EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID int64 1 3.33k | Gender stringclasses 2
values | Split_Set stringclasses 2
values | transcript stringlengths 1 353 ⌀ | emotion2vec_features listlengths 1 1 |
|---|---|---|---|---|---|---|---|---|
X | 4.2 | 4 | 3.8 | 1,472 | Female | Train | and he was like, the main character reminds me a lot of me. | [
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H | 4.4 | 4.4 | 3.6 | 1,472 | Female | Train | favorite writing memories because this is a kid who at the beginning of the year, just always cracked jokes all day. and he always said that he wasn't a good writer | [
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C | 3 | 5.2 | 4.4 | 1,472 | Female | Train | that, i shouldn't even try to get him to write anything and he treated everything we did like it was not serious or not important. and i felt like it was a | [
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H | 3.8 | 4 | 3.8 | 1,472 | Female | Train | big deal for him to take that assignment so seriously. and then later on, see himself another way in somebody else's story. | [
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X | 5 | 5.8 | 5 | 1,472 | Female | Train | and i haven't even thought about that for a really, really long time, but it was just really significant to | [
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X | 5 | 5.4 | 4.8 | 1,472 | Female | Train | yeah. it was really significant to see him making connections outside of the classroom, it stopped being about school. | [
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X | 4 | 4 | 4.4 | 1,471 | Male | Train | i think we got to, we got to pop back in, but the sixth question that you have veronica, i think is a great way for candace elo to celebrate her wonderful book. | [
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H | 4 | 4.6 | 4.4 | 1,473 | Female | Train | what is it that you hope that the audience answer readers will glean from reading this novel? | [
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F | 3.8 | 4.6 | 4.8 | 1,472 | Female | Train | they have ownership of who they are and who they want to be, whoever reads it, i just really want them to come away from it realizing like you don't have to be the thing | [
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N | 4.6 | 4.2 | 4 | 1,472 | Female | Train | that you were raised to be, you don't to be the thing that the whole entire world is telling who you're supposed to be, | [
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H | 4 | 4.6 | 4 | 1,472 | Female | Train | what feels good to us and taking a shot on that and what we desire. | [
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U | 4.6 | 4.4 | 4.4 | 1,473 | Female | Train | what's the story of overcoming enlightenment coming into one's own and ultimately choosing happiness? | [
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C | 4.8 | 4.2 | 4.8 | 1,471 | Male | Train | i was thinking in my notebook, there's two nikki giovanni quotes that i was like looking at my folder and i was thinking that both of these are relevant to ata | [
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X | 5.2 | 5.2 | 4.4 | 1,471 | Male | Train | unintimidated by your own thoughts. and as a reader and white male cis reader, i've connected it with this character because... | [
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H | 2.2 | 5.4 | 3.8 | 1,615 | Male | Development | really thankful to penguin random house and we need diverse books for- | [
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X | 3.4 | 4.6 | 4 | 1,615 | Male | Development | ... for finding great authors like candace and publishing them. | [
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H | 3.8 | 5.4 | 4.4 | 1,450 | Female | Train | you for being the person you clearly are in the world in so many places. thank you for writing this book and thank you for spending an hour. | [
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H | 4.4 | 5.2 | 4.2 | 1,472 | Female | Train | thank you for having me. and thank you guys for reading. i really, really, really appreciate taking the time to do this. veronica thank you too, for representing all the teachers in the network | [
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X | 4.2 | 4.8 | 5.2 | 1,450 | Female | Train | who need diverse books in their hands, in the hands of their young people, and for reading with such thoughtfulness and having such great questions for candace.i | [
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X | 5 | 5 | 4.6 | 1,450 | Female | Train | of course, want to close saying thank you to our listeners for joining us today and letting them know that the right time will continue through the school year that we...themselves. | [
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X | 4.8 | 5 | 4.8 | 1,615 | Male | Development | and are working together as authors, illustrators and editors to make this happen. | [
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H | 5.2 | 5.4 | 4.4 | 1,615 | Male | Development | so i'm really thrilled to welcome our colleagues here today and to talk to them about this process of make- | [
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X | 3.6 | 4.2 | 3.8 | 1,459 | Female | Train | so welcome ruth rebecca and amy, and thank you so much for making the time to be here. ruth, do you want to start | [
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S | 3.6 | 3.4 | 3.6 | 1,459 | Female | Train | by introducing yourself and telling us why this book and a bit about how it gets started? | [
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X | 5.2 | 5.2 | 5.6 | 1,474 | Female | Train | skills that i needed to teach and how to help, how to best help my second language learners. | [
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X | 4 | 4.4 | 3.2 | 1,459 | Female | Train | that's awesome. i love how this emerges right out of your classroom, isn't the original drawing? | [
