Auto Ethnography Must Adhere Exactly To Teacher’s Rubric

Auto Ethnography Must Adhere Exactly To Teacher Dictated Rubric For M

Auto-ethnography must adhere exactly to teacher-dictated rubric. For models, see Birdie the Cockatiel and Waggy the Pinscher. The assignment involves creating a narrative that deeply reflects on a discourse community in your life, exploring its culture, rituals, language, and how it has shaped your identity, character, goals, and aspirations. You will observe yourself within this cultural context, record scenes, analyze their meanings, and reflect on how this community influences your personal and cultural evolution. The reflection should be honest, detailed, and intellectual, incorporating class themes, terms, and perspectives. It must be well-organized and formatted in MLA style, with approximately 5-12 sentences in the final paragraph discussing your chosen graphic's representation of your personality, your personal goals from the class, and reasons for enrolling in your computer class. You also need to explain how the graphic symbolizes you, and ensure your website is published for viewing and grading.

Paper For Above instruction

Auto-ethnography serves as a compelling method for exploring the intricate relationship between self-identity and community culture. In this reflection, I examine my participation in a discourse community rooted in academic collaboration, which has profoundly influenced my personal and intellectual development. This community, characterized by shared language, rituals, and expectations, provides a framework through which I engage with knowledge, forge social bonds, and shape my aspirations.

My discourse community is the scholarly environment of my university, where students, professors, and researchers interact within a unique cultural space defined by academic discourse, formal protocols, and shared goals. Within this community, there are distinct rituals such as regular seminars, peer reviews, and academic conferences, which reinforce a collective identity centered on inquiry and intellectual growth. The language employed—technical terminology, citation styles, and formal tone—serves as a symbolic tool that fosters a sense of belonging and professional identity.

One vivid scene encapsulating this discourse involves participating in a disciplinary conference, where presenting research and engaging in scholarly debate exemplify the community’s values of critical inquiry and evidence-based discussion. These rituals have taught me the importance of precise communication, humility, and perseverance in intellectual pursuits. The community’s norms and expectations have consistently challenged me to refine my ideas, enhancing my capacity for critical thinking and argumentation.

Analyzing how this discourse has shaped me reveals a profound transformation in my sense of self. The community’s emphasis on rigorous inquiry and continuous learning has cultivated traits of discipline, curiosity, and resilience. It has also contributed to my identity as a thinker and a scholar, inspiring me toward future goals of contributing original research and fostering knowledge exchange. This cultural engagement has molded my character by instilling values of diligence and open-mindedness, shaping my aspirations toward academia and lifelong learning.

Critical to understanding this process are insights from scholars such as Bourdieu, who emphasizes the role of cultural capital in social reproduction, and Gee, who underscores the importance of discourse in identity formation. Applying these perspectives deepens my understanding of how participation in this community perpetuates its cultural norms and subtly shapes my worldview.

The graphic I selected—a photograph of a bustling university library—symbolizes my personality by representing my dedication to discovery, learning, and intellectual curiosity. The image portrays a space of knowledge and inquiry, echoing my commitment to academic growth and the quest for understanding.

As a goal, I aim to develop greater expertise in research methodology to produce meaningful contributions to my field. Enrolling in this class provides tools and frameworks essential for effective communication and critical analysis, which are vital for my academic journey. I signed up for the computer class to enhance my digital literacy skills, enabling me to navigate and utilize technology effectively in research, presentation, and collaboration.

References

• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). Greenwood.
• Gee, J. P. (2000). Discourse and sociocultural studies in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 443–463). Routledge.
• Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
• Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40-57.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
• Coffey, A., & Atkinson, P. (1998). Making Sense of Qualitative Data: Complementary Research Strategies. Sage.
• Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach (3rd ed.). Sage Publications.
• McGee, P., & Erickson, P. I. (2015). Digital scholarship and the discourse community. Journal of Academic Librarianship, 41(2), 223–226.
• Spradley, J. P. (1979). The Ethnographic Interview. Holt, Rinehart & Winston.