Major Projects

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    Well done! You Made It!

    Grab a snack! Read your work! As we settle in I’ll ask that you select a passage to read aloud from your Autoethnographic Essay. The passage you choose can be anywhere from a sentence to a short paragraph. We will go around the room and listen to each other, without interruption, holding any feedback for the end of our read-around. We’ll take one more look at the assignment and rubric to answer any final questions you might have. Please complete our course’s Fall 2024 survey! I appreciate your anonymous feedback as it helps me improve this course for future students: https://p5.courseval.net/etw/ets/et.asp?nxappid=5Q2&nxmid=GetSurveyForm&wsedrq=D12UJU6129. HOMEWORK Complete your Autoethnographic Essay by Tuesday, December 17th.…

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    12/10: Peer Review

    We’ll return to Inayatulla’s and Rainey’s autoethnographies today to look closely at their introductions. Together, we’ll make a list on the white board of what works well and what doesn’t work well in each introduction. Peer Review I’ll hand out a two-part peer review sheet to complete in class. You will only get credit for this if you are IN CLASS TODAY! HOMEWORK Continue working on your Autoethnographic Essay. We’ll do a read-around next class, where each author reads an excerpt (no more than one paragraph) of their text out loud. We’ll also go over the rubric together and assign your About page. The FINAL autoethnography is due on December 17th…

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    EXTRA CREDIT: Visit the Writing Center!

    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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    12/5: 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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    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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    11/5: 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…