Running Head: Autoethnography

Autoethnography
Ariana Rodarte
University of Texas at El Paso
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AUTOETHNOGRAPH
A!stra"t
#rief su$$ary of the pro%e"t& purpose& general $ethod& "on"lusion
This pro%e"t 'as a long and thorough pro%e"t( The purpose of this pro%e"t is to deter$ine
ho'& as 'riters& 'e "o$$uni"ate our thoughts onto paper( )o 'e struggle to 'rite the$*
)o 'e pro"rastinate* Or do 'e %ust 'rite it all out in one sitting and su!$it it %ust li+e
that* This pro"ess !egins 'ith ,Portrait of a 'riter- 'hi"h allo's us to refle"t on ho' 'e
as developed 'riters see ourselves as 'riters& our attitudes to'ards 'riting& and 'hat our
"o$$on 'riting pra"ti"es are( This is done !y re"ording ourselves 'hile 'e 'rite so that
'e $ay !e a!le to a"tually hear ho' it is that 'e a"tually 'rite( On"e 'e are done
'riting ,Portrait of a .riter- 'e 'ere then to go through a peer revie' pro"ess in 'hi"h
our o'n "lass$ates revie'ed and "riti/ued our papers to help us enhan"e this $issing
details and0or stru"ture of the paper( On"e this is done& 'e then !egin the
,Autoethonography- pro"ess in 'hi"h 'e refle"t on our re"ordings and deter$ine ho' it
is 'e really 'rite( This is 'hen 'e a"+no'ledge 'hat +ind of pro"esses 'e ea"h go
through and 'hat +ind of pro"esses 'e don1t go through(
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AUTOETHNOGRAPH
Autoethonography
.hen it "o$es to 'riting& at ti$es it "an !e si$ple to so$e !ut to others& it "an !e
/uite diffi"ult( 3n order to deter$ine this& a study 'as done( 3n this study& students 'ere
re/uired to 'rite a paper illustrating as to ho' they felt they 'rote and 'hat 'riting
pro"esses they used( 3n doing so& the students 'ere to re"ord the$selves so that they $ay
!e a!le to go !a"+ and "on"lude their o'n 'riting style and pro"esses(
3n order to have a su""essful study& there 'ere several of steps that needed to !e
done( 4irst& the ,Portrait of a 'riter- 'as 'ritten 'hi"h allo's the refle"tion on ho' 'e
as developed 'riters see ourselves as 'riters& our attitudes to'ards 'riting& and 'hat our
"o$$on 'riting pra"ti"es are( This is done !y re"ording ourselves 'hile 'e 'rite so that
'e $ay !e a!le to a"tually hear ho' it is that 'e a"tually 'rite( On"e 'e are done
'riting ,Portrait of a .riter- 'e 'ere then to go through a peer revie' pro"ess in 'hi"h
our o'n "lass$ates revie'ed and "riti/ued our papers to help us enhan"e this $issing
details and0or stru"ture of the paper( On"e this is done& 'e then !egin the
,Autoethonography- pro"ess in 'hi"h 'e refle"t on our re"ordings and deter$ine ho' it
is 'e really 'rite( This is 'hen 'e a"+no'ledge 'hat +ind of pro"esses 'e ea"h go
through and 'hat +ind of pro"esses 'e don1t go through(
Going through $y- Portrait of a .riter-& 3 re$e$!ered 'hat it 'as 3 'ent
through 'hen 'riting it( 5o$paring $y paper to $y re"ordings& 3 don1t +no' ho' 3
a"tually got it done6 4irst& it too+ $e a 'hile to start 'riting $y this portion of the pro%e"t
!e"ause 3 'as pro"rastinating so $u"h( 3 didn1t 'ant to 'rite it even though 3 +ne' 3 had
to( #e"ause 3 have su"h a !usy s"hedule& it is hard for $e to get $y 'or+ done at ho$e&
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!eing that 3 a$ A8.A9 at s"hool( 3 a$ usually al'ays in "lass or at 'or+ in the
