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12/5: Writing Workshop – Using Evidence
We will be working with two handouts I distribute in class today to identify the evidence you will use in your autoethnographic essay. HOMEWORK Continue working on your Autoethnographic Essay. Come to next class with a “shitty draft” of your autoethnographic essay. I ask that you bring to class at least 3 paragraphs, but the more the better! REMINDER Writing Center = EXTRA CREDIT You can receive 5 points extra credit (that’s the equivalent of a blog post OR 5 missed class points!) AND get support towards your final Autoethnographic Essay if you make an appointment with the QC Writing Center. Here’s how to receive support and earn these points:
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12/3: Building Character in your Autoethnographic Essays
As you compose your Autoethnographic Essay, you will inevitably introduce characters–or individuals with whom you’ve interacted–that shaped you in some way. Today, we’ll look at three examples of how published authors have built characters in their writing in an effort to help you make progress on your own autoethnographic narratives. Building Character If you’ve started drafting your autoethnographic essay, access that writing. If you haven’t started drafting, pull up a blank document or take out a piece of paper. You might also want to pull up this list of qualities of autoethnographic essays and scroll to the last two pages where you already brainstormed possible topics. Take a minute to…
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11/26: Coding Data towards Autoethnography
Last week, you worked to develop your own resource for this assignment in this list of qualities of autoethnographic essays and possible topics. The final defining quality of autoethnographic essays that we will introduce today is the use of qualitative data. According to Jackson and Grutsch McKinney, “the author uses an inductive, qualitative approach for project design, data collection, and analysis” (11). Qualitative data is narrative – it is data in the form of words, phrases, and sentences – and authors we’ve read have used qualitative data in their autoethnographies. (Think of Inayatulla’s use of her own journals, diaries, and course notes.) For our purposes, you will use your peers’ writing…
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11/21: Brainstorming Your Autoethnographic Essay
The rest of this semester is dedicated to supporting you in writing your final project. Small Group Work As a way of imagining possibilities for your own autoethnographic essay, you will consider the three essays we’ve read as models. In small groups, fill in this chart that asks you to identify the signifying qualities of autoethnographic essays. Large Group Work We will come back as a group to list possible topics in the same document. I also have some questions for you about how best to proceed with this assignment. HOMEWORK READ chapter 5 of Kathy Charmaz’s text Constructing Grounded Theory available on BrightSpace. This reading is intended to prepare…
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11/19: Models of Autoethnographic Writing
Today, we’ll look at Tiffany Rainey’s autoethnography “Her Own Voice: Coming Out in Academia with Bipolar Disorder.” CONTENT ALERT: This text mentions suicidal ideation. Individual Writing Rainey writes about her experience with bipolar disorder, how her symptoms manifested and made her feel, hiding her mental health struggle, and the process of ultimately understanding her diagnosis. Access Rainey’s text and the in-class writing you started last time. Write in response to the following: Sharing as a Large Group Pick one sentence of your in-class writing to share with the whole class. After our round-robin style sharing, we’ll revisit our collaborative definition of autoethnography. How do Inayatulla’s and Rainey’s texts fit our definition?…
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11/14: Building Our Definition of Autoethnography
Today, we’ll continue to look at Inayatulla’s autoethnography “Literate Vixens and Shameless Hijabis” in an effort to build our collaborative definition of autoethnography. I want to start with George’s question from Tuesday about race, specifically considering what is Inayatulla doing with the image of the ape that reoccurs throughout this piece. Alongside Inayatulla’s essay, please have Jackson & Grutsch McKinney’s “Critical Introduction” pulled up on your device and opened to page 11. After we do some close reading as a large group, you will pick a paragraph (either on page 50-51 or 55) that we quickly looked at together and write in response to the following questions: Hold on to…
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11/12: Rubric Review & Introducing Autoethnography
Rubric Review for Collaborative History Project Your Collaborative History Project is due in class today. Take some time in your groups to review your projects using the rubric. How long will your group need to complete any final revisions? Introducing Autoethnography We’ll take some time today to look at an example of the next genre we’ll be studying and eventually writing: autoethnography. What do you notice about the word “autoethnography”? What do you think it means based on what we know about language in general? Together, we will read the first two pages of Dr. Shareen Inayatulla’s chapter “Literate Vixens and Shameless Hijabis: An Automythnography.” Based on this reading, we…
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11/5: Collaborative Drafting & Task Schedule
Working as a Large Group Look more closely at “Our Collaborative Histories” for how students last semester articulated their common goal in their collaboratively written piece. Consider how their different narratives sit next to each other throughout their article. Working in Small Groups As a reminder, these are the groups you will be working in on the Collaborative History Project: Take time to work in your groups to compare your revised individual narratives that you posted BP4; I suggest moving these narratives into your straw document. Together, you will begin to answer these questions for your group: You may identify important similarities and differences between your narratives. Take note of…
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10/31: Project Management Day
Today’s goals move between collaborative work and individual work. I’m happy to structure class time so I direct what you’re doing or to allow you to move organically between the collaborative and individual. We can decide together how to move forward. Your work for the next two weeks is to complete your Collaborative History Project. Based on the feedback you gave me after last class, I’ve assigned your groups as follows: Once you’re in your groups, access Team Writing from BrightSpace. As per the advice in this reading, you will assign a project manager and create a straw document. (You will develop a task schedule next week.) As you work…
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10/29: Returning to Your Collaborative History
Access your recent blog post, BP3 where you wrote about your history of collaboration within a discourse community and used Bruffee to help you reflect on your collaboration. Give your post a re-read and think about if this collaboration experience is something you want to develop for your next major assignment, the Collaborative History Project. In pairs or small groups, share your posts with each other. Identify the questions you have about the Collaborative History Project and how you want to present your own history of collaboration within a community. Go back to your writing from class on 10/22 where you reflected on your recent collaboration in-class. Since you will be…
