January 11 First Class
Discussion: Syllabus
Small Group: Equity & Diversity Quiz and debrief
Homework for Thursday: Read FW, Ch. 1, pp.1-24
Complete Discovery Writing (DW) Box #1  (pp. 6-7)  Use the example to help you conceptualize an appropriate response.  Minimum of 1 page (single-spaced).
January 13 Visualizing Culture Making our Own Culture WebQuestions for Reflection:Can 1 string be untangled from the web?  What does that mean for our subcultures?

Can strings be covered up?  How might certain subcultures be hidden in our cultural fabrics?  How might people act or react if their subcultures are hidden from view?

Without input from the owner, choose a string and give it a name.  Describe it in a few words.  What rituals or associations do we attribute to that string/subculture?  What happens when we, as outsiders, label and describe someone else’s subculture?

One-by-one, as we let go of the web, what happens?  What might that symbolize?

Take five minutes to free-write about this activity.  How did you feel when your string was labeled?  Covered up?  Cast aside?  Pinned up for Display?


Minilesson: Writing an Annotated Bibliography Entry

Homework: Read College Freshman Bring Cultural Differences with Them
and write an Annotated Bibliography Entry according to guidelines.
Complete DW Box #3, pp. 20-23, using a newspaper article pertaining to diversity, equity or multiculturalism @ ECU (preferably) or another university.  Minimum 1 pages, single-spaced

Due: DW Box #1
January 18 Understanding Cultures
Activity: Share your AB entry and discuss writing strategies.Activity: Share your DW # 3 and discuss the journalistic vs. ethnographic perspective

Homework: Read FW, Ch. 1, pp.24-55  Write an AB entries for “House for the Homeless: A Place to Hang Your Hat” (p.45) using the guidelines covered in class
Due: Annotated Bibliography Entry #1 & DW Box #3
January 20 Understanding Culture: The Ethnographic Study
Annotated Bibliography Demo (Continued)Mentor Text: “House for the Homeless”Setting Up Blogs

Homework: Read Ch. 1, pp.55-64.  Complete DW “Groundwork Activity” in shaded box on p. 55-56.  Note, for the “First” prompt, you should focus on issues of equity here at ECU as the theme for the course is educational equity.  In the “Second” prompt, you should consider multicultural organizations here on campus or cultural competence/ diversity programming.  Explore the Third & Fourth Prompts with those limitations in mind.  Minimum 1.5 pages,single-spaced.

Due: AB entry#2
January 25 DiscussionBlogs (Functional, Critical, Rhetorical)

Sharing and Responding to Groundwork Activity

Choosing Fieldsites for Ethnographic Research

MP #1 (Black Schools Project) & MP #2 (Ethnographic Essay)


Draft a Working Proposal (without sources) for MP#2, Ethnographic Essay

Research Proposal Guidelines/ Outline

Student Example from Fall 2010

Preview in-class activity for Thursday

Writing: Due Discovery “Ground Work Activity”, Post GWA & all previous assignments on blog
January 27 Understanding Cultures Writing:  Turning your proposal draft into a 1-2 minute elevator pitchfor MP #2Your Elevator Pitch Should: 1. Name the culture to be studied.

2. Briefly describe the culture to be studied.

3. Briefly explain your interest in the topic or culture.

4. Describe specific aspects of the culture to be studied.

5. Pose specific question/s to be asked of informants.

6. Describe intended methods and strategies for research.

Activity: Dragon’s Den

Poll #1

Poll #2

Poll #3

Poll #4

Homework: Read FW, Chapter 2, pp. 65-83,  Complete Library Instruction Tutorials

February 1 Finish Pitch Sessions Debrief on DD Activity

Did you find the Dragon’s Den activity useful to your emerging research project?  How?  Why or why not?

Was the feedback  that you received on Today’s Meet useful?  Why or why not?  How could it be more useful?

Are you ready to work with secondary sources in Joyner’s General Collections?  What will you look for in this collection and how?

Preparing for library sessions

Homework: DW Box #4


Due: Complete Library Instruction Tutorials
February 8 & February 10 Using the General Collection @ Joyner to Explore Education and Equity Issues Note: Class meets both days in Joyner Library

Homework: Annotated Bibliography Entries for Sources 1-4 from GC

Due: DW Box #4
February 15 Peer Review Research Proposals Read your partner’s research proposal.  As you read, make notes on the following questions, which you will answer in the comments section of your partner’s Research Proposal Post.

Does the proposal clearly state both the fieldsite & the subculture to be studied?

