Major Assignment
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5/9: Revising the Autoethnographic Essay
Last class, you used this rubric to move forward on your Autoethnographic Essay. Our conversations about your work focused mainly on integrating the following types of evidence in your essays. Today you will work in pairs or groups of 3, to read each other’s drafts. It will help to have our Autoethnographic Essay Rubric accessible while reading. As you read, take notes on the following to discuss with the author: Before we end class, you’ll create a new page on your website for your final essay. You will also start working on your About page. Take a look at my example of an About page for some guidance of what’s expected.…
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5/7: Drafting the Autoethnography
Access the Autoethnographic Essay Rubric for use during today’s class. Using the rubric as our guide, we’ll look together at an excerpt of Rainey’s autoethnography to understand how that text fulfills expectations of the rubric. This is your chance to ask any questions about the rubric to better understand expectations of the assignment; this is also my chance to revise anything on the rubric that needs clarification. Access the draft of your Autoethnographic Essay that you brought to class today. Using the rubric, identify what area you need to develop first. You will have time in class today to write and revise. HOMEWORK Come to next class with a more…
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Extra Credit Opportunity
You can receive 5 points extra credit AND get support towards your final Autoethnographic Essay if you make an appointment with a Queens College Writing Center tutor. Here’s how to earn these points and receive support:
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5/2: Autoethnography Revisted
Welcome back from a long break from our class. I hope you’ve enjoyed reading Rainey’s and Smith’s autoethnographies assigned over the break. We’ll consider these texts as sample autoethnographies and identify conventions of each that will help you move towards your final autoethnographies. Looking at Models of Autoethnographic Writing We’ll split into groups and take time to re-familiarize ourselves with Rainey’s “Her Own Voice: Coming Out In Academia with Bipolar Disorder” & Smith’s “Collaging the Classroom, the Personal, and the Critical: Autoethnographic Writing in the National Writing Project.” Address each bullet point below with specific examples from the text. What can we transfer into our autoethnographic writing? For our purposes,…
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4/16: Mapping your Autoethnography with Data
Working with Datasets Access your dataset by looking at your coding tables you created for homework. Carefully read these tables as together, as if they were one text. Using a highlighter, pen, or other signifying tool, mark any codes that are similar across the tables. You may want to denote one set of similarities with an asterisk (*) and another set of similarities with a particular color. After reading your coding tables, make a list of the similarities that occur across your dataset. Then, take time to note any outliers, themes or ideas that stand out as unique. After you work independently on your data sets, we’ll come together to…
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4/11: Grounded Theory Coding
For our final project this semester, you will assume the role of researcher of our ENGL 201W class, using grounded theory coding to make sense of the written data available to you on our WordPress site. We will practice coding today so you are prepared to code data before next class. Grounded theory coding is a form of data analysis that involves labeling & defining written text (also known as qualitative data). Charmaz describes grounded theory coding as “the process of defining what data are about. Coding means categorizing segments of data with a short name that simultaneously summarizes and accounts for each piece of data. Your codes show how…
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3/28: Composing Our A.I. Statement, part 2
Quick Check-In It’s been awhile. Let’s take a moment to check in. To access our one-question check-in, scan the QR code or go to menti.com and use this code: 5490 0350. Just a reminder to reach out at andrea.efthymiou@qc.cuny.edu if you need to talk about this class or other happenings related to your life at QC. We can find a time to meet. Final Drafting of A.I. Statement Last week, you began drafting subheadings and topics that our A.I. Statement should address. You may want to look at back at our last class meeting to recall the synthesizing you did of materials. Andrea has consolidated some of the section and…
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3/21: Composing Our A.I. Statement
Synthesizing Texts You’ll be placed in new groups today to continue working on one of the questions from last class in the service of our A.I. Statement. Use Metz’s and Marantz’s articles to develop additional answers to your group’s question. We’ll share out to the class after you’re done. Take time to do the following: Drafting Our Statement You noted in last week’s Google doc that syllabus statements have multiple parts, often denoted with headings. Some statements function to set rules imposed by the instructor and reinforce power an instructor or institution has over students. You also noted that there is often a lack of clarity around the instructor’s role…
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3/19: Gallery Walk to Invent Our A.I. Statement
Briefly review the A.I. Statement assignment to reorient ourselves to our context. Review Readings Take the first 5-10 minutes of class reviewing our recent assigned texts on artificial intelligence: Doyal et al.’s “ChatGPT and Artificial Intelligence in Medical Writing,” Morrison’s “Meta-Writing: A.I. and Writing,” “How to Cite ChatGPT” & “How Do I Cite Generative AI in MLA Style?” After you’ve reviewed these texts, move on to the Gallery Walk! Gallery Walk Working more or less on your own, move around the room spending some time at each poster in our gallery. Try to address the question on each poster and try to add a quotation from one of the texts…
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2/27: Collaborative Assessment
Create a Collaboratively Authored Rubric Our goal today is to come to a mutual agreement on what is a reasonable rubric for the Collaborative Learning History Project. Looking together at the draft rubric I’ll distribute, you will review each component I’ve described for accuracy, decide how many points each component is worth, and consider if I missed anything. You’ll also be given the chance to update your work based on the revised rubric. Here’s what to consider as you offer feedback on the rubric: You should have time in class to discuss any revisions you need to make. How much time do you need to really complete this assignment? ACCESS…
