Table of Contents

Fieldnotes

1.  The East Texan from 1941-1944.  14 Oct. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

This was my first attempt at double-entry fieldnotes.  It is a general overview of the newspapers printed from 1941-1945, most of the years the U.S. was involved with World War II.  I took note of the amount of war news printed, and the shift in tone from happy-go-lucky to the seriousness of wartime.  This set was my first taste of what the students experienced and read about during that time.  This early look provides insight into how much the newspaper was dominated by news of the war.  It shows how interested the American people were in the war, and the demand for articles about it.

2.  The East Texan from 1944-1945.  6 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

This set of fieldnotes covers the last two years of World War II.  By then, the newspaper was saturated with war-related news.  Again, this takes note of eye-catching headlines, pictures, political cartoons, advertisements (both for products and for the military), and government propaganda.  Important dates in history are also included: the death of President Franklin D. Roosevelt, V-E Day, and the surrendering of Japan.  Mostly everything is war-related.  Advertisements have changed to more war-themed slogans and pictures.  A whole page of the news paper, entitled “Tench-Hut!” is dedicated for news from the frontlines.

3.  The East Texan 1935-1940.  13 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

This set of fieldnotes looks at the years leading up to World War II.  Because there was no war news from 1935 to the beginning of 1939, I focused on the other types of articles The East Texan had to offer.  Campus, academic, and society news were the major genres of articles printed.  This showed the carefree spirit of the campus and its students.  As World War II broke out, articles dealing with the then European conflict made its way into the pages of The East Texan.  This set experiences the trend of the types of articles printed and the tone of the overall paper.

4.   The East Texan 1939-1940.  16 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

This set covers 1939, the start of World War II.  This is the first scan of that year.  It led to disappointing results.  Despite the conflict abroad, the paper was the same as it had been, happy-go-lucky and breezy.  There was no mention of the possible impact of the European conflict on America.  These fieldnotes, however, do provide more evidence of how the news was reported in relation to life on campus.

5.  The East Texan 1939-1940.  17 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

This is another look at 1939, and includes a look at the first half of 1940.  Upon further inspection of the newspapers printed in 1939, I did find evidence of World War II.  Various articles were written about Adolf Hitler and his plan to dominate Europe.  Articles over war and peace were also printed, as people discussed the pros and cons of entering in a war throughout the campus.  A few reporters wrote their predictions on how the war will turn out.  This set of fieldnotes provides the beginning transition into the war heavy newspapers of 1943 to 1945.

6.  The East Texan 1940.  18 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

This set covers the last half of 1940.  1940 marked the preparation for war.  The East Texas campus started an aviation school, talk of defensive programs, military training programs, and the pending draft bill riddled the newspapers.  Some gave their opinions on the ordeal, while others simply reported the facts.  Transition is evident in the newspapers from 1940.  This year shows how the campus was already being shaped to fit the possibility of a war.

7.  The East Texan 1944-1947.  20 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

“The East Texan: 1944-1947” was the label on the box that held the newspapers.  My original goal was to examine all these papers.  This set focuses on 1945, the end of World War II, and the transition out of a time of war.  The campus strove to rebuild itself to its original state both physically and recreationally before the war.  There was a large influx of students in the fall of 1945.  Many of them were veterans.  Everyone’s social calendar was starting to pick up again, and President Whitley announced that the football team will be reinstated for the ’46 season.  This set of fieldnotes is important because it tracks the progress of the rebuilding of the war.  There is a tone of hope evident throughout the newspapers.

Pictures

8.  “Tomorrow May Be Too Late”.  Political Cartoon.  The East Texan.  Pictured 14 Oct. 2009.

This cartoon is a blend of a political cartoon and propaganda.  In the top panel, a man is walking by a poster that says, “For defense, buy United States savings bonds.”  He says to himself (and essentially the audience/reader), “…Too busy today–I’ll get around it tomorrow.”  In the panel below that, the is escorted by a big, burly Nazi soldier holding a gun to his (the man’s) head.  They are walking past the same poster, only this time the top words are X-ed out and -AGE is added to bond (bondage).  This pushes the popular “Buy more war bonds” act implemented on Americans by the government.  The role of the Nazi is to supplement the fear of the reader, thereby causing him/her to purchase said war bonds.

9.  “Mayo Hall, New Girls’ Dorm”.  Picture in The East Texan.  Pictured 29 Sept. 2009.

This is an image of Mayo Hall.  The caption below it reads, “Mayo Hall is now open to girls.  It is pictured above.  After the war it is to be converted back into a boys’ dorm.”  Due to the lack of boys on campus, the college allowed girls to stay in the traditionally male dorm.  This documents the physical changes of the campus due to the war.  It is also interesting to note that above the picture “Buy More War Bonds” is printed at the bottom of the left and right columns.  Patriotic slogans were commonly placed sporadically in between articles, wherever there was an empty space.

