DOCSLIB.ORG

What University Students Learn When They Study Food Writing and Food Media

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What University Students Learn When They Study Food Writing and Food Media University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School November 2020 Feasting on Words: What University Students Learn When They Study Food Writing and Food Media Janet K. Keeler University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Education Commons, Journalism Studies Commons, and the Mass Communication Commons Scholar Commons Citation Keeler, Janet K., "Feasting on Words: What University Students Learn When They Study Food Writing and Food Media" (2020). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/8553 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Feasting on Words: What University Students Learn When They Study Food Writing and Food Media by Janet K. Keeler A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education with a concentration in Educational Innovation Department of Teaching and Learning College of Education University of South Florida Co-Major Professor: Howard Johnston, Ph.D. Co-Major Professor: Stephen Thornton, Ph.D. Bárbara Cruz, Ed.D. Deirdre Cobb-Roberts, Ph.D. Date of Approval: November 2, 2020 Keywords: curriculum, Eisner, journalism, connoisseurship, evaluation Copyright © 2020, Janet K. Keeler Table of Contents List of Tables ................................................................................................................................ iv Abstract ............................................................................................................................................v Chapter One: Introduction ...............................................................................................................1 Study Purpose ......................................................................................................................5 Study Questions ...................................................................................................................6 Chapter Two: Literature Review ...................................................................................................10 The Value of Studying Food ..............................................................................................19 Speaking of Curriculum .....................................................................................................26 Summary ............................................................................................................................32 Chapter Three: Methodology ........................................................................................................34 Design of the Study ...........................................................................................................40 Curriculum Development .................................................................................................41 Data Collection ..................................................................................................................42 Food Writing: Week 12 (2017-2018) ................................................................................44 Food in Communication, TV: Week 11 (2014-15) ............................................................45 Respecting Students ..........................................................................................................46 Analysis Methods...............................................................................................................48 Trustworthiness of Study ...................................................................................................51 Chapter Four: Findings ..................................................................................................................56 Creation of Curriculum ......................................................................................................59 The Three Classes ..............................................................................................................63 Food Writing ..........................................................................................................64 Food in Communication: TV .................................................................................69 Food in Communication: Food Podcasts ...............................................................71 Coding Efforts ....................................................................................................................74 Deductive Codes and Examples .........................................................................................77 Relationships ..........................................................................................................77 Food Interest ..........................................................................................................78 Food Writing/Food Media .....................................................................................79 Expectations ...........................................................................................................80 Discovery ...............................................................................................................81 Confusion ...............................................................................................................82 Surprise ..................................................................................................................83 Inductive Codes and Examples ..........................................................................................83 i Call to Action .........................................................................................................84 Storytelling .............................................................................................................85 Connection .............................................................................................................86 Defiance .................................................................................................................87 Confidence .............................................................................................................88 Enthusiasm .............................................................................................................89 Preconceived Notions ............................................................................................90 Sophistication .........................................................................................................91 