Autoethnography Assignment Sheet ENGL 1050: Foundations in Written Communication

Purpose This project is the first in a sequence of assignments focusing on the concept of equity. An autoethnography is a kind of writing that places the writer's individual identity into conversation with the writer's community identity, to call for increased equity in a way that is supported by research. A key feature of autoethnographies is triangulationor, a systematic process of role-taking and rigorous comparison. With each role comes a new perspective and, when the perspectives are compared to one another, insights emerge. To help you develop similar insights, your autoethnography will triangulate the roles of artifact investigator, ethics advocate, and knowledge seeker. To triangulate these three separate roles, you will need to take into account various perspectives at once. Note that this assignment will lead into the next major assignment for the course: Your autoethnography will yield insights that will be a starting point for your position paper. By thinking about equity and the role that outside forces might play in various (in)equitable situations you've experienced, you'll eventually be ready to more deeply consider the aspects of power, privilege, and policy that affect equity in a community with which you identify. Your position paper will continue to explore the equity issue in your community that you identified in your autoethnography through additional research. Directions First, you will take on the role of artifact investigator. You will write a two-page piece that chooses an artifact associated with a community that you identify with. Using the artifact to center your writing, you will describe your unique perspective, experience, and activity within that community. This piece will use thick description to respond to the prompt found in the "Writing as Artifact Investigator" section of Chapter 3 (pp. 103- 104). Second, you will take on the role of ethics advocate. You will write another two-page piece that uses your insider perspective to describe what is unfair or unjust about the values and norms established in your chosen community. This piece tells a story about an experience that you had as a member of your community where you noticed inequity. The experience could have been small or large. The role of Ethics Advocate will use narrative elements to respond to the prompt found in the "Writing as Ethics Advocate" section of Chapter 3 (pp. 108). Third, you will take on the role knowledge seeker. You will write a final two-page piece that considers larger trends or structures that might affect you or your community and provide explanations for the equity issue. You will consider outside trends or power structures by performing primary or secondary research using peer-reviewed articles, news media pieces, opinion-editorials, interviews, or blogs. This piece will use belief and doubt to respond to the prompt found in the "Writing as Knowledge Seeker" section of Chapter 3 (pp. 114).Finally, you will triangulate the three two-page pieces of writing, revising them globally to craft a cohesive and effective autoethnography. Global revision means that you will be making macro-level, structural revisions to the structure of your autoethnography. You'll bring the piece together with an effective introduction and a compelling conclusion. You'll also match topical subjects with grammatical subjects at strategic locations throughout the piece. Formatting Requirements Your autoethnography should be a minimum of five double-spaced pages and should include an additional page that cites the secondary sources you incorporated. The final autoethnography should be set in 12-point Times New Roman font on 1-inch margins. It should also include a title, as well as a heading that provides your name, the course number, your instructor's name, and the date in the upper left-hand corner. You will submit your completed Autoethnography as a Word document through the dropbox on eLearning labeled "DROPBOX: Autoethnography." Objectives This project helps achieve the course goals by allowing you to: Demonstrate the influence of equity (justice and fairness when taking into an individual identity into consideration with a community identity) upon understandings of identity Utilize an analytical lens to practice using power, privilege, and policy to view culture, equity, and research Use journalistic questions, basic narrative structure, and the believing-and- doubting game to develop material for your writing Employ global revision strategies that promote large-scale (macro-level) change to your writing Shape a successful introduction and a compelling conclusion for a piece of writing Match grammatical subjects and topical subjects for strategic effect Resources Most of the resources you will need to successfully complete this assignment can be found in Chapter 3 of the textbook and in the Autoethnography module on eLearning. Some aspects of this assignment will also draw on content that can be found in Chapter 8, Chapter 9, and Chapter 11 of the textbook. Evaluation This project comprises 20% of your overall course grade and will be graded on how well the: Autoethnography places the writer's individual identity into conversation with the writer's community identity in an attempt to call for increased equity in a way that is supported by research Autoethnography uses thick description to promote understanding of a culturally situated artifact that is used by members of their community Autoethnography uses narrative elements to reveal an inequity that can be further explored in the next major assignment, the position paper Autoethnography gathers and evaluates research in search of knowledge Autoethnography triangulates action taking, ethics advocacy, and knowledge seeking Introduction balances multiple, competing purposes of opening paragraphs Sentences match topical subjects and grammatical subjects Conclusion moves beyond summary and leaves readers with a lasting impression of your autoethnography Research sources are documented using in-text citations and an end-of-text Works Cited page, Reference page, or notes and a bibliography (Chapter 11) Audience The audience for this piece of writing is your classmates and your instructor, many of whom have not had experience with the topic you've chosen, to potentially influence real-world change.

