Mennocostal Musings: Poetic Inquiry and Performance in Narrative Research
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
My narrative research investigates the writing of two critically-acclaimed Canadian Mennonite authors. My methods include interviews with the authors and narrative analysis of their works. I also use a less conventional method, that of writing poetry. Through writing poems about my "mennocostal" (Mennonite and Pentecostal) background, I am coming to new understandings of my self, my past experiences, and my writing-research practices. In turn, these insights help me better understand some experiences and writing practices of my research subjects, as well as what the scholarly literature says about such practices. I research how writing personal narratives can be an act of inquiry—how it can help the writer construct new understandings about her self and her topic. While studying how writing can be inquiry, I practice writing as inquiry. I also perform the poetic data from my research. In this article, I perform some poems through audio files (http://natashagwiebe.googlepages.com/poeticperformances) and give examples of how writing them is making me a better researcher. Along the way, I mention how participating in poetic performances as a listener and performer has helped shape my poetic inquiry and engendered new insights into my narrative research. I conclude by situating my poetic inquiry as performative research. URN: urn:nbn:de:0114-fqs0802423
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.011 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it