10.   “Roosevelt Dead!”.  Headline.  Front page of The East Texan 13 Apr. 1945.  Pictured 6 Nov. 2009.

The front page of The East Texan documents an important date in American history, the death of the 32^nd president.  There is a picture of President Roosevelt, and a picture of his predecessor, President Harry L. Truman.  “Carry on.  There is nothing to fear but fear itself.”  This quote is printed twice, sandwiching a few sentences about the shock and “…the passing of this great man…”  This headline is shows the reporting and recording of important dates in history.  It shows how this school paper is able to track and record history from a small-town college viewpoint.

11.   “V-E Day is Proclaimed!”.  Headline.  Front page of The East Texan 11 May 1945.  Pictured 6 Nov. 2009.

This picture is of another momentous day in World War II history, Victory in Europe Day.  At the very top of the page is, “This issue is gratefully dedicated to the 38 former students of East Texas State who have made the supreme sacrifice in this war.”  There is a list of the men who served in the war that were former students, entitled “Roll of Honor”.   The campus celebrated with a peace program.  This shows the culture of Commerce.

12.   “Japan Gives Up”.  Headline.  Front page of The East Texan 17 Aug. 1945.  Pictured 6 Nov. 2009.

Finally, the day everyone was hoping for arrived.  A waving American flag is pictured under the large, bold print, signaling a successful victory for America and its allies.  This is another documentation of a momentous day in American and world history through the eyes of the student reporters of East Texas State Teachers College.

13.   “Between Us Girls”.  Article.  The East Texan 28 Sept. 1945.  Pictured 21 Nov. 2009.

This lighthearted and whimsical article addresses the fact that there is a large influx of new students for the fall term of 1945.  That meant that there were more men on campus than during the war.  The article says it’s a three to one, boys to girls ratio.  This funny article is one of many hopeful articles written after the war was over.  It helps illustrate the reconstruction period for East Texas State.

Oral Histories

14.  McCrary, Mary.  Oral History.  10 Apr. 1984.  Interviewed by Conrad, Jim.  Location: Commerce, TX.  In possession of the Special Collections Office, James G. Gee Library, Texas A&M University-Commerce.  Fieldnotes collected by Vanesa Navarro.  2 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

She was the wife of an East Texas State professor.  She speaks of life before their move to Commerce, physical descriptions of Commerce and its changes, the Great Depression, her sons’ and husband’s enlistment into the armed forces, the influx of students after the war, and her thoughts on the progression of East Texas State, stating that, “The morale of the college has dropped considerably.  It’s all about sex, drugs, gambling, and not studying.”  Although she was not a student of East Texas State (she studied art at SMU), she had a unique insight to the college due to the fact that she was married to a professor.  She provides descriptions of the changing campus over the years.

15.   Allen, John.  Oral History.  20 Aug. 1983.  Interviewed by Allen-Newberry, Judy.  Location: Lucas, TX.  In possession of the Special Collections Office, James G. Gee Library, Texas A&M University-Commerce.  Fieldnotes collected by Vanesa Navarro.  4 Nov. 2009.  http://vnresearchportfolio.wordpress.com/artifacts/

John Allen was a former student of E.T. who graduated in 1940.  He later became a radio broadcaster for various radio stations including WFAA.  He spoke of his childhood, various family stories, his time at the Training School in Commerce (the high school student teachers from E.T. teach before becoming accredited teachers), his time at E.T. (a member of the band and an acted in school plays).  He also speaks of the lingering effects of the Depression, the community’s thought on the college (“life and bread of Commerce”), and physical description of Commerce.  He also mentions the effects of WWII on civilians (rationing, brownouts of coastal cities, and government regulation of the broadcasting of the news over the radio).  He talks about a student produced play about Hitler’s advances during WWII (evidence of early influences of World War II).

Research Journals

16.   Navarro, Vanesa.  “Research Journal #21”.  10 Nov. 2009.  http://vanesanavarro.worpress.com/2009/11/10/research-journal-21/

This research journal focused on my plans for WA4.  I planned on utilizing John Allen’s oral history because of its rich insight to student life at East Texas before the war broke out.  I also used his oral history because many of the events he described were documented by The East Texan.  Because of this, I used pictures of the articles from the newspapers to strengthen John Allen’s story.  I also wrote about my strategy for coding the fieldnotes I gather.

17.   Navarro, Vanesa.  “Research Journal #23”.  29 Nov. 2009.  http://vanesanavarro.wordpress.com/2009/11/29/research-journal-23/

This research journal documented my thoughts on the final week of taking fieldnotes.  That was the week of November 16^th.  I mentioned my finding of the first World War II article in 1939.  I also wrote about the end of the war, and the campus’s attempt to shift back into normalcy.  This research journal provides reflection on what I found during my fieldwork.