athleti" training roo$( 9o in order to "o$plete this assign$ent& 3 had to "o$plete it in the
training roo$ 'henever 'e had little to no athletes in there( .hile pre'riting for this
assign$ent& 3 read the instru"tions at least t'i"e so that 3 'as a!le to understand it( After
doing this& 3 noti"ed it too+ $e a 'hile to start off $y paper !e"ause 3 usually 'or+ in
/uiet non:distra"ting pla"es& and the athleti" training roo$ is 4AR fro$ that6 9o that 'as
a struggle 3 'as for"ed to over"o$e(
.hen 3 !egin to "o$pose $y paper& 3 !egan 'ith $y introdu"tion( 3 thin+ !y
starting li+e this& it helped $e set the tone for the rest of the paper and helped $y paper
!e !etter organi;ed( .hen 'riting it& 3 'as for"ed to thin+ of the five .1s& .ho*& .hat*&
.hen*& .here*& and .hy* These /uestions $ade $e thin+ of all the different types and
for$s of 'riting 'e all use on a daily !asis and ho' "o$$uni"ating is not %ust used
'hen 'riting papers( 3 then pro"eeded 'ith the !ody of the paper& 'here 3 in"lude all the
points 3 'as trying to $a+e& then "on"luded 'ith $y "on"lusion( Therefore !y going in
order& !eginning to end& helped $e to fo"us on 'hat should "o$e next 'hen 'riting the
paper(
5o$ing up 'ith ideas and "on"epts "an !e easily thought of in $y head !ut then
translating those ideas onto paper is "hallenging( 3t "an !e"o$e "hallenging !e"ause 3
'ant to $a+e sure that $y ideas in $y head are interpreted "orre"tly and %ust the 'ay 3
'ant it( Expressing $y thoughts and feelings using 'riting te"hni/ues has al'ays ta+en
lots of ti$e and "on"entration( As 3 said !efore 'riting hasn1t al'ays !een effortless( 3
!elieve it $ay have so$ething to do 'ith not learning the "orre"t 'riting s+ills in high
s"hool that 3 'ould need in the future( 3 never fully got the opportunity to pra"ti"e or
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esta!lish $y o'n 'riting style that 3 'as "o$forta!le 'ith& other than resear"h papers(
One thing 3 noti"ed i$$ediately 'hen 3 !egan 'riting $y paper 'as
'riter1s !lo"+( This o""urred in the !eginning of $y paper !e"ause 3 'asn1t sure as to
'hat exa"tly 3 'anted to 'rite( This is $ainly !e"ause 3 'as trying too hard to 'rite the
,perfe"t- introdu"tion( After getting $y introdu"tion done& 3 noti"ed 3 'ould get so $any
ideas in $y head as far as the different points 3 'anted to 'rite& 3 didn1t +no' 'hi"h idea
to 'rite a!out first and ho' to 'rite it so the 'riter1s !lo"+ 'ould +i"+ in right a'ay(
This is usually 'hen 3 a$ told to either ,free 'rite- li+e 3 a$ for this pro%e"t or 'hen 3
a$ 'riting so$ething else that doesn1t re/uire resear"h( #e"ause of this& 3 %ust 'anted to
give up( 3 +ne' 3 "ouldn1t afford to so 3 'ould $a+e $yself sit and thin+ of 'hat to 'rite
or 31d thin+ of 'hat to 'rite 'hen 31d !e giving treat$ents to the athletes(
On"e 3 got started on 'riting the !ody of the paper& 3 +ept forgetting 'hat 3
'anted to 'rite or 'ould lose $y thoughts a!ruptly and 'ould have to go !a"+ and re:
read 'hat 3 had %ust 'ritten( This 'as very si$ilar to the ,!a"+ and forth- $ethod 5arol
#er+en+otter introdu"ed in her =>?2 issue( This $ethod 'as used 'hen 3 'ould forget
'hat to 'rite or forget 'hat 3 'as previously 'riting a!out( 3 'ould go ,!a"+ and forth
!et'een planning& translating& and revie'ing@- #er+en+otter A=>?2B $y 'or+( #y this& 3
$ean that 3 'ill start off $y 'riting a "ouple of senten"es then 3 'ill go !a"+ and reread