Technology/Technique ..........................................................................................92 Group Think ...........................................................................................................93 Media Familiarity ...................................................................................................93 Chapter Five: Discussion ...............................................................................................................96 Connections to the Literature Review ..............................................................................105 My Education/Their Education ........................................................................................108 Recommendations ............................................................................................................113 Ideas for Future Study ......................................................................................................116 Conclusion .......................................................................................................................117 References ...................................................................................................................................121 Appendix A: Readings ................................................................................................................135 Fall 2014 Food Writing ....................................................................................................135 Fall 2015 Food Writing ....................................................................................................135 Fall 2016 Food Writing ....................................................................................................136 Fall 2017 Food Writing ....................................................................................................136 Fall 2018 Food Writing ....................................................................................................137 Fall 2019 Food Writing ....................................................................................................138 Spring 2016 and 2017 Food in Communication: TV .......................................................139 Spring 2018 Food in Communication: Food Podcasts ...................................................139 Spring 2019 Food in Communication: Food Podcasts ....................................................140 Appendix B: Assignments ...........................................................................................................141 Fall 2014 Food Writing ....................................................................................................141
Load more

Recommended publications
  • Donna Lee Brien Writing About Food: Significance, Opportunities And
    Donna Lee Brien Writing about Food: Significance, opportunities and professional identities Abstract: Food writing, including for cookbooks and in travel and food memoirs, makes up a significant, and increasing, proportion of the books written, published, sold and read each year in Australia and other parts of the English-speaking world. Food writing also comprises a similarly significant, and growing, proportion of the magazine, newspaper and journal articles, Internet weblogs and other non-fiction texts written, published, sold and read in English. Furthermore, food writers currently are producing much of the concept design, content and spin-off product that is driving the expansion of the already popular and profitable food-related television programming sector. Despite this high visibility in the marketplace, and while food and other culinary-related scholarship are growing in reputation and respectability in the academy, this considerable part of the contemporary writing and publishing industry has, to date, attracted little serious study. Moreover, internationally, the emergent subject area of food writing is more often located either in Food History and Gastronomy programs or as a component of practical culinary skills courses than in Writing or Publishing programs. This paper will, therefore, investigate the potential of food writing as a viable component of Writing courses. This will include a preliminary investigation of the field and current trends in food writing and publishing, as well as the various academic, vocational and professional opportunities and pathways such study opens up for both the students and teachers of such courses. Keywords: Food Writing – Professional Food Writers – Creative and Professional Writing Courses – Teaching Creative and Professional Writing Biographical note Associate Professor Donna Lee Brien is Head of the School of Arts and Creative Enterprise at Central Queensland University, and President of the AAWP.
    [Show full text]
  • Using Regional Food Memoirs to Develop Values-Based Food Practices
    BRIEN AND MCALLISTER — “SUNSHINE HAS A TASTE, YOU KNOW” “SUNSHINE HAS A TASTE, YOU KNOW” Using regional food memoirs to develop values-based food practices Donna Lee Brien Central Queensland University Margaret McAllister Central Queensland University Abstract Alongside providing a source of entertainment, the growth in food media of all kinds reflects a genuine consumer interest in knowing more about food. While there is culinary information available that serves to educate in relation to food-related practices (shopping, food preparation, cooking, eating out) in ways that can serve to build confidence and enthusiasm, we propose that, in order for new food practices to be not only adopted, but sustained, consumers need to hone and develop personal values that will complement their technical and practical knowledge. This is the marrying of evidence-based and values-based practice that makes for sustained change in personal habits and practices (Fulford 2008). This discussion proposes that regional food memoirs – and specifically those by food producers – can arouse interest and curiosity, build knowledge in regional food systems, and connect consumers to food Locale: The Australasian-Pacific Journal of Regional Food Studies Number 5, 2015 —32— BRIEN AND MCALLISTER — “SUNSHINE HAS A TASTE, YOU KNOW” producers and production. This, we propose, can activate consumers to develop and embed the kind of learning that reinforces a belief in the need to be an ‘authentic consumer’. An authentic consumer is one who knows themselves, their own needs and desires, and makes choices consciously rather than automatically. It follows that an authentic food consumer is engaged with their local food systems and aware of the challenges that confront these systems.
