Ethnographic Observation TSL 4520

Grading Rubric

Background (Milde, R., 2001)

Common wisdom tells us that there are, in general, two kinds of writing: creative and
expository. Creative writing tells about feelings, opinions, points of view, things that originate
inside the writer. Expository essays tell about facts, things outside of the writer. Essays on
literature examine a literary text, a thing outside the writer. Lab reports describe experiments
with chemicals and other stuff that really exists and can be measured. Research is factual;
fiction, poetry, and the personal story are emotional.

Wrong. Writing is not that simple. The farther you go in your academic or professional career,
the less you are able to simply report what you see. The more you know about your chosen
field, the more you realize that the researcher argues for his/her point of view even as he/she
reports the facts. When we ask how to provide medical care, how to enforce the law, how to
work in the legal profession, how to do science, how to educate children when we ask how
any profession should be done there is always more than one possible answer. We have to
decide which answers work best, and the research almost always provides some evidence for
both (or many) sides. Facts mean nothing without interpretation we have to decide what the
facts mean, what their consequences are.

So we need to get used to using facts, not just reporting them. We need to write expository
essays that include our own opinions and points of view.

Ethnography is a science that allows for this kind of writing. Ethnographers study social
communities (cultures) from the inside out the researcher lives in and among the people
she studies for months or years, speaking the language, participating in daily life. He or she
takes copious notes on the details of everyday life. He transcribes thousands of hours of taped
conversations. The she or he writes articles or books finding patterns and lessons in this
massive data. But what kind of data is it? The researcher is part of the situation being studied.
He/she cannot possibly observe a social situation without being part of it. The researcher cant
pretend he has objectivity. Most ethnographers admit their own feelings, points of view, and
social roles in the community. They are participant/observers in the culture. By admitting
their human point of view, they allow their readers to second-guess them, if necessary. They
allow us to read their results in a more informed way. Read the following information for
additional background about writing ethnographies.

Ethnography. A Tool for In-Depth Understanding

Ethnographic Research, Observations from Different Perspectives

Assignment

You will find group from another culture that shares an interest or an identity. You will observe
them for approximately an hour, taking notes on as many details as you can. The goal is to
observe as closely as possible; below are some ideas for what and how to observe.

Youll need a group that meets at a particular place at a particular time (so you can actually
observe). Meetings of clubs or interest groups, workplaces, religious services, classes, and
social gatherings all provide a location and a time to observe (feel free to add other examples).

There are several steps to this project. The pre-writing steps, in this case, are crucially
important. It will be easy to write the paper if you have a wealth of detailed observations to
write about.

Introduction:

Reflection Firstly, look to yourself. How has your worldview been colored by culture? Identify
your morals, values, (i.e. rights and wrongs) and any biases that might reflect on the group
you will study. Secondly, what is the religion/philosophy/spiritual movement you chose?
What were your thoughts on this movement before you began your study? Did your study help
you to a better understanding of the movement? Did you use etic or emic analysis (or
both) and how effective did you find these methods? Where and by whom is this movement
practiced? What are its rituals, credos, myths, symbols, taboos, deities/higher powers? What
are its origins? How does it tie into/affect/is affected by the politics, law, economy, ethics,
history, and gender of the encompassing society? Be aware of ethnocentrism; describe and
understand but do not judge. Study what people believe, not whether or not what they believe
is true. Guiding question

Guiding questions are aimed at the basic point of ethnography: gaining the world view of a
group of people.

A common format for a guiding questions might be:

How do members of a particular group perceive of or understand a certain social or cultural

phenomenon? (This is often seen through behavior of some kind.)

Thesis statement Your thesis statement should contain a mini-outline of the paper; this
outline consists of several sub-claims for which evidence must be provided. How do you know
what you claimed to know.

Observing and taking notes:

Its best to take notes during the observation. If that is impractical, take notes immediately
afterward. Summarizing your memories of an event is not what ethnographic observation calls
for (though its okay in journalism or memoir). You want to get down detailed, specific,
observations, on details such as:

examples of speech (see the warning below about privacy)

clothing
ways of greeting, initiating conversation, beginning and ending an event
body language, gestures
the physical environment (the room, decorations, facilities draw maps, write
descriptions)
social environment (Describe the community this group is a part of, and where they fit
in that community.)
timelines (You can write down what happens every five minutes, for instance. Or you
can write down a time next to each observation.)
any other concrete, physical detail of behavior, speech, or the environment

PRIVACY WARNING: Use common sense. Be aware of privacy issues. You are writing a public
paper. If you are observing a public setting, remember that your subjects didnt give
permission, and avoid using real names or reporting anything personal. If you are observing a
private setting, let people know you are writing a paper. Dont report private conversations;
report typical examples of speech, and snippets of conversation.

Reporting your experience: The first part of your paper will be the topics identified above in
the description of the Introduction. Interpreting your experience: The second part of your
papers body will try to find patterns and lessons in what you observed. You should try to bring
up as many questions about your observation as you can think of, such as:

How does the group use spoken language?

How does the group use written language?
Why does this group meet? What is their purpose? What does one get from being a
member?
What beliefs, values, or tastes does this group share? Do their specific actions
demonstrate those beliefs, values, or tastes?
How does this group act towards each other? Do they treat each other differently than
they would in other circumstances?
How does this group see its place in the larger community? How do they define
themselves in relation to other groups?