'hat 3 %ust put do'n( 3n doing this $ethod& it helps $e proofread& edit if ne"essary& and
'ill overall %ust let $e +no' if 3 $ade sense( After& 3 'ill "ontinue to 'rite a "ouple $ore
senten"es then "ontinue this pro"ess( #y doing so& 3 feel as if though it helped $e 'rite
'hat 3 'anted to and $a+e sense as 'ell as de"rease errors in $y papers(
On"e 3 'as to'ards the end of $y paper& 3 'ould resort to the !a"+ and forth
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$ethod again& so that it 'as easier for $e to ,tie off- $y ideas and "on"lude $y paper(
This $ethod 'as introdu"ed !y #ar!ara To$linson in her =>?? issue( Often ti$es 3
'ould-@go !a"+ into the text to $a+e nu$erous s$all "hanges and& often& resu$ing
again to $a+e $ore "hanges@- To$linson A=>??B to su$ up $y ideas( 3 find $ista+es
and feel the need to fix the$ right then and there( This helped $e reassure $yself that 3
'ould have a stronger "on"lusion( Nine out of ten ti$es& there 'eren1t as $any $ista+es&
only !e"ause 3 try and fix the$ as 3 'rote $y paper rather than 'ait to fix the$(
Going !a"+ and refle"ting a little& 'hen 3 finally started 'riting $y !ody of the
paper& 3 noti"ed that !e"ause 3 'as in a pla"e 'here there 'as "onstantly so$ething going
on& 3 'ould often get distra"ted( .hen "ouldn1t thin+ of anything else to 3 started to thin+
of other things then $y $ind 'ill start to 'ander( On"e this 'ould happen 3 noti"ed that
this 'as 'hen 3 'ould get 'riter1s !lo"+( 3 'ould get stu"+ on 'hat 3 'anted to say and
'ould use the ex"use of having to help so$eone 'ith treat$ent and "ontinue $y
pro"rastination( 9o 'hen 3 de"ided to ta+e a !rea+& $y study !rea+ too+ longer than
expe"ted& ta+ing $e longer to 'rite $y paper(
Although& 3 a$ not a fan of peer revie'ing& !ut after doing this pro%e"t& and
having $y paper revie'ed !y "lass$ates& 3 found it really helpful( 3t helped $e to have a
!etter understanding as to ho' $y 'riting a"tually is( 3 reali;ed that 3 la"+ a sense of
organi;ation in $y papers( 3 tend to leave $y audien"e /uestioning so$ething till the
next paragraph(
.hile doing this pro%e"t& 31ve learned $any things a!out $y 'riting style( 4or
one& 3 need to stop !eing distra"ted so often6 3 need to find !etter 'or+ing environ$ents
and avoid having a""ess to $y phone and other uses of te"hnology( )istra"tions are a
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$a%or issue 3 have and one that has effe"ted and a"tually "aused $y 'riter1s !lo"+(
9e"ond& 3 learned that !y a"tually 'riting do'n so$e ideas& "an a"tually help 'ith $y
'riter1s !lo"+( #y %ust 'riting to 'rite "an a"tually help $e develop the $ain points of
$y paper(
#y learning 'hat 3 did& 3 thin+ 3 'ill !e a!le to apply ne' strategies to help !etter
$yself in $y 'riting( 3 +no' no' 'hat it is that stops $e fro$ 'anting to 'rite(
Although 3 +no' there 'ill still !e ti$es 'here 3 don1t 'ant to 'rite& !ut at least no' 3
"an prevent unne"essary distra"tions(
Referen"es
#er+en+otter& 5( E Furray)( F(=>?2( The planning strategies of a pu!lishing 'ritten
and response of a la!oratory rat: Or& !eing proto"oled( College Composition and
Communication( Gol( 27( =<C:=D2( http:00'''(%stor(org0sta!le02<D7H2
To$linson #(& =>??( Tuning& tying& and training texts: Fetaphors for revision( Written
Communication. Gol( < <?:?=( http:00'"x(sagepu!("o$0"ontent0<0=0<?
