions about qualitative analysis software, and did this week’s chapter in Bazeley/Jackson change any of those impressions? • What is coding? What does it accomplish in the research process, and how do rhetorical scholars approach this aspect of research?

  5. Your blog posts for Week 2—Questions that emerge: • Does it matter what terms we use to talk about bodily conditions, and how do these terms change over time? • Jennifer: depression, anxiety, “made of glass” • My research: 1905 emergence of two seemingly unrelated terms, hormone and addict • Think of all these examples in relation to Segal’s three historical periods: heroic medicine (18 c.), the “clinical gaze” (19 c.), allopathic medicine (20 c.) • Does changing the label change a person’s behavior? • Joy: “patient” v. “consumer” v. “patron,” etc., and body as “public commodity” or “private entity,” food and choice • Vaccination controversy and dental care—what can we learn about kairology from these two examples? • Maryn: These examples seem unrelated, but what can we learn from comparing/contrasting? Are there different reasons why parents decide to opt in or out of these kinds of health care? Feminist rhetoric of care?

  6. Week 2 blog postings—more questions: • What role can qualitative research play in health care? What is the relationship between science and medicine? • Gail: “Rhetoric is a resource for critical common sense in everyday life” (Segal, p. 20). • Health communication and medical rhetoric—How have these two fields evolved? How are they the same and different? • Maggie: draws connections between Sharf & Street from last week, and Hartelius from this week. Also, what about medicalization, both the positive and negative effects? • How does Segal’s useful v. applied distinction relate to pure v. applied research in STEM disciplines? • Julie asks this question, also connects to her own research on malaria—how did this form of malaria come to be understood as a problem worthy of scientists’ attention at a specific time and place?

  7. For next week: Segal book, Ch. 2, 3, 4, 5 + Conclusion Blog response due Wed. Sept. 10, 10 pm

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