18.   Navarro, Vanesa.  “Research Journal #24”.  30 Nov. 2009.  http://vanesanavarro.wordpress.com/2009/11/30/research-journal-24/

This research journal is composed of a response to chapter 8 of Fieldworking, an annotated table of contents, a revised edition of my codebook, and a one page analysis of my research project so far.  Chapter 8 talks about writing one’s final enothgraphy paper.  The revised annotated table of contents and codebook assess what was in my research portfolio at that point.  My one-page analysis offers a portrait of some aspect I discovered.  I wrote about looking at papers from before World War II and after.  Also, I wrote about my realization that the newspapers are just a tool to see inside the culture of Commerce, not the actual study itself.

19.  Navarro, Vanesa. “Research Journal #25”.   2 Dec. 2009. http://vanesanavarro.wordpress.com/2009/12/02/research-journal-25/

Research Journal #25 is about my research portfolio.  I wrote about what I have, and what it might mean.  The impact of World War II was extremely apparent in the newspapers.  Government regulations were heavy, thereby inhibiting how people lived before the war.  I also looked into the influence of the enemy.  “The threat of the enemy was great enough for the U.S. government to impose all of these regulations, civilian defensive acts, the draft, the printing of propaganda, etc.”  Looking at the roles of the enemy will help enrich my research paper.

Writing Assignments

20.   Navarro, Vanesa.  “The Evolution of The East Texan”.  Writing Assignment 2.  28 Sept. 2009.  http://vnresearchportfolio.wordpress.com/was/

This writing assignment looks at the progression of The East Texan throughout its years.  The paper has been in circulation since 1915, so without a doubt it has documented important dates in the history of Commerce, the nation, and the world.  I also looked at the general look of the paper, and the genres of articles written.  The ways the paper is produced was an important factor also.  Now and days, students can read an actual newspaper or go online and read it.  I incorporated Lauren B. Resnick’s argument about the different types of literacy, and Kathleen Blake Yancey’s argument about the changes of writing in modern times.

21.   Navarro, Vanesa.  “Through the Eyes of the Students: The East Texan during World War II”.  Writing Assignment 3.  19 Oct. 2009.  http://vnresearchportfolio.wordpress.com/was/

This writing assignment is my research proposal.  I discuss why I want to do this research, how I will go about collecting my data, and what I had already witnessed from the data I gathered for WA2.  This also includes my research question.  I once again incorporate Resnick’s views on the different types of literacy and the social practice of literacy.  This paper lays out the structure of my research.

22.  Navarro, Vanesa.  “Newspapers and Radios.”  Writing Assignment 4.  9 Nov. 2009.   http://vnresearchportfolio.wordpress.com/was/

In this writing assignment, I incorporated John Allen’s oral history.  I summarized his life and focused on a couple of aspects that showed the early influence of World War II.  I used pictures from The East Texan to help push what Allen was talking about.  They were also a good visual aid, an affirmation of the realness of the events Allen spoke about.  The paper also tracks the transition into the war-heavy end of World War II.  It shows how all Americans experience the same things.

Scholarship

23.   Resnick, Lauren B.  “Literacy in School and Out”.  Carter, Shannon.  Literacies in Context.  2^nd ed.  Southlake, TX: Fountainhead Press, 2008.

Resnick argues that the practice of literacy is not just used in the classroom.  It is also a social practice.  She also lists and explains different types of literacy available, for example informational literacy.  Reading newspapers is a form of a social practice.  People read the newspapers in order to be up to date with current events and to be able to discuss and/or debate these current events with other people.  With that, newspapers can be considered informational literacy and leisurely literacy.

Codebook

24.  Codebook.   http://vnresearchportfolio.wordpress.com/research-tools/

My codebook lists reoccurring themes and reoccurring genres of articles I have discovered in my examination of the newspapers.  Some themes are religion, war and peace, humor, society news, and campus changes.  These codes helped me analyze my fieldnotes, and make sense of them.  These themes can and will be used in my final paper.

Final Project

25.  “Through the Eyes of the Students: The East Texan during World War II”  http://vnresearchportfolio.wordpress.com/final-project/

That is the prospective title of my final project.  Through extensive research, I have painted a portrait of what campus life was like for students before, during, and after World War II.  The East Texan has offered a reflection of this through its many articles and its diversity of articles.  Because the newspaper is student produced, it gives leeway into what the students thought was important to report to their fellow peers.  The pictures, cartoons, and advertisements helped shape the newspaper as well.  Pictures provide visual evidence of events and people, cartoons add sort of a gaiety (at least until the end of World War II, when political cartoons took over), and advertisements helped show what was fashionable at that time.