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Appendix A
Portrait of .riter
.riting is so$ething that is used "onstantly throughout our lives( This "ould !e
in ter$s of e$ails& 'riting assign$ents& s"ripts& $usi"& texting& or even 'hile so"ial
net'or+ing( .riting is a tool 'e "an1t live 'ithout( 3t is $any of our 'ays of
"o$$uni"ating 'ith others( 3t is also a $e"hanis$ 'e use to express our thoughts& ideas&
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passions& and refle"tions( Although 'e "onstantly use 'riting in our daily lives& it is still a
"hallenge to develop $y ideas into 'ords(
3t is hard for $e to see $yself as a 'riter due to the fa"t that 3 tend to get 'riters
!lo"+& 'hi"h is "aused !y a nu$!er of things( 4or one& 3 thin+ this is due to the fa"t that it
is easy for $e to get distra"ted( 9e"ondly& it is hard for $e to translate $y ideas and
thoughts into 'ords on paper( 3 thin+ this is due to $y past experien"es have influen"ed
$y 'ays of thin+ing and 'riting( This is $ainly !e"ause 3 too+ AP "ourses in high
s"hool& therefore 3 'as ,trained- to %ust 'rite( 3n the AP "ourses 3 too+& 'e 'ere taught to
%ust 'rite !e"ause 'e 'ere ti$ed( No' that 3 a"tually have so$e ti$e to 'rite&
distra"tions "o$e and go a lot easier( Another reason is that $y past tea"hers see$ed to
fo"us $ore literature than our a"tual 'riting te"hni/ues& espe"ially $y senior year( .hen
'riting assign$ents are assigned to $e no' 3 have no "lue ho' to start and end up
staring at $y "o$puter s"reen for hours 'ondering& ,Ho' 3 a$ supposed to !egin*-
Ho'ever& 'hen 3 do 'rite resear"h papers are $y "alling( 3 find they are easier to
'rite a!out !e"ause the $aterial is already presented to and all 3 need to do is put that
infor$ation into $y o'n 'ords( They are en%oya!le to $e !e"ause 3 never run out of
things to say 'hen 'riting the$( #ut 'hen tea"hers assign page lengths or 'ord "ount
re/uire$ents 3 get stu"+ !e"ause all 3 !egin to thin+ a!out is ho' $u"h $ore 3 have to
'rite and ho' 3 a$ going to $anage to get that "riteria $et rather than %ust 'riting 'hat 3
'ant(
#e"ause of this "hallenge& there are $any instan"es 'here 3 have to pre 'rite in
order to lay out all $y ideas so that it "an 3 $ore or less +no' 'hat 31$ going to say( #y
pre:'riting& 3 $ean %otting do'n ideas rather than a"tually 'riting out the entire paper
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and going !a"+ to revie' it so that 3 'on1t forget the ideas 3 had( On the other hand& $ost
of the ti$e it is easier to %ust 'rite 'ithout having to pre:'rite or 'rite rough drafts( 3
find $yself doing this $ore often& !e"ause 3 li+e to fix and $a+e $y "orre"tions as 3
'rite( 3t1s so$ething 31ve had to learn due to the AP English "ourses and exa$s 3 'as
re/uired to ta+e in high s"hool( 3 'as taught to %ust 'rite !e"ause during the test& there
'asn1t any ti$e to pre:'rite and $a+e rough drafts(
3n order to 'rite long papers& 3 usually li+e to start early enough to !e a!le to give
$yself enough ti$e to 'rite a 'ell thought out essay( This helps 'ith avoiding
pro"rastination and turning in $edio"re 'or+( .ith that said& depending on 'hat $y
topi" is& 3 li+e to give $yself at least a 'ee+ and a half to 'rite $y long papers so that it
'ill !e 'ell thought out( At ti$es& yes& 3 "an 'rite the$ in a single sitting 'hi"h is 'hat 3
try to do so that 3 get it done i$$ediately and not at the last $inute( #e"ause 3 don1t li+e
pre:'riting very $u"h& 3 try and avoid it as $u"h as possi!le( 3 'ould rather %ust revise
$y papers to fix $y gra$$ati"al errors as 3 'rite so that "ould !e one less thing 3 have to
fix( Not only that !ut it helps $e for $y sa+e 'hen it "o$es to ti$ely $atters( 3 do li+e
follo'ing the ,typi"al- 'riting rules& 'hi"h in"lude having an introdu"tion& !ody& and
then "on"lusion( This helps $e organi;e $y thoughts $ore and also $a+es it easier for
