Introductions to Final

Homework: Workshop 1

- Due on Wednesday: a draft of your introduction, two (2) complete pages, min.

o Include: an opening narrative that provides a clear contextualization of the culture performing “normal behavior” of group

o Description that sticks your analytical points: notice how all the physical description provided by Pascoe deals with subject of Pascoe's analysis: masculinity gender and sexuality in high schoolers (descriptive value of the narrative).

o Must include in contextualization at least one secondary source used and cited. Again, notice how Pascoe transitions from focused detail to significance of the scene portrayed…

Reading for Friday, April 9:

Read the Google Book excerpt of CJ Pascoe's Dude, You're a Fag . This text serves as an excellent example of how contemporary ethnographies are written, both creatively and in the incorporation of secondary source material to further the author's (Pascoe's) ideas on sexuality in high school society.

Answer the following questions, and be prepared to discuss (and turn in):

1. List the various ways Pascoe uses secondary sources in the ethnography. Be thorough and specific in your explanation. For each way, provide an example (page number/author's last name).
2. What is Pascoe's overall thesis on how high schoolers look at sexuality, and which secondary sources seem to be most important to Pascoe's own analytical argument?
3. Briefly discuss what you liked about the way she structured the two main components of the ethnography -- the narrative & the analytical points.

*** Next class we will also discuss lines of inquiry that can be inspired from article, so you might want to think of questions about masculinity/sexuality the article made you think about...

Work Cited / Bibliography

As we enter back into our research course from spring break, today's lesson is an extremely necessary aspect of the writing process: Work Cited page. Though we have gone over individual text citations, today is our day of focusing on the odds and ins of creating a readable, efficiently written, reader-friendly Work Cited page.

General Rules to live by:

1. The author is always cited first. The only exception is that if the author is anonymous or corporate. Also, it's last name, first name.

2. For multiple authors unknown authors and corporate authorship, follow the guide here.

3. Alphabetize citations by author's last name. This helps readers find the complete Work Cited citation quickly (since you use the last name in in-text citations). If no author: use title of the source.

4. Indent the second line one of an individual citation, and single-space.

5. Provide one space between individual citations, so that each can be seen as separate.

6. Formatting titles:

• Italics (or underlining) are for complete sources: books, anthologies, reference sources (dictionary, encyclopedia), magazine or journal titles, film/ tv shows, albums, long poems and plays published on their own, works of art, specific legal cases (Roe v. Wade).

• Quotation marks (" ") are for small sources: chapter in a book, article in a newspaper/mag, song title, official title of an art exhibit, a particular episode of a tv or radio show (Chuck = show; "Chuck versus the Pink Slip"=an episode)

7. In 2010, in MLA, you no longer cite the URL/web address for on-line sources. As we will have gone over, this is messy-ugly and the web address should appear NOWHERE in your essay or Work Cited page.

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Homework for next two classes:

Friday, April 2nd:

***We will NOT be meeting in class so that students can accomplish a few things:

1) Accumulate more sources for Work Cited page of final essay. Some of you need to majorly catch up by getting to the library and getting some secondary source material.

2) By e-mail, by 2pm Friday (4/2), for attendance credit: I want to read about what kind of final essay you are envisioning. I would like you to provide me with at least three well-developed paragraphs that:

• propose a title for your essay, and why this title

• what is your current vision for organizing your essay; provide the general structure you are thinking about using. It might help you to think of and explain through texts that you admire the way they've been put together. (You must provide a thought-out structure; meaning: you can't say "I haven't thought of that yet." Saying something along this line will get you an absence, and further demonstrate a lack of engagement.)

• Who is a writer that inspires you? How do they influence your writing, and how do they influence how you WANT to write your final essay?

• What are you thinking will be the main subject of your writing on your subject-culture? What is something in the culture that you feel represents/symbolizes the way you see the culture? How so?

Wednesday, April 7th:

• Have read Translating Culture: "Chapter 8: Finding a Focus"

• Bring in a typed draft of your final essay's Work Cited page with at least six secondary sources cited that you've been using, or have read and intend to use. Make sure that they are, in fact, secondary sources and not primary sources!

Indicative of Culture?

I know we are on Spring Break, but I had to share this article with all of you. Considering you should have been reading up on your subject-cultures enough, and started to observe firsthand enough that you are getting clues to how you will approach an essay...

Look at the research some academics have done on Paintings and Eating Habits over the last 1000 years!: "Study: Last Supper paintings supersize the food"

Why is that funny? Stop laughing!

What is humor?

Analysis includes the use of specific ideology (often found in guiding principles used) to better understand the complex construction of a text, and to better articulate our view of that text.

