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=M K Wall = =ENED 8741 Affinity Space Analysis =

The affinity space that I am interested in is one for the //Breaking Bad// television series on AMC. [|amc]

Interestingly, AMC, which stands for American Movie Classics (typically older films), also produces some modern series such as //MadMen//, //Hustle//, and //Breaking Bad//. These shows might be labelled "cutting-edge" television as they portray real characters in real (but nearly surreal) situations. For example, //Breaking Bad// revolves around Walt, an Albuquerque, New Mexico high school chemistry teacher (played by Bryan Cranston), who is married with one teenage son. He learns he has lung cancer but does not tell his family. His insurance will not cover much of the cost of treatment, so he is at a loss about what action to take and does not want to worry his pregnant wife, Skyler. His brother-in-law (Hank) is a DEA agent. One day Walt goes on a ride-along with Hank to a drug bust. Walt waits in the car as the agents go in the house. Walt sees a young man climb out of an upstairs window and jump down. They actually stare at each other across the street, and Walt recognizes him as one of his former students (Jesse). Hank returns and reports that they caught some of the meth dealers and the "cook," but they failed to get who they thought was the main dealer. This sets the wheels in motion. Walt tracks down Jesse and presents him with a business plan. Walt knows the chemistry, Jesse knows the street, and together they will make a lot of money. That's basically the first episode, and the show recently ended its second season. The idea of a suburban, middle-aged high school science teacher, a family man, suddenly moving into the world of drug trafficking is intriguing, to say the least. Realistic? Perhaps not. But what potential for dramatic writing and demanding acting.

Here is the link to the //Breaking Bad// site [|BB].

The site offers a wide array of video, blog, podcasts, quizzes on the show, and contests for members. It is menu-driven and quite simple for any computer user to navigate. Visitors may browse the site or may register and become a member. Anyone may join, and new members have equal access and availability to older members.

The site has several blog major topics related to the plot of the show, and members are invited to respond and "guess" or suggest what will happen next. There are also some questions about the significance of certain plot events -- how they are to be interpreted. The appeal of this is that elements of the show -- certain details, actions, words -- may be seen as symbolic. As an English teacher, I find this characteristic of the show quite attractive and stimulating.

There are options on the site to listen to podcasts from various members of the cast and crew of the show. They discuss some of the intricacies of their work. This gives the members an "inside" glimpse into what goes on behind the camera. While viewers know the show itself is fiction, being able to communicate directly with people involved in the creative process certainly adds a feeling of "team" and being "in the know."

Members may involve themselves to any extent they desire. That is, they may simply view and read, or they may choose to engage in blogging, play the quizzes, and join in the contests. The screen name of the member appears with each response, so one can create some site "status" by having more site presence. As I read some of the responses to the posted plot questions, I was amazed by the thinking of some of the responders. The show allows for a wide array of possibilities. I suspect the nature of the show itself is appealing to quite an array of viewers, and some of them have very different perspectives. This makes for a diverse, entertaining, and sometimes enlightening blog.

Is there "leadership" on the site? I think that because the site is managed by AMC, making it more of a Mindset One site, there is little opportunity for outside leader to step forward. All members have equal access and potential to contribute. As time progresses and more people become involved, a few "senior" contributors may emerge. Their "power", though, is more of an in-depth knowledge of characters and plot than newer members may possess. However, anyone can watch the earlier episodes and gain equal access. The blog discussions may also help with clearing up and raising any questions that the show leaves open to supposition.

Here is another Breaking Bad site hosted by Wetpaint []. This site offers some of the same features as the "official" AMC site, but it also has a link for fanfiction. Interestingly, Wetpaint maintains a ranking system of sites for television programs, some of which are no longer airing (Buffy). The Breaking Bad site does not appear to be very popular right now, ranked 78/100, and I see only one individual participating in fanfiction. I'm really not sure what age-group this show most appeals to. I suspect it is an older range, people like myself, who enjoy the show but probably would not put in the time and effort to converse about it online.

High School English Application
Using affinity spaces and blog posting has many possibilities for inclusion in a high school English class. While it is one thing to encourage students to visit a blog site and get involved, it is another to make it a requirement of the course. I believe the most expeditious way to connect blogging to school is through a wiki. Here is a possible assignment:

1. Set students up in groups of 4-5.

2. Create a wiki for each group and invite members to join. Students without a computer at home will have to use a school computer or find other access (i.e. friend, media center, library). They must have an email address.

3. Send the wikigroups a link to an interesting news/feature story that also has reader comments attached.  Care must be taken as to the content in the selected story and comments. The age of the students will also be a factor in selecting stories.

4. Students are to read the story and several reader comments. Then they write their own comments to the wiki. The teacher may require a certain amount of response, or the assignment may be left open. If a grade is attached, a rubric needs to be used. This can be developed with the help of the students. Writing should be done in formal English.

5. Timeframe: It may be necessary to give students a few days to participate. Group members should be given time in clas to communicate how they want to proceed with their practice.

6. Students should be encouraged to proofread before submitting. While the story should be of interest/relevance to the students, their responses can be evaluated not only by the insight involved but also by the writing. This is a good opportunity for discussion of ideas and peer editing.

7. As the year progresses, groups can be altered allowing for variety of interaction.

8. Topics for wiki blogging can be varied and suited as necessary to match literature being studied.

9. As they progress, students may begin inserting links and images they find useful and pertinent.

I believe this project has validity in an English class because of the various literacies involved. Students must read and analyze text. Students must respond in writing. Students may have their thoughts challenged, and they may challenge others. Students may use creativity endeavors to embellish and substantiate their written responses. The activity may be objectively graded using a teacher-student produced rubric.