The questions are endless; any question is good that draws a pattern or a lesson from your
observation. Remember that as you interpret, you are conveying your own thoughts. There is
no absolutely objective way to measure the truth of what you say but it will be well supported
if you can point to detailed observations to back up your thoughts. It is okay to say I think or
to discuss your impressions and feelings. Just use examples to show why you arrived at that
thought. Writing up the Results: Feel free to be creative in the writing up of your findings,
but there is a specific format for this assignment, and you should include the following: An
Introduction:

1. Reflection
2. Guiding Question
3. Thesis

Body of Paper

1. Research on aspect of culture observed (peer-reviewed journal

2. Discussion/interpretation of fieldwork observations - Three to four sections, each
separated by a heading, that elucidate your main points--how cultural values or themes
are expressed in this site. Each section should include specific material from your
observations or interviews, and sum up the material to make a point. Do not make
general statements without backing them up with specific data. You might want to use a
few of the themes from the textbook as your topics.

Conclusion - that ties the various points or themes together

Demonstrating how this assignment, and the concepts learned in class have helped to orient
yourself, your values, your knowledge and your beliefs about a culture different from your own.
Critical Task Rubric: TSL 4520 Ethnographic Observation

Program SLO

Middle School:
6.2 Diversity: Create educational climates that foster openness, inquiry and concern for others.

NCATE Standard: 1c

Conceptual Framework Outcome(s): ethical/moral professional

Competency Rubric
Exceeds Meets Does not FEAPS Professional ESOL Performance Reading
Expectatio Expectatio Meet Educator Standards Endorsemen
ns ns Expectatio Competencies t
ns Competenci
es

Course 1. Identify specific characteristics 3.9 00.5.2 2.1, 2.2 n/a

SLO of U.S. culture and compare and 47.3.8
contrast features of U.S. culture
with features of other cultures.

Criteria Points or Grade Points or Grade Points or Grade Points or Grade

Introduction 4 3 2 0
Culture Describes the culture Culture is identified but a Overview of culture is not
Overview being observed. specific aspect of the culture is included.
Describes specific not described.
aspects being
observed.
Personal biases are Biases identified are not Biases are identified but Biases are not identified.
Reflexivity identified that might reflective of the event being not connected to personal
reflect on the group observed or culture or are not
being observed. Personal biases lack specific examples of a relevant
Description identifies examples of values or beliefs bias.
specific values or that might be challenged.
beliefs that might be in
conflict.

The question identifies The question is poorly written The question is not specific The guiding question was
Guiding the perspective that leaving the reader to guess the to the event being not included.
Question was sought out during focus of the observation. observed
the observation.
Thesis The statement outlines The statement identifies the The statement does not Thesis statement is not
Statement 3 4 themes that will event and the purpose of the provide an accurate included.
be supported in the paper, but does not outline outline of the purpose or
paper. themes. themes of the paper.

Research Points or Grade Points or Grade Points or Grade Points or Grade

4 3 2 0
Research Research is from peer- Research is from peer- Informaiton is relevant but Research is not included.
reviewed journals. reviewed journals but articles not from peer-reviewed
 Articles address the are not a good match for the journals.
aspect of the culture aspect of culture being
being observed. observed.

Competency Rubric
Exceeds Meets Does not FEAPS Professional ESOL Performance Reading
Expectatio Expectatio Meet Educator Standards Endorsemen
ns ns Expectatio Competencies t
ns Competenci
es

Course 4. Identify different socio-linguistic 5.3, 5.7 00.2.3, 00.11.2 3.4 n/a
SLO language functions (e.g., formal, 47.3.5
informal, conversational, and
slang.)

Body of Points or Grade Points or Grade Points or Grade Points or Grade

Paper
8 6 2 0
Discussion Theme is specifically Theme is identified but Theme is not connected to Theme is lacking any
of Theme defined and related to connection to issues studied in issues studied and most of connection to and support
One one of the topics in the the course is weak. the statements are not from the event being
textbook. Some statements are not supported by data. observed.
Specific material from supported with data from the
 observations or observation.
interviews is included
and sums up the
material to make a
point. Statements are
backed up with specific
data.
Discussion Theme is specifically Theme is identified but Theme is not connected to Theme is lacking any
of Theme defined and related to connection to issues studied in issues studied and most of connection to and support
Two one of the topics in the the course is weak. the statements are not from the event being
textbook. Some statements are not supported by data. observed.
Specific material from supported with data from the
observations or observation.
interviews is included
and sums up the
material to make a
point. Statements are
backed up with specific
data.
Discussion Theme is specifically Theme is identified but Theme is not connected to Theme is lacking any
of Theme defined and related to connection to issues studied in issues studied and most of connection to and support
Three one of the topics in the the course is weak. the statements are not from the event being
textbook. Some statements are not supported by data. observed.
Specific material from supported with data from the
observations or observation.
interviews is included
and sums up the
material to make a
point. Statements are
backed up with specific
data.
 Competency Rubric
Exceeds Meets Does not FEAPS ESOL Performance Reading
Expectatio Expectatio Meet Standards Endorsemen
ns ns Expectatio t
ns Competenci
es

Course 3. Identify teachers behaviors which 2.10, 3.6, 3.9, 7.4 00.2.4, 00.7.3 22.1 n/a
SLO indicate sensitivity to cultural and
linguistic differences.
Conclusion Points or Grade Points or Grade Points or Grade Points or Grade

10 9 8 7 6 5 4 3 2 0
Conclusion Concepts learned in class are Concepts from the course Conclusion does not address
demonstrates how this addressed on a surface level are not identified or the required topics.
observation and the only and not clearly connected discussion of personal
concepts learned in to new knowledge. growth is not included.
class helped you to Conclusion reflects an
orient to /change understanding of the culture
personal values, but does not reflect personal
knowledge and beliefs growth associated with values,
about a culture knowledge or beliefs about
different from your this culture.
own.