Jigsaw Oral Analysis

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Jigsaw Activity: Writing a “Brief”
The purpose of writing these briefs is to summarize and review the main points of a longer document for a reader who has not read the document. Identify and distill key points, keeping in mind that your audience will need to know all of the important information in the document without reading the actual document. Include the following elements:

1. Overview:
What is the chapter/article about? What is the central point the author is trying to communicate? Try to sum this up in your own words in a few sentences.

The article describes the key construction, deconstruction, and reconstruction and/or analysis of a narrative between a novice interviewer in graduate school and his classmate in his psychology
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What is the author’s aim in writing this? Does the author suggest a way of framing an issue or a course of action? Try to summarize this in three or four sentences.

The author aims to suggest when interviewing the narrator uses the social world in order to understand and express themes. The author frames the collection of information to tell a story using the context and patterns, collected through inquiry. This outline allows the interviewer read and establish a universal meaning of the interview, identify the voices and imagine the dialogue, make sense of the interview, understand the colloquialisms and give thorough narrative analysis.

3. Organization and Key Points:

What are the sections (headings and sub-headings) used to organize ideas? Record the outline of the chapter using the headings that the author(s) utilized. Summarize key points of each section in your own words.

Remind your reader that you are communicating the point of view of the author you read (e.g., “Chase argues, . . .”).
Paraphrase when you can. Including salient quotations may also be helpful. If you do include a direct quotation, use quotation marks and cite the page number (APA).

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Emotion and Logic
Teresa transferred her emotions about singing into a new identity. She redefined herself and focused on new professional goals. She found strength in her new identity. By denying the negative and stressful matters, she learned master her emotions through conscious control. She psychologically used her personal tragedy as strength to transcend.

V. Identity
Teresa’s identity was tied to being a professional singer as a way to escape derogatory names and negativity from jealous peers. She relied on her academic abilities and made new friends. This is why she characterizes herself as resilient.

VI. Relations with Others
Teresa’s support team directly and indirectly negatively impacted her emotional state. Her mother’s lack of empathy for her thyroid cancer and how it affects her singing ability is transferred a source of stress for Teresa. Her voice coach viewed Teresa “as though I was already dead” (Joellsson, 2017). Nevertheless, she was able to distance and discount her closes relationships. She managed to emotionally detach from her mother, father, and voice teacher because they were unable to comfort her during her crisis.

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