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N | 5 | 4.6 | 4.8 | 1,474 | Female | Train | they could help me see if it made sense, because i believe in writing within a community of writers. for this one, once i had some of those drafts done, | [
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H | 5 | 5.2 | 4.6 | 1,474 | Female | Train | background that some of my local writing friends maybe don't. and so she was kind enough to take a look at those. well, i gave her what i thought was the final draft. | [
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N | 4.2 | 4.6 | 4.8 | 1,474 | Female | Train | but she was kind enough to look at that and the response that she gave me back actually made a huge difference in what the end product was. | [
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H | 3.8 | 3.8 | 4 | 1,475 | Female | Train | instead of just working by myself, i've been writing as long as i could hold a pencil. | [
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N | 2.8 | 4.4 | 3.4 | 1,475 | Female | Train | and i think, as i put in my bio, it wasn't really until college that i realized that amounted to a real job and that you could put those skills- | [
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S | 4.6 | 3.2 | 3.8 | 1,475 | Female | Train | sort of the other half of the coin. when you're talking about writing something, even editors, when they're writing, they don't- | [
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S | 2.6 | 2.8 | 3.8 | 1,475 | Female | Train | they don't think enough of their own editing skills to be editing their own stuff. i always say, once you write something, you destroyed yourself as the editor. so i've been- | [
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N | 4.2 | 4.4 | 4.2 | 1,475 | Female | Train | professionally editing for more than 20 years. | [
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N | 3.4 | 4.6 | 4.4 | 1,475 | Female | Train | and my last inside job was, of course, with the national writing project. | [
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X | 4 | 4 | 4.2 | 1,475 | Female | Train | and so now i run my own outfit [inaudible 00:01:32] in wordsmiths. | [
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X | 5 | 4 | 3.6 | 1,475 | Female | Train | where i get to work on a little bit of everything, which seems to suit me well. so ruth brought her manuscript to me. i don't even remember ruth- | [
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N | 4.2 | 4.8 | 4.4 | 1,475 | Female | Train | but then as she says, life got in the way, and it just recently she came back to me. so, that's where my role starts. | [
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H | 4.6 | 5.4 | 5.4 | 1,474 | Female | Train | the ants to be doing. and my visual sense told me how they could be moving through the story. but- | [
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X | 4.4 | 5 | 4.8 | 1,474 | Female | Train | i'm very sure that i didn't have the capacity to do the illustrations in the way that i wanted them to be for the final product. so- | [
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H | 5.6 | 4.6 | 5.2 | 1,474 | Female | Train | the discussion and have lots of ideas. and so i thought if i'm going to work with somebody, how great for it to be a writing project person. so- | [
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H | 3.4 | 4 | 4 | 1,476 | Female | Train | i can't draw. so those two elements were very helpful. | [
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X | 3 | 4 | 3.4 | 1,476 | Female | Train | work the way you and i worked, which is, every time i finished a sketch or a drawing, i would share it with you. and you would be able to comment, usually art- | [
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H | 5 | 4.8 | 5.6 | 1,474 | Female | Train | able to get together with rebecca and have a meeting. and she asked me to bring- | [
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X | 3.6 | 5 | 3.4 | 1,475 | Female | Train | getting a great visual of the whole manuscript as i read through it. | [
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X | 3.6 | 4.8 | 3.8 | 1,475 | Female | Train | it surprised me in looking at the illustrations, in that i could see all the work that you two had done. | [
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N | 4.6 | 4 | 3.6 | 1,475 | Female | Train | to feel really cool about having been part of that process. | [
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S | 3.8 | 3.6 | 3.6 | 1,476 | Female | Train | email and comments on dropbox to discuss this. | [
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H | 5 | 4.6 | 5 | 1,474 | Female | Train | the text in the text of the book, the prepositions go in a particular order till the middle of the book, and then they reverse. | [
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X | 3.8 | 5.4 | 5.2 | 1,474 | Female | Train | and go to the end of the book so that children are exposed to them twice. | [
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D | 3.4 | 4.2 | 4 | 1,474 | Female | Train | and in the middle of the book, they go up, they go down and that's when things start to go backwards. so visually- | [
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N | 5 | 5.2 | 4.8 | 1,474 | Female | Train | i can see the order of my prepositions, but students also will be able to take a look at that. and as they spend more time with the book, they might- | [
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H | 4.8 | 4.4 | 5 | 1,474 | Female | Train | also notice, look at how it is at the beginning. look at how it is at the end. and i have been teaching primary students for my career and- | [