What is the researcher’s area of focus?  Has he or she used the secondary sources from Joyner’s General Collections to narrow his or her focus and establish a framework for the study?  If so, describe how.  If not, make suggestions for a more narrowed focus, considering the research sources they have consulted.

Does the researcher adequately discuss his or her purpose for conducting this ethnographic research?  Why or why not?

Does the researcher demonstrate an understanding of his or her audience and their needs, backgrounds, and interests?

Has the writer carefully considered the limitations of his or her research plan?

Has the researcher included annotations for a minimum of four sources accessed from Joyner’s General Collections?

Has the researcher cited those sources using correct APA format?  Note any issues with citation.

Has the researcher included a clear, concise summary of the source including a rhetorically accurate verb, a main idea (thesis) and key points?

Has the researcher discussed the relevance of the source so that you clearly understand how and why they will use that source in their mini-ethnography?

Has the researcher done an adequate job of evaluating the author, the author’s affiliations/biases, the publication information, and the evidence?  Which part of that evaluation is the strongest?  Which is the weakest?  Why?

Overall, what excites you about this research?  What are your concerns or criticisms?

Microaggressions: A Framework for Looking

Homework: Revise Research Proposal.  Read FW p. 83-103 & prepare to take fieldnotes over the course of this week. Your first set of fieldnotes is due on Tuesday of next week. Read Racial Microaggressions in Everyday Life and write & add an annotated bibliography entry to your existing research proposal.

Due: Revised Research Proposals (including AB entries #1-4)  for  MP#2 due for instructor evaluation
February 17 Writing Self, Writing CultureDiscussing microaggressions and looking for them in our fieldwork

Activity Practice Observation and Recording Fieldnotes in Double-Entry Format with Jane Elliott’s The Complete Blue Eyed


Homework: Read pp. 105-115, Record your first set of fieldnotes, and complete DW, Box# 8, p.107.

Due: Revised Research Proposals (including AB entries #1-4)  for  MP#2 due for instructor evaluationAnnotated Bib. Entry for Microagressions in Everyday Life

February 22 Reading Self, Reading Culture Activity:Finish The Essential Blue Eye

FW, Box #12, p.136

Make a list of your earned & unearned privileges

Activity: M&M Simulation

Complete Reflection Questions considering your fieldsite/ subculture

Homework: Read pp. 134-155, Bring in a cultural artifact from your fieldsite, Continue Taking Fieldnotes for MP#2

Due: Fieldnotes #1 & Discovery Writing Box #8
February 24 Reading Self, Reading Culture Small Group Work: Considering Fieldworking Ethics Define the following in first-year student terms and author 5-10 “I will” statements that describe specific behaviors you will engage in at your fieldsite to make sure you are demonstrating the principal.

Group 1: Respect for Persons

Group 2: Beneficence

Group 3: Justice

Activity: Analyzing Artifacts, Box #13

Discuss Major Project #1 Black Schools Project in NCC

Homework: MP#1, Black Schools Project Research Proposal Draft Due, Read FW, pp. 169-174  Print photo releases and decide whose photos you may want to include and in what setting. Finish Box #13

Due: Finish Box #12, Cultural Artifact

March 1 Researching North Carolina Collection to learn about Black Schools in Pitt County
Class will meet on 1st floor smart classrooms in Joyner Library, Room 1021
Homework: Annotated Bibliography Entries for Sources in NCC #1-2
Due: MP #1 Research Proposal, Box #13, Fieldnotes #3, #4, & #5
March 3 Researching North Carolina Collection to explore Fieldsites Class will meet in Joyner library, upstairs in the NCC Homework: Annotated Bibliography Entries for NCC Sources #3 & #4. Post all NCC AB entries to blog before Spring Break. Due:  Annotated Bibliography Entries for sources in NCC  #1-3
March 15 Small Group: Genre Study Black Schools Project
Writing Activity: MP #1 Proposal.  Use the Research Proposal Guidelines to write or revise your collaborative proposal for MP #1.  Post to your blogs.

Share & Discuss

March 17 No ClassMeet with your group and use your time to work on a draft of your Black Schools Project.

Homework: Visit your fieldsites, continuing to take notes.  Complete DW: Groundwork Activity p.219-220 by mapping spaces, taking photos, and writing about your journey as a researcher at your fieldsite.

