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e lost in sole reporting of undifferentiated vast numbers. Essentially, collective, sharedresearch integrates issues of textual analysis with reader response and demandsaccumulation, depiction, and evaluation of hard evidence.Over several weeks, the sequential assignments described here included several typesof written work, oral presentations, and discussion. As Roland Barthes observed, thereis profound critical value in isolating and carefully comparing elements of text: “Tounderstand a narrative is not merely to follow the unfolding of the story…it is also torecognize its construction in ‘stories’…not merely to move from one word to the next,it is also to move from one level to the next.” Indeed, the class unpackedmultidimensional levels of a complicated, culturally significant sports narrative. Beyondthat, we honored individual and varied approaches to research by monitoring eachtextual inquiry, testing assumptions, and debating interpretations. In the end, we wereespecially aware of and intrigued by what this popular televised narrative might bemeaning to millions of individuals worldwide who comprise its enormous annualviewing audience.EndnoteStudents whose work appears in this essay are University of Michigan undergraduates:Neil Rosenbaum, and Karabi (Korbi) Ghosh.BibliographyBarthes, Roland. 1978. “Introduction to the Structural Analysis of Narratives.” Image-Music-Text. New York: Farrar, Strauss, and Giroux. 79-124.Morris, Barbra S. and Joel Nydahl. 1983. “Toward Analysis of Live TelevisionBroadcasts.” Central States Speech Journal 34 (Fall) 195-202.Morris, Barbra S. 1987. “Reading Replay in ‘Live’ Television Text.” Journal of PopularCulture 20. 4 (Spring) 147-157.Morris, Barbra S. 1993. “Two Dimensions of Teaching Television Literacy: AnalyzingTelevision Content and Analyzing Television Viewing.” Canadian Journal ofEducational Communication 22. 1 (Spring) 37-47.Morris, Barbra S. 1997. “Writing and the Media.” Writing Teachers Journal 10 (4)3-8.Morris, Barbra S. 1999. “Toward Creating a Television Research Community in YourClassroom.” Trends and Issues in Secondary Education, NCTE Edition, 9-17.Patterson, Thomas E. 1994. Out of Order. New York: Vintage Books.Penner, Mike. 2001. “Super Bowl dies at age 35; acute boredom a factor.” Ann ArborNews, 16 January (B1).44Feedback November 2002 (Vol. 43, No. 4)