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X | 3.4 | 4 | 3.2 | 1,474 | Female | Train | first, second, third graders love to spend time with books meaning that they like to go back to the same one over and over. so- | [
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H | 5 | 4.8 | 4.4 | 1,474 | Female | Train | my sense is that they will want to go back to it because it's visually appealing. and from a teaching standpoint, there's a lot that they can pick up with. | [
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S | 3.2 | 3.6 | 3.8 | 1,476 | Female | Train | and i remember reassuring you that the socks would look like socks later on. | [
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X | 4.2 | 3.6 | 4 | 1,459 | Female | Train | part. it seems like such an interesting part of a composition process. | [
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H | 4.4 | 4.2 | 4.8 | 1,459 | Female | Train | and i know there were other visual considerations like this too that you made along the way. | [
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H | 5.2 | 4.6 | 5.6 | 1,476 | Female | Train | right. and placement of the text was the last one and a really difficult one because you want the text to be readable, but you don't want- | [
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N | 5 | 4.6 | 3.8 | 1,474 | Female | Train | i know as a teacher of reading to young children, i know how important it is for beginning readers to see text in- | [
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X | 4.8 | 5.2 | 4.6 | 1,474 | Female | Train | the same place to have that. if the text is going to be at the bottom, as they're just beginning to learn, to read, they know to look for it there. i- | [
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S | 3 | 3.4 | 3.4 | 1,474 | Female | Train | know originally i had a sense of we'll do the top on the left hand side, and the text will be on the bottom, on the right hand side. and it'll be. | [
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H | 5.4 | 4.8 | 5.2 | 1,474 | Female | Train | you know, and the development of those, the different ants should they have the six legs like they really do? is it okay for them to- | [
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H | 4.8 | 4.8 | 5 | 1,474 | Female | Train | be bigger because they're such wonderful ants. but i think that they're, we've struck a balance. i don't think that too many folks are going to be saying oh- | [
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H | 4.8 | 4.2 | 4.4 | 1,474 | Female | Train | my goodness. that ant would not be anywhere near that size with fork because that's just not the important piece. | [
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F | 4.8 | 4.6 | 5 | 1,474 | Female | Train | on rebecca's illustrations. another, the ants had a particular action. they were engaging in- | [
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U | 4.2 | 4.6 | 4.6 | 1,474 | Female | Train | it makes a difference, as a writer, to be able to be willing to make those changes. | [
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N | 4.2 | 4.4 | 4.4 | 1,474 | Female | Train | to not be. so it's got to be just this way. and sometimes it does, but in this process, we were able to find places where those changes could be made and the character- | [
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X | 3.4 | 3.8 | 3.2 | 1,459 | Female | Train | i love them. and they're the little things that they're carrying and the little pieces of color that it brings into is lovely. | [
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N | 4.6 | 5.2 | 4.6 | 1,475 | Female | Train | you look at that sort of thing. i noticed pretty quickly that they had four appendages rather than six- | [
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U | 5 | 5.2 | 5.4 | 1,475 | Female | Train | help the author and illustrator remain faithful to. whatever decisions- | [
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N | 4.4 | 4.4 | 4.2 | 1,475 | Female | Train | way, especially from the illustrator's point. | [
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X | 3.8 | 4.6 | 4.2 | 1,476 | Female | Train | the ant [inaudible 00:09:49] where the better food is. and all of that came from a- | [
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X | 4 | 5 | 4 | 1,476 | Female | Train | and that you talk about all of the elements as much as possible. it was very helpful here. | [
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N | 3.2 | 4.6 | 4 | 1,459 | Female | Train | is great. and also reading with young readers, i was just thinking about how amy, you said that part of your job is to remain, make sure that the- | [
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N | 4.2 | 3.8 | 4 | 1,475 | Female | Train | of what i look for when i was a kid. and i think you guys have both referenced, oh, i think this is what a young reader is looking for or- | [
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X | 4.6 | 4.8 | 4.6 | 1,475 | Female | Train | .. they like this, or they follow that. and when i was a kid, any book that had multiple layers like that was one that became- | [
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N | 4.2 | 4.8 | 4.4 | 1,475 | Female | Train | .. favorite. and so you have to keep a sense of that when you get into kids' books. | [
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S | 3.8 | 4 | 3.2 | 1,475 | Female | Train | and i've in addition to nwp i've been working with children's books for years, both- | [
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S | 3.8 | 4.2 | 4.2 | 1,475 | Female | Train | ... from your experience as an educator. | [
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X | 3.8 | 4.4 | 4.2 | 1,459 | Female | Train | maybe we can just go back for a second and sort of talk through. you've just talked through so many different pieces and- | [
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