    [Show full text]
  • Food Writing 2222G Section
    Food Writing 2222G Section: 001 Time/Room: Mondays 12:30 – 3:30 p.m. Instructor: Melanie Chambers Email: [email protected] Office: Lawson Hall 3270 Office hours: Tuesdays 10:00-12:00 p.m. Writing 2222G 001 Special Topic: Creative Writing: Food Writing Western University Course description: Food writing touches many genres of writing: it is part memoir, history, reporting, biography and narrative. This course will teach students how to write these various genres while emphasising the trends (slow food, organics, local), politics (trans fats, genetically modified food) and the culture of food. Students will also develop specific research methods to understand the history and future of our food systems. Required Texts: Best Food Writing 2016, Edited by Holly Hughes Kitchen Confidential, by Anthony Bourdain Recommended Texts: On Writing Well, by William Zinsser First draft Final Draft Worth Memoir Jan 22 Jan 29 25% Blog 1) Feb 12 April 2 30% 2) March 12 Rest. Review March 19 Submit @12 25% Food Trend ongoing 10% Presentation Vocabulary 1) Feb 5 10% quizzes/Readings 2) March 5 Peer editing: You will notice that every assignment, except the pre-trip assignment, requires a first draft, which will be used for in-class editing purposes. The first due date is when the peer edit draft is due. Every peer edit workshop requires THREE copies of your work. The purpose of this is to mimic the editor and writer relationship that exists in a 'real world' scenario. Editing and rewriting are critical to improving and sculpting a story for publication. As an editor, you will learn to critique and help shape fellow students' work and as a writer, you must get used to adopting and/or rejecting editing comments and concerns.
    [Show full text]
  • Food Writers New Zealand HANDBOOK Writing WRITING
    Food Writers New Zealand HANDBOOK writing WRITING COMPANY STYLE Food writers need to match the style of their prose to the type of publication they are writing for – whether it is for magazines, blogs, newspaper features and columns, cookbooks, brochures, leaflets, packaging, advertising copy, online features and more. If the work is commissioned, the requirements and the style expected should be ascertained and agreed to before starting work. Most companies and publications will have a style guide to follow, in order to give uniformity and continuity. Space and style often determine recipe writing, and this in turn determines the method of writing and layout. Note essential points before commencing work and follow these carefully. Wherever possible the food writer should be involved at the planning stage of any work. Size, format, style and emphasis of all content should be established before commencing writing. Style should remain consistent throughout all writing, especially in books, and when material comes from different sources. CHECKING THE RECIPE The unwritten law for food writers is never to publish a recipe that has not been made by you or someone in whom you have total faith. Where a writer is dependent on handout material they should check its reliability by preparing the recipe. Prepare the recipe initially as written. Repeat this test. If the results differ, prepare a third time. If the result is satisfactory the recipe can be used as is, otherwise modifications will need to be made and the testing procedure repeated. Failure to follow this procedure potentially leaves the writer in a position where their credibility is suspect.
    [Show full text]
  • Is Saki #Delicious? the Food Perception Gap on Instagram and Its Relation to Health
    Is Saki #delicious? The Food Perception Gap on Instagram and Its Relation to Health Ferda Ofli Yusuf Aytar Ingmar Weber Qatar Computing Research CSAIL Qatar Computing Research Institute, HBKU MIT Institute, HBKU Doha, Qatar Cambridge, USA Doha, Qatar fofl[email protected] [email protected] [email protected] Raggi al Hammouri Antonio Torralba Qatar Computing Research CSAIL Institute, HBKU MIT Doha, Qatar Cambridge, USA [email protected] [email protected] ABSTRACT researchers go as far as claiming that \you cannot outrun a Food is an integral part of our life and what and how much bad diet" [24]. we eat crucially affects our health. Our food choices largely One important aspect governing our food choices and how depend on how we perceive certain characteristics of food, much we consume is how we perceive the food. What do we such as whether it is healthy, delicious or if it qualifies as perceive to be healthy? Or delicious? What qualifies as a a salad. But these perceptions differ from person to per- \salad"? Food perception is typically studied in labs, often son and one person's \single lettuce leaf" might be another using MRIs and other machinery to measure the perception person's \side salad". Studying how food is perceived in re- at the level of brain activity [19, 38, 27]. Though such care- lation to what it actually is typically involves a laboratory fully controlled settings are often required to remove con- setup. Here we propose to use recent advances in image founding variables, these settings also impose limitations re- recognition to tackle this problem.
