Posts
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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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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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12/3: 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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11/19: 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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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…
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10/24: Introducing the Collaborative History Project
Modes of Collaboration We’ll take a little more time today to review the readings you presented last class. Wendy and Yuantong will kick us off by presenting on Beck’s and Ofgang’s pieces. We used our class time to discuss collaborative writing and the ethics of working with A.I. HOMEWORK Carefully READ instructions for our next assignment, the Collaborative History Project and come to class with any questions you have. Take a look at this example of the Collaborative History Project from ENGL 201W in Spring 2024. It might also be helpful to look brieflt at these models of collaborative writing: McNamee & Miley and Efthymiou & Zea.
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10/22: Group Presentations
You’re leading class today! I’ll give you time in each of your groups to reconvene about presenting your assigned reading(s) to the class. As a reminder, you should summarize the reading(s) you’ve been assigned, identifying the author’s/authors’ main claim(s), any controversies they bring up, and important takeaways of the reading(s). I encourage you to choose relevant quotations as evidence in your presentation. Individual Writing Take a few minutes to reflect on how this recent collaboration worked. How would you describe the goals of your group work for today’s class? How did your group structure work or divide labor to fulfill your goals? What did you do together? What did you…
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10/10: Your History of Collaboration
We’ll begin today by revisiting Bruffee. Do you have questions or thoughts about the article? We’ll look together at p. 642, where Bruffee offers a definition that is related to how we’ve understood discourse communities: “A community of knowledgeable peers is a group of people who accept, and whose work is guided by, the same paradigms and the same code of values and assumptions.” Think about the work you just completed in your Discourse Community Analysis assignment. How does this definition align with or deviate from Gee’s and Johns’? INDIVIDUAL WRITING Think again of the many discourse communities in your life, but this time think specifically about when you’ve collaborated “in…