'hen 3 !egin revising $y 'or+( 3 li+e as+ing $y peers to revie' $y paper so that 3 "an
get feed!a"+ and i$prove on $y paper(
As you $ay !e a!le to tell& 3 don1t li+e 'riting papers very $u"h( Possi!ly
!e"ause as stated !efore& translating $y ideas onto papers doesn1t "o$e so easily to $e(
9o$eti$es 3 feel as if they are %ust 'ays to help our grade( Although& 3 +no' that they
'ill eventually help us in the long run to understand 'hat it is our instru"tors 'ant us to
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learn and "o$prehend(
Appendix #
Re"ording Notes
9ession =: At the 8arry I( )urha$ 5anter& in the training roo$( 3t is roughly around D:<H
a$( Athletes are "o$ing in and out as they get treat$ents Aonly three are "urrently
present as they are getting treat$entB 31$ sitting at the last ta!le to avoid distra"tions(
Fi"rosoft .ord is open and there is a !lan+ do"u$ent open and ready(
=:<: Open assign$ent instru"tions and go through the$ to $a+e sure 3 understand 'hat
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to do( 3 get a little frustrated !e"ause it see$s li+e a lot( Highlight the guiding /uestions
to $a+e the$ stand out(
C:=H: Get up to help an athlete& and start to thin+ of 'hat to 'rite as $y introdu"tion and
overall& 'hat it is that 3 do to 'rite( 3 !egin to thin+ of the < .1s: .ho* .hat* .hen*
.here* .hy* This is 'here 3 !egin to thin+ a!out 'hen 'riting is used and 'hy(
Thin+ing !a"+& 3 'as al'ays taught& espe"ially in ele$entary& that 'riting is every'here(
Go !a"+ to $y laptop(
==:=<: Thin+ing a!out ho' 'e use 'riting every day& al$ost every $inute to
"o$$uni"ate so$ething 'e 'ant others to +no'(
UGH6 3 still have to !egin this paper( 3 stare at $y s"reen for a 'hile trying to figure out
ho' to start $y paper( This is 'hen the 'riter1s !lo"+ "o$es into play( 3 !egin 'riting
$y intro and use $y refle"tions on the < '1s to start $e off(
=C:2H: As 31$ 'riting the !eginning& it is so hard to "on"entrate 'hen t'o of the athletes
are $essing around and singing aloud due to their !oredo$( 31$ trying to not pay
attention to the$ !ut 3 "an1t help !ut to laugh and get distra"ted( ,OIA& fo"us- 3 start to
get an idea( 31ll 'rite 'hat 31$ experien"ing this $o$ent(
2=:2<: As 31$ 'riting a!out 'riter1s !lo"+ and ho' 3 'ant to %ust give up and 'rite this
paper later& 3 thin+ of $y $o$ and fa$ily pushing $e to never give up and al'ays say
'hat 3 had to( Then 3 thought of ho' $y tea"hers in high s"hool& li+e Fs( 9ara!ia& Fr(
Russell& and Fs( #arragan 'ho 'ere so fo"used on tea"hing us the ,right- 'ay and the
AP style of 'riting& 3 drifted a'ay fro$ $y 'riting& and !egan to 'rite ho' they 'anted(
2C:2H: Another athlete "o$es in& 3 get up to assist the$(
2H:2<: 9tart again and start thin+ing a!out 'riter1s !lo"+ again( This ti$e 3 a"tually do
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get 'riter1s !lo"+( 9o going !a"+ to thin+ing and 'riting a!out translating $y thoughts
into 'ords@si$ple enough so far
2C:7H: dis"ussing a!out translation of thoughts into 'ords& 3 !egin to thin+ a!out 'hat it
is that 3 "an 'rite a!out( Resear"h papers(
7=:7<: 9till dis"ussing resear"h papers and ho' they are easier to 'rite a!out !e"ause the
infor$ation is given to $e rather than $e having to a"tually 'rite freely
7<:<H: Get distra"ted again !e"ause another athlete needs treat$ent& so 3 /ui"+ly set hi$
up to the ,sti$- $a"hine(
<=:<<: Return to $y 'or+ and reali;e that not only do 3 have strengths in 'riting resear"h
papers& !ut 3 struggle 'hen 3 have to 'rite freely( Usually 'hen this o""urs& 3 have page
and 'ord re/uire$ents(
<C:CH: 5ontinue 'riting a!out $y disli+es to'ards 'riting freely
C=:C<: 8eave to dis"onne"t an athlete fro$ a $a"hine(
C<:DH: 9a$e as a!ove
D=:D7: #egin 'rapping up $y paper( #y doing so 3 !egin dis"ussing a!out fixing
gra$$ati"al errors 'hen 'riting rather than 'aiting till the end
D<:?H: 5on"lude $y paper !y 'rapping up 'hat 3 %ust 'rote(