    [Show full text]
  • The Best 25 the Best of the Best - 1995-2020 List of the Best for 25 Years in Each Category for Each Country
    1995-2020 The Best 25 The Best of The Best - 1995-2020 List of the Best for 25 years in each category for each country It includes a selection of the Best from two previous anniversary events - 12 years at Frankfurt Old Opera House - 20 years at Frankfurt Book Fair Theater - 25 years will be celebrated in Paris June 3-7 and China November 1-4 ALL past Best in the World are welcome at our events. The list below is a shortlist with a limited selection of excellent books mostly still available. Some have updated new editions. There is only one book per country in each category Countries Total = 106 Algeria to Zimbabwe 96 UN members, 6 Regions, 4 International organizations = Total 106 TRENDS THE CONTINENTS SHIFT The Best in the World By continents 1995-2019 1995-2009 France ........................11% .............. 13% ........... -2 Other Europe ..............38% ............. 44% ..........- 6 China .........................8% ............... 3% .......... + 5 Other Asia Pacific .......20% ............. 15% ......... + 5 Latin America .............11% ............... 5% .......... + 6 Anglo America ..............9% ............... 18% ...........- 9 Africa .......................... 3 ...................2 ........... + 1 Total _______________ 100% _______100% ______ The shift 2009-2019 in the Best in the World is clear, from the West to the East, from the North to the South. It reflects the investments in quality for the new middle class that buys cookbooks. The middle class is stagnating at best in the West and North, while rising fast in the East and South. Today 85% of the world middleclass is in Asia. Do read Factfulness by Hans Rosling, “a hopeful book about the potential for human progress” says President Barack Obama.
    [Show full text]
  • [Food for Thought (Series): Ep. 1 the Legacy of French Cooking] Intro
    [Food for Thought (Series): Ep. 1 The Legacy of French Cooking] Intro: You’re listening to Death and Numbers, a podcast created by the Humanities Media Project in the College of Liberal Arts at the University of Texas at Austin. Today we crack open two cookbooks to ask: when did French cuisine become synonymous with fine dining? Introductory music - theme “music” of Julia & Jacques cooking at home A: I’m Amy Vidor. C: And I’m Caroline Barta. A: This episode explores questions Caroline and I often ask each other, such as: How can collaboration impact the success of a project? How can learning benefit from shared labor? C: Our first episode in the series, “Food for Thought,” examines how food writing shapes cultural transmission. For today’s story, we begin in 1651... [Pause] A: ...with the publication of Le Vray Cuisinier François (The French Cook) by François Pierre de la Varenne. C: La Varenne’s cookbook established modern French cuisine and helped launched the home cook. In his preface, La Varenne writes, (quote) Dear Reader, in recompense all that I would ask of you is that my book be for you as pleasurable as it is useful (unquote). A: La Varenne presents a shocking concept for the 17th century reader: the notion of cooking as fun. The wording of the preface signals that La Varenne may have written this book to encourage cooking as a leisure activity, rather than a professional endeavor. [Pause] C: What changes with La Varenne, and those that follow him, is access. Before the 1600s, cooking was a carefully protected set of skills, monitored by guilds.
    [Show full text]
  • Food-Bloggers: Do They Influence Customers’ Food Choices?
