Schedule for English 1200, Section 110

12

Introduction to Class
Discuss Syllabus

Mini-Lesson: Blogs and Blogging

Homework: After reading pages 1 - 23 in FieldWorking, write a blog entry in which you discuss the various groups/cultures you are/have been a part of. Try to think of at least five to ten different groups/cultures. Add, as well, a short discussion of what one might need to know to be an "insider" in one or two of your groups/cultures, paying attention to explain why that knowledge would be important. (Add links to any of these groups that might have an Internet presence.)

****You should also email me with your blog name and address before 8:00 a.m. on Wednesday, January 14. Be sure to include you course number and name in the "Subject" line of the email!****

Discuss Questions from Day 1
Respond to Blogs
Discuss Homework as a Group/Begin Project 1

Homework: Read FieldWorking, pages 23 - 53, paying particular attention to Rick Zollo's sample ethnographic essay "Friday Night at Iowa 80" and to the section of the chapter titled "The Research Portfolio." Blog a response to Zollo's essay. Don't agree or disagree with him or his findings; rather, respond to the sort of information he has gathered, asking yourself questions about how he did things and how you might get similar information. Think in terms of "If I were doing an ethnographic study of ___________, I might do _________ and I might find ____________."

Since this a long break, you should also begin reading Chapter 2 of FieldWorking. It's long, but essential, and this will save you some time when you come back.

Project 1: Observation/Interview

Respond to Blogs
Discuss Homework as a Group

Mini-Lesson: Writing Interview Questions & Establishing Criteria for Observation

Homework: Finish reading Chapter 2 of FieldWorking, paying particular attention to "Considering Details," pages 85 - 94. Likewise, now that you've identified an observation site, begin conducting your observations. "Considering Details" will give you great tips/reminders for how to take notes, pay attention, and make meaning. Remember to blog about your experiences, noting anything new/interesting/peculiar/etc that you observe.

No Class — The Iceman Cameth and the University Shutteth Down

(Is anyone else here just enamored of my cleverness? I feel like Peter Pan: "Oh the cleverness of ME!" I know, I'm delusional . . .)

Project 1: Observation/Interview

Mini-Lesson: Writing Interview Questions & Establishing Criteria for Observation (cont.)
Discuss Homework as a Group

Homework: Continue to conduct observations and Interviews. By Monday, you should have done at least two site observations (lasting a minimum of thirty minutes) and one f2f or email interview with a member of the group you're investigating. Constantly review Boxes 5, 7, & 8 in Ch. 2 of FieldWorking. Those activities/explanations will help keep you grounded in your observations.

Project 1: Observation/Interview

Mini-Lesson: "Coding" Qualitative Research
Discuss Observations/Interviews: In small groups, share your fieldnotes. Begin to 'code' the materials you've found.

Homework: Reflection #1 Due on your fieldworking experience. Read FieldWorking Ch. 3, "Reading Self, Reading Cultures" (105 - 128). Do Box 9 (p. 113) and post it to your Blog.

Project 1: Observation/Interview

Small Group: Peer-Review each other's Reflections on the research project.

Homework: Reflection #2 due on Monday, along with your first Research Packet for Project #1. Also, read FieldWorking Ch. 4, "Researching Archives" (159 - 196).

Project 2: Archival Research

Discuss Problems with Reflection #1; offer chance to revise Reflection #2 for Wednesday.
Online Archives and Research: Finding Blog Communities on Line

Homework: Continue reading/re-reading Ch. 4 in Fieldworking. Also, using our activity from today, continue exploring LiveJournal or Motime for bloggers who fit into the group you've chosen to research, either direclty or indireclty. Also, explore the Internet to look for communal spaces where your group might participate.

Project 2: Archival Research

Project #1 Research Packet Due for Instructor Evaluation

Writing: Cover Memo for Project #1
Discussion: Using Archives & Artifacts: What Materials Tell Us

Homework: Using your experience in class today, put together an extensive list of archival artifacts/objects that you can use in relation to your current research group (or the new group you've chosen). By "extensive list," I mean two annotated pages of at least 8 items that connect to your group. Use the example on pages 182-183 as an example of how to list and annotate an artifact. You might include web pages, brochures, recent newpaper items (online newspapers or print), recent magazine articles, books, etc. You must have at least 3 items that are not "online" artifacts. Bring this list to class on Monday, as well as any tangible copies of your artifacts themselves.

Begin reading FieldWorking Ch. 6, "Researching Language" (293-343).

Dr. Banks violently ill; there was no class; students sat at home, lit candles in a quiet vigil for his safe and speedy recovery. There were wailing and gnashing of teeth, while sackcloth and ashes littered students' dorm rooms and apartments.

Project 2: Archival Research

Group Work: Processing Artifacts, Discerning Value/Meaning
Writing: Reflection #3

Homework: Finish reading FieldWorking Ch. 6. Using your artifacts (and perhaps your interviews/observatios should they still be relevant) do the activity in Box 21 (p. 302) and Blog your findings. You're looking for language that seems particular to your group.

Project 2: Archival Research

Group Work: Discuss homework
Writing: (Combine Boxes 22 & 23)

Homework: Expand your collection of artifacts by 5 items. Annotate those items as you did before.