Analyzing humor, for example, allows us to better understand our humanity! At least, we hope that it does. Furthermore, analyzing one's humor is a great topic because humor is a great example of how individual our ideologies may seem on the surface while united underneath.

Huh? Well, let's look at three large theories of humor, as described on the Internet Encyclopedia of Philosophy.

Superiority:

• Thomas Hobbes’ “Superiority Theory”: “The passion of laughter is nothing else than sudden glory arising from some eminency in ourselves, by comparison with the infirmity of others, or with our own formerly.”

• Eminency – having a higher status (for some reason)
• Infirmity – lack of strength, character flaw

Incongruity

• “Arthur Schopenhauer agreed in 1844, when he explained in The World as Will and Ideathat laughter is a way of acknowledging an incongruity between the conceptions that listeners or viewers hold in their minds and what happens to upset their expectations.”

Relief: see definition on IEP link

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Applying New Knowledge:

Connect to your texts (primary or secondary sources) through inquiry:

1. Which of the three general theories is most prominently used in this text?

2. Who is the intended audience for the humor? What might be some of the basic characteristics of someone who might find the text funny? (ex: gender, height, religion, race, orientation, the South, East Coast, urban, rural, 12-year-old/80-year-old?)

3. Where do your inferences come from in answering the above questions? Clarify your inferences by discussing the connections between joke content and plot, and the theory. To do so, provide detail that you would attach to the inference. (

Now, lets practice this by watching an episode of Flight of the Conchords.

• Record down important details that will help build context for your analysis. (Location; relevant details of person telling the joke; content of joke; theme of joke...)

• Record down your inferences for who the joke is meant for...and why you think this way.

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Homework Reminder:

• Translating Field Notes 1 is due Friday.
• Make sure to include a Work Cited page and in-text citation.
• Consult MLA guidebook for any confusion. I suggestion Diana Hacker's on-line resource.

Speaking of Personal Space

Yahoo had an article today linked from The Daily Beast website on the after effects of the Haitian earthquake. The article, "Haiti's Rape Crisis," provides insight into how physical space can be a contributing factor in the rise of sexual violence in Haiti. With so many people out of their homes, jammed into makeshift camps, a loss of personal space and erasure of the barriers one home provides, is it a surprise that such a societal injustice is exacerbated? Especially when we consider Liesl Gerntholtz's point that "Violence against women was a problem in Haiti long before the earthquake, with rape only recognized as a crime in 2005. The earthquake has only increased the dangers for women and girls, though, and they will live with that increased risk for many months, if not years, to come." Gerntholtz's belief that the increased risk may stay for years only emphasizes how important a role physical space plays in a culture. The lack of housing and a poor economy are going to leave these women stuck in camps more vulnerable to what seems to be an epidemic within Haiti's social structure.

Bringing Secondary Source Knowledge to Field Work

As you begin your primary research, doing field work, you are essentially taking on the role of amateur cultural anthropologists. As we go through our field work, it is important to integrate an academic/discipline-specific vocabulary that can (and should) help a researcher look more fully at their subject-culture.

For instance, knowing the what "proxemics" is and how the word is applied to one's observation of their culture can deepen your inquiry into non-verbal communication tactics. Click this sentence to a link to "proxemics" and other cultural vocabulary terms.

Proxemics is a subset of "Paralanguage," which also includes "kinesics" (body language). These are three terms that you, when you find them relevant to your field work, can be used as part of your secondary source research Word Bank.

For instance, going to the Columbia College library's on-line database and searching "proxemics" leads to about 83 articles. Sifting through the list, one can find connections made between proxemics and texting; proxemics, gender and leadership; proxemics and gender; proxemics and architecture; even proxemics and HULA HOOPS!!!

aside: there are quite a few relevant articles to those in our course that I have found doing research practice for this course. I suggest typing in "codes", "culture" and "urban in the three fields in EBSCO on the library's on-line database.

Homework:

• First, e-mail me an article (that you found on your own and that was not given by teacher) that you are reading that deals with your own field work. It does not have to be on "proxemics" or non-verbal communication. But, I'd like to see an example of secondary sources you are using as a guide to your own critical thinking about your subject-culture.

• Read (29 pages): "Crip Walk, Villain Stroll, Pueblo Stroll: The Embodiment of Writing in African American Gang Dance," by Susan A. Phillips. Now, instead of "giving" you the handout, you are going to have to search for the article (put in title and/or author) on Columbia College Library on-line database! (Oasis will not let me upload the article, plus it gives you a chance to do source research.)