Due: Revised Proposal MP #1
March 22 Analyzing Data Discussion: Assessing what we know & what we don’t and using interviews to fill in the holes
Homework: Read FW, Ch. 5, pp. 237-269.  Prepare your interview questions and set appointments.
Due: DW Groundwork Activity p.219-220
March 24 Researching People Activity: The Oatmeal’s 10 Crappiest Interviewees Role-playing Exercise:  Disrupting the Difficult Informant
Homework:  Conduct Interviews
Due:  Interview Questions
March 29 Researching PeopleActivity: DW Box #21, p. 270-273 using Diane Rheme’s 2007 Interview with Dan Brown and Jonathan Kozol
Homework: Continue working on Black Schools Project.  Read pp. 270-306. Continue taking fieldnotes, conducting Interviews for BSP & Fieldworking Sites– try to include a story and its variants from Box #24, p. 295-298.
March 31 No Class Instead, complete: Box #20, pp.252-253 using one of your interview transcripts
Homework: Finish up interviewing, writing up transcripts, and collecting fieldnotes.  Work on Black Schools Project.  Black Schools Project Draft due April 5.
Due: Interview Recording/ Transcripts
April 5 Researching Language
Activity: Share Black Schools Project Draft #1 Black Schools Project Reflection#1

In your BSP draft, what’s working well?What’s not working so well? What three questions do you have for your reviewers? How can we (your writing community) help you to move to the next stages of your process?

What type of feedback would you like and in what form? (oral, written, etc.)

For the peer review:

1. Story Mapping: Use a flow map to visually represent the digital product.

2.  Read your peer’s Reflection #1 and respond to their evaluation of their work and their questions in the medium they prefer.  Share your story map and discuss strategies for enhancing its effect.

Homework: Read pp. 320-350.  Complete DW, Box #25, pp. 314-319. Work on Black Schools Project.

Due: Box #20, Black Schools Project, Draft #1 (Including Interview Source Material)
April 7 Reflecting:Writer’s Memo MP#1For your second reflection, I want you to think critically about the following questions:

  1. In what ways has the BSP frustrated you as a “writer”? How has this project — from the chaotic assignment itself and lack of traditional instruction from the professor to the inability of applications like “Dipity” to do certain things with images, video, etc. to your choice of “topic” for a digital product to other things — created frustrations for you? Are these the same frustrations that you experience when you write traditional papers for classes? Are they different? How so, beyond the obvious (e.g., we’re producing content for the web)?
  2. Using your best guessing abilities, why might the professor have structured this assignment as she did? Why the chaos with a new “composing technologies” and difficult, elusive research? Why the lack step-by-step instructions? What “professional” skills (i.e., skills useful in future writing at work situations) might the professor have been looking for you to develop as you moved from the comfort zone of writing in a traditional medium (Microsoft Word), using text-only  to a more nebulous kind of media meant for distribution on the web?
DW, Box #25MP #1 Reflection due before end of class (post to blog)
April 12 Shitty First Drafts
Getting it down with Concept MappingInstructor Example of MM Map

Log onto MindMeister and set up an account.

Click on your email link to activate your account.

Start a new MindMap that is titled with your ethnographic essay title.

Add all first-level nodes included on my map such as: Thesis, Globalization, Fieldnotes, Secondary Sources, etc.

Pull text, images, documents, etc. from your blog to flesh out the map of your ethnographic essay.  Connect ideas.

Publish and embed into your blog.  Share with your instructor (

Set up peer review partners.  Respond to these peer review questions:

Does the mini-ethnography pose a question? Does it identify tensions in the subculture? Does it say what it’s going to do and what its point is? Explain.

Is the level of detail sufficient to let you see what’s going on in the subculture (vivid detail and description)?

Does the author describe the fieldsite and seem to report on specific observations made at the site? What details work best? Where might details be added?

What seems to be the author’s focus? What is the main point (thesis) the author makes about this subculture?

What is the practical significance of the artifact? What idea does it represent?

What is the significance of each interview?  What do they add to the understanding of the subculture?

How are secondary sources used? How do they develop the author’s thesis?

Do the conclusions satisfy the issues the study raises with complexity? How so?

Comment on the structure. Is the essay arranged chronologically, by subtopic, or by some other organizing principle? Is the structure consistent? Does it work well? What are other ways to organize the material that the author might want to consider?

Sign up for a writing conference.

Homework: Draft the mini-ethnography, conduct peer reviews

Due: Black Schools Project Draft for Instructor Evaluation

April 14, April 19 & April 21 Instructor Conferences–No Class Draft the mini-ethnography & conduct peer reviews
Due: MP#2 Draft #1 for conferencing

April 26
No Class, Reading Day

May 3 EXAM 11:00 ‑   1:30 Portfolio Introduction/Assessment/Service Learning Hours/Thank Yous/Adding Content to the Black Schools Website/ Sharing

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