Mon 4/11 - Fri 4/15

1. Class Meets in Bates 3 Computer Lab for Wednesday.

2. 5-7 photo essay related to a "Symbolic Action" or "Symbolic Event" with captions that act as Thesis, Topic Sentences, and Conclusions due Friday.

3. Tonight, the poet Richard Wilbur will give a reading in Scanlon banquet hall at 6pm.

4. Wed. 6pm Scanlon Living Room: open reading. Students and faculty are invited to read "new works" 5 min. limit.

Read 1 of the following for Monday and write 2 paragraph summary

A Study of Online Communities

The Yellow Man Tapes (about Navajo storytelling)

(note, you may have to login and go through the library website to access The Yellowman Tapes)

Photo Essay: Farming in Massachusetts 

Neighborhoods Project (Durham, NC)

Assignments for week of 4-4 --4/8

For Wednesday:

Read and summarize (in 2 paragraphs or so), and be ready to discuss 1 of the following (chosen in class)
"A Walk Through The Jewish Divorce Ceremony"
"Consider the Lobster"
"Sexism and Misogyny: Who Takes the Rap?" (about 'gangsta rap')

For Friday:
1) Read pages 7 - 19 of THE TRUTH NEEDS NO ALLY
2) Symbolic Action Paper -- approx 2 pages of writing

This paper should include: 1) an original photo, 2) analysis of a "symbolic action," (consider its meanings, histories, evolution, importance, etc) 3) reference to at least one of our readings so far, and 4) some preliminary plans/ideas for future research: what kinds of ethnographic writing might be useful in continuing to study your topic?

Unit 3: Ethnographic Writing

Unit 3: Ethnographic Writing and Photography (scroll down / click "read more" for schedule and key terms)

INTRODUCTION: In this unit, we will explore the philosopher Clifford Geertz (among others) idea of Culture as Symbolic Action that is understood through its Context. Through a variety of research methods, writing processes, and photographic undertakings, students will complete a variety of smaller scale assignments that will culminate in a major project that will combine close reading, analysis, field research, “library” research, and photography. Along the way, we will read, analyze, and discuss other texts authored by writers engaged in similar processes.

GOALS: 1) Further develop student abilities to engage in academic conversations. 2) Use writing, reading, research, and photography as an occasion for finding, analyzing, evaluating, and synthesizing information. 3) develop responses to other writers’ inquiries 4) advance students’ own analysis and arguments in conversation with that of other writers 5) continue to practice writing, research, and photography as a process in which writers rethink and revise their work 6) Practice ethnographic means of researching and writing 7) consider how photography can play a vital role in ethnographic research

PROCESS: Through a variety of research methods, smaller scale writing and photography assignments (including short analysis papers, photographic essays, and responses to reading), students will design, create, rethink, and revise an Ethnographic Inquiry/ Thick Description of the symbolic actions associated with some aspect of local culture. For instance: The symbolic actions (in this case decorations) of freshmen students living in a dorm, and the context in which these actions have meaning.

AUDIENCE: The scholarly community.

ASSIGNMENTS / GRADING:

1)      Symbolic Action Reflection Papers (2): Describe a symbolic action and document it (or some aspect of it with a photograph). Apply your own analysis, and make reference to other writers’ methods and/or insights. For the second of these papers, you will also suggest some methods of further research you might apply.

* Friday Papers Grade

2)      Project Proposal: An organized and formal write up explaining your project, its importance, the methods you will use to study it, the research and outside sources you will seek and apply to it, etc.

3)      5-7 photo PHOTO-ESSAY with captions. *Friday Paper Grade

4)      7 Source Annotated Bibliography. 10% of Major Project Grade

5)      Response to Outside Sources (aka Review of Literature). 3-4 page response considering what your sources say, and how they interact with each other. 10% of Major Project Grade

6)      Ethnographic Writing Project: A “Thick Description.” 6-7 page paper using observation, interview, close reading and other analysis, and outside research. 60% of Major Project Grade

7)      Photo display: 12 – 20 photos with captions, and Presentation. 20% of Major Project Grade.

Class 3/28

1. What is culture? How do you know it when you see it? How do you understand and participate in it? can you think of times when you didn't understand a cultural event, custom, etc?

Wed 3/23: HW for Friday

Meet again in Wilson 101.

1) Bring printed copy of what you typed today.
2) Have Reflection to turn in. This is mandatory if you have not turned one in already this week.

We'll sign up for conferences in class on Friday.

HW for Conferences etc / Conference Schedule

Conferences Meet at Jazzman's in Ely

Wed. 3/23:
12 Gabriela, Kelsey
1230 Kelly, Lindsay
100 Amber
130 Jenn, Ashley
200 Joey, Samantha, Bianca

Thurs 3/24:
2:00 Gregg, Tori

Fri 3/25:
100 Cassinda, Rebecca
130 Cait Giglio, Bonita
200 Cara, David, Cate Santos

1. Come to conference with a complete revised draft and a short description of how you have changed your essay since today, and what questions you have.

2. Re-write of Eggleston essay due in my mailbox by end of the day Wednesday

NOTE: All CONFERENCES  WILL BE HELD BESIDE JAZZMAN'S IN ELY CAMPUS CENTER