Autoethnography Assignment Sheet ENGL 1050: Foundations in Written Communication Purpose This project is the first in a sequence of assignments focusing on the concept of equity. An autoethnography is a kind of writing that places the writer's individual identity into conversation with the writer's community identity, to call for increased equity in a way that is supported by research. A key feature of autoethnographies is triangulationor, a systematic process of role-taking and rigorous comparison. With each role comes a new perspective and, when the perspectives are compared to one another, insights emerge. To help you develop similar insights, your autoethnography will triangulate the roles of artifact investigator, ethics advocate, and knowledge seeker. To triangulate these three separate roles, you will need to take into account various perspectives at once. Note that this assignment will lead into the next major assignment for the course: Your autoethnography will yield insights that will be a starting point for your position paper. By thinking about equity and the role that outside forces might play in various (in)equitable situations you've experienced, you'll eventually be ready to more deeply consider the aspects of power, privilege, and policy that affect equity in a community with which you identify. Your position paper will continue to explore the equity issue in your community that you identified in your autoethnography through additional research. Directions First, you will take on the role of artifact investigator. You will write a two-page piece that chooses an artifact associated with a community that you identify with. Using the artifact to center your writing, you will describe your unique perspective, experience, and activity within that community. This piece will use thick description to respond to the prompt found in the "Writing as Artifact Investigator" section of Chapter 3 (pp. 103- 104). Second, you will take on the role of ethics advocate. You will write another two-page piece that uses your insider perspective to describe what is unfair or unjust about the values and norms established in your chosen community. This piece tells a story about an experience that you had as a member of your community where you noticed inequity. The experience could have been small or large. The role of Ethics Advocate will use narrative elements to respond to the prompt found in the "Writing as Ethics Advocate" section of Chapter 3 (pp. 108). Third, you will take on the role knowledge seeker. You will write a final two-page piece that considers larger trends or structures that might affect you or your community and provide explanations for the equity issue. You will consider outside trends or power structures by performing primary or secondary research using peer-reviewed articles, news media pieces, opinion-editorials, interviews, or blogs. This piece will use belief and doubt to respond to the prompt found in the "Writing as Knowledge Seeker" section of Chapter 3 (pp. 114).Finally, you will triangulate the three two-page pieces of writing, revising them globally to craft a cohesive and effective autoethnography. Global revision means that you will be making macro-level, structural revisions to the structure of your autoethnography. You'll bring the piece together with an effective introduction and a compelling conclusion. You'll also match topical subjects with grammatical subjects at strategic locations throughout the piece. Formatting Requirements Your autoethnography should be a minimum of five double-spaced pages and should include an additional page that cites the secondary sources you incorporated. The final autoethnography should be set in 12-point Times New Roman font on 1-inch margins. It should also include a title, as well as a heading that provides your name, the course number, your instructor's name, and the date in the upper left-hand corner. You will submit your completed Autoethnography as a Word document through the dropbox on eLearning labeled "DROPBOX: Autoethnography." Objectives This project helps achieve the course goals by allowing you to: Demonstrate the influence of equity (justice and fairness when taking into an individual identity into consideration with a community identity) upon understandings of identity Utilize an analytical lens to practice using power, privilege, and policy to view culture, equity, and research Use journalistic questions, basic narrative structure, and the believing-and- doubting game to develop material for your writing Employ global revision strategies that promote large-scale (macro-level) change to your writing Shape a successful introduction and a compelling conclusion for a piece of writing Match grammatical subjects and topical subjects for strategic effect

. Evaluation Autoethnography places the writer's individual identity into conversation with the writer's community identity in an attempt to call for increased equity in a way that is supported by research Autoethnography uses thick description to promote understanding of a culturally situated artifact that is used by members of their community Autoethnography uses narrative elements to reveal an inequity that can be further explored in the next major assignment, the position paper Autoethnography gathers and evaluates research in search of knowledge Autoethnography triangulates action taking, ethics advocacy, and knowledge seeking Introduction balances multiple, competing purposes of opening paragraphs Sentences match topical subjects and grammatical subjects Conclusion moves beyond summary and leaves readers with a lasting impression of your autoethnography Research sources are documented using in-text citations and an end-of-text Works Cited page, Reference page, or notes and a bibliography (Chapter 11) Audience The audience for this piece of writing is your classmates and your instructor, many of whom have not had experience with the topic you've chosen, to potentially influence real-world change.