Project 2: Archival Research

Writing: Reflection #4
Group Work: Peer Review

Homework: Collect all your materials from this assignment sequence to turn in as Research Packet #2, due next Wednesday.

Library FieldWorking: Go to the library before Monday and collect five published articles — photocopies of the print articles — that have some connection to your group(s) that you've been studying. The majority of these should be from scholarly journals or periodicals, although you might also grab a book or two. Bring these five texts to class on Monday. Be sure to read at least one (1) of these texts by Monday's class, as well. At this point, you should focus on reading broadly; don't already have a specific topic, or if you do, don't let it stop you from reading "related" texts, those that discuss your group(s) but which may do so in ways you hadn't considered. You want to look at how rich and complex this group is to discuss/research/write about.

Project 3: "Academic" Research

Discussion: What is an "Academic" text? What is "Academic" research? Why do we do it?
Writing: Summary & Paraphrase

Homework: Complete Cover Memo for Packet #2; assemble Research Packet #2 to turn in.

For the next class, you should read another two (2) of your articles/book chapters and write summaries of them, making sure to highlight the writer's main point (thesis). In addition, you should write a topical outline for one of the articles/book chapters. Bring copies to class.

Project 3: "Academic" Research

Research Packet #2 Due for Teacher Review

Group Work: Share article summaries/outlines.
Large Group: Workshop summaries and outlines. (I will need two volunteers to send me their work before class so that I can use the overhead projector to share these with all the students. Obviously, the first two to volunteer will have expert feedback and will be able to write even better second drafts of these summaries and outlines.)

Homework: Write Reflection #5. Collect and read two (2) more "academic" texts and three (3) "popular" texts related to your group(s). Begin an annotated bibliography of those texts and add it to your previous list. (You should now have at least 7 annotated texts.)

Project 3: "Academic" Research

Writing: Write Reflection #6.
Peer Review: Read each other's Reflection #6 and at the end, make suggestions for possible avenues of research to enhance the author's chosen topics. List, also, on the back of Reflection #6 what you think would be the best way to write these projects and which audience(s) would be most receptive.

Homework: Add three (3) more annotated entries to your bibliography (2 should be academic / 1 popular). Write the Cover Memo for Research Packet #3.

Sample Annotated Bibliography Format

Project 3: "Academic" Research

Research Packet #3 Due for Teacher Review

Homework: Begin your first draft (at least 4 pages) of your Academic Research-based Essay. We will do a peer-review of this text during our next class. Remember, you are making an argument to a particular audience (advanced, college-educated readers), and you should use your examples and evidence (sources) as part of you "proof" to lead those readers to your conclusion.

Essay #1: Academic Research Essay

Peer Review Draft #1 of Academic Research Essay

Homework: Revise your Academic Research Essay based on reader's suggestions. Revised Draft should be at least 6 pages in length and include your Work's Cited page, as well as intertextual citations.

Essay #1: Academic Research Essay

Peer Review Draft #2 of Academic Research Essay

Homework: Revise your Academic Research Essay based on reader's suggestions. Revised Draft should be at least 6 pages in length and include your Work's Cited page, as well as intertextual citations. Revised Draft Due for Teacher Review on Monday, March 29.

Read FieldWorking, Chapter 8, pp. 417 - 437. Pay particular attention to the essay by Sam Samuels (428). You can think of it as a model for one way to do your "public intellectual" essay.

Essay #2: "Public Intellectual" Essay

Academic Research Essay Packet due for Teacher Review

Writing: Cover Memo for Essay #1
Discussion of Essay #2: Translating Academic Research to Non-Academic Audiences
Group Work: Brainstorm Essay #2

Homework: Work on Draft #1 of Essay #2. Bring your first draft (3 - 5 pages) to class on Wednesday.

Essay #2: "Public Intellectual" Essay

Peer Review Draft #1 of Essay #2
Discussion: Models and Genre Conventions

Homework: Revise Essay #2. Bring your second draft (4 - 6 pages) to class on Monday, as well as a "model" essay that you're using as your genre guide.

Essay #2: "Public Intellectual" Essay

Peer Review Draft #2 of Essay #2
Discussion: What is an "ECU Audience"?

Homework: Revise Essay #2. Bring your third draft (4 - 6 pages) to class on Wednesday for teacher review. Write an "audience analysis" for Essay #3.

Essay #3: ECU Essay

Discussion: "ECU Audience" decision; how to plan for this audience

Homework: Write Draft #1 of Essay #3 and bring it to class for peer review.

Essay #3: ECU Essay

ECU Essay Packet due for Teacher Review

What is the Portfolio?
Discuss Portfolio Cover Letter
Sample Cover Letters
Portfolio Assessment Rubric

Homework: Create the first draft of your portfolio cover letter. This draft should be an analysis of Essay #1 and its development, noting its connections to various types of research you conducted to complete it.

Portfolio Cover Letter

Peer Review: Portfolio Cover Letter, Draft #1

Homework: Revise your Portfolio Cover Letter for a second peer review. This letter should continue the initial analysis to include Essay #2 and Essay #3.

Portfolio Cover Letter

Last Day of Class

Evaluation of Instruction: Please Do Not Miss Class

Portfolios Due: Early Date
Portfolios must be turned in during the hours of class to receive early credit.