    Master’s Degree in “Marketing and innovation” Final Thesis Food-bloggers: Do they influence customers’ food choices? Supervisor Ch. Prof. Christine Mauracher Assistant supervisor Ch. Prof. Finotto Vladi Graduand Daniela Fiorentino 871759 Academic Year 2018 / 2019 To my grandfather who has always told me: “If you must do something, do it well or do not do it at all”. Index Introduction……………………………………………………………………………...1 Chapter 1. Food environment………………………………………………….…………4 1.1. What is food…………………………………………….………………………..4 1.2. Food culture…………………………………………….…………………….….5 1.2.1 Food as cultural heritage…………………….…………………………….10 1.3. Evolution and changes in food consumption….…………………...……………11 1.3.1. De-structuration and polarization of meals……………………………….12 1.3.2. “Time-saving” needs……………………………………………...….…..12 1.3.3. Price attention………………………………………………………...…..13 1.3.4. “Extra-domestic” consumption………………………………..………....13 1.3.5. Dietary convergence………………………………………………....…...15 1.3.6. Dichotomy pleasure/control and health/disease………………….……....17 1.3.7. Environmental attention and healthy lifestyle……………….…………...17 1.4. Social aspects of food………………………………………………………..…20 Chapter 2. Online environment…………………………………………………………27 2.1. Internet: birth and development…………………….…………………………..27 2.2. Community……………………………………………………………………..30 2.3. Social networks…………………………………………………………………43 2.3.1. Facebook…………………………………………………………………54 2.3.2. Instagram………………………………………………………………...57 2.3.3. Pinterest………………………………………………………………….60 2.3.4. YouTube…………………………………………………………………62 2.3.5. Flickr……………………………………………………………………..64 2.4. WOM………………………………………………………...…………………66 2.5. Opinion leaders…………………………………………………………………71 Chapter 3. Blog…………………………………………………………………………79 3.1. What it is? ………………………………………………………………………79 3.2. Microblog………………...…………………………………………………….87 3.2.1. Twitter……………………………………………………………………90 3.3. Food blog………………………………………………………………………92 Chapter 4. Food-bloggers………………………………………………………………97 4.1. Who are they? ………………………………………………………………….97 4.2. Birth and development: from blog to social network…………………………104 4.3.
    [Show full text]
  • Ethnography Report on the Food Blogging Tribe the Team: Saoirse Casey 110310753 Declan Keating 115222989 Gianlorenzo De Santis
    Ethnography Report on the Food Blogging Tribe The Team: Saoirse Casey 110310753 Declan Keating 115222989 Gianlorenzo De Santis 115222258 Module: MG6012 Consumer Behaviour and Relationship Marketing Lecturer: Brendan Richardson Submission: 18/04/2016 Word Count: 5066 1 | P a g e Contents Introduction and Short Literature Review ........................................................................................... 2 Discussion of Research Methodology ................................................................................................. 2 Literary review and thematic analysis .................................................................................................. 4 Serious Leisure ...................................................................................................................................... 4 Convergence Media ............................................................................................................................... 4 Findings: Themes and Analysis ......................................................................................................... 6 Experiencing Appeal and Excitement .......................................................................................... 6 Hedonistic Consumption ................................................................................................................. 9 Skilled Consumption .......................................................................................................................11 Food as a Social
    [Show full text]
  • Foodies Democracy and Distinction in the Gourmet Foodscape Second Edition by Josée Johnston and Shyon Baumann
    Foodies Democracy and Distinction in the Gourmet Foodscape Second Edition By Josée Johnston and Shyon Baumann Table of Contents – In Brief Preface Acknowledgments Introduction: Entering the Delicious World of Foodies Chapter 1. Foodies, Omnivores and Discourse Chapter 2. Eating Authenticity Chapter 3. The Culinary Other: Seeking Exoticism Chapter 4. Foodie Politics: This is one delicious revolution! Chapter 5. Class and its Absence Chapter 6. Caring about Food: Doing Gender in the Foodie Kitchen Co-Authored by Kate Cairns Conclusion. Foodie Continuity, Change, and Moral Ambiguity Table of Contents – In Detail Introduction: Entering the Delicious World of Foodies I. The Fall of the French: A Historical Perspective on De-sacralization II. The Contemporary Gourmet Foodscape: Foodies and Inequality III. Key Features of the Gourmet Foodscape: Taste and Trends i. Local, Organic, Sustainable ii. Ethnic Foods, Exotic Flavors iii. Gourmet, Speciality, Artisanal Ingredients IV. Chapter Overview Chapter 1. Foodies, Omnivores, and Discourse I. An Introduction to the Study of Food and Taste II. Discourse, Democracy and Distinction i. Food Writing ii. Food Television and Celebrity Chefs III. What is a “Foodie”? i. Interviews with Foodies Chapter 2. Eating Authenticity I. Unpacking Authenticity II. Dimensions of Authentic Food i. Geographic Specificity ii. Simplicity iii. Personal Connection iv. History and Tradition v. Ethnic Connection III. The Cultural Politics of Authenticity Chapter 3. The Culinary Other: Seeking Exoticism I. Culinary Colonialism? II. Culinary Cosmopolitanism? III. Operationalizing Exoticism i. Exoticism as Distance ii. Exciting Food: Food the Breaks Norms Chapter 4. Foodie Politics: This is One Delicious Revolution! I. Political Eating: A Historical Perspective II. Competing Ideologies in Foodie Politics III.
    [Show full text]
  • The French Migrant and French Gastronomy in London (Nineteenth to Twenty-First Centuries)
    A Migrant Culture on Display: The French Migrant and French Gastronomy in London (Nineteenth to Twenty-First Centuries) Debra Kelly Oh, Madame Prunier, you give us fishes which we wouldn’t dream of eating anywhere; you call them by a funny French name, and we all adore them! (Prunier 2011, x–xi) Que se passe-t-il dans une assiette? Que retrouve-t-on qui exprime des idées, fasse sens et permette un message? Quelle est la nature de cette matière à réflexion? Quelle emblématique pour l’empire des signes culinaires? (Onfray 156)1 French Food Migrates to London: The French Migrant and London Food Culture2 In his social history of ‘eating out’ in England from the mid-nineteenth century to the turn of the twenty-first, John Burnett discusses thediffusion 1 Translation: ‘What happens on a plate? What is found there which may express ideas, make meaning, formulate a message? What is the nature of this material for reflection? How can the empire of culinary signs be symbolised’? The philosopher Michel Onfray is making explicit reference to Barthes’s L’Empire des signes (1970), and implicit reference to Barthes’s methods of analysing cultural myths, their construction and circulation. These methods also underlie the approach taken in this article to representation and meaning. 2 This article explores some of the preliminary research for a larger project which uses French cuisine as the lens through which to analyse the French (and Francophone) experience in the British capital, historically and in the contemporary city: ‘being’ French in London. It considers French culinary knowledge and practice at work in the city as a material form of identity, of culture and of cultural capital and examines its place in London’s constantly evolving culinary landscape: ‘eating’ French in London.
    [Show full text]
  • Literacy Through Cooking: Upper Key Stage Two
    LITERACY THROUGH COOKING: UPPER KEY STAGE TWO Cooking is a fantastic way to support teaching and learning within this age group. These contexts show how you can use various different types of texts alongside cooking activities, supporting key points of the curriculum. THE CONTEXT: WRITE IN STYLE Food writing is all around us, and the chefs, celebrities and food journalists behind the writing all use a different style and tone. Gather a range of recipe books or articles that focus on making a specific dish (eg a tomato-based sauce) then follow the instructions to make the recipe. Consider how successful each style of writing is. Use an instructional text These include recipes, technical manuals, non-fiction texts, timetable or map directions, lists of rules, posters, notices, signs, instructions on packaging and instruction leaflets. Here are some possible authors to consider: Nigel Slater Valentina Harris • Food descriptions linked to emotion • Organised by region • Uses rough quantities • Notes about region and agriculture • Glossy photos • Words and phrases in another • Emphasis on flavour and texture language Delia Smith Madhur Jaffrey • Prose rather than step by step • Info on how food is eaten in India • Serving suggestions • Suggested recipe combinations • Asides to the reader • Spice glossary and illustrations Jamie Oliver • Casual, uses slang • Personal anecdotes • Links to his TV shows www.jamieoliver.com/jamies-30-minutes-meals THE ACTIVITIES • In style: Explore authorial style and the use of oral and written language • Go compare: Look at a range of cookbooks and TV cooking shows to compare and contrast the styles and presentation of information • Star features: Use your findings to draw up a checklist of features that make cookbooks and food shows effective • Steal their style: Choose an author’s style and use it as a model for speaking and writing – eg a TV-style chef presentation using a video camera / writing up new recipes WWW.FOCUSONFOOD.ORG THE CONTEXT: FOOD MILES In today’s global society, our food is rarely homegrown.
    [Show full text]