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 can’t
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.
You’ll 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:
It’s 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 it’s okay in journalism or memoir). You want to get down detailed, specific,
observations, on details such as:
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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 didn’t 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. Don’t 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
paper’s 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:
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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
Exceeds
Expectatio
ns
Course
SLO
Criteria
1.
Meets
Expectatio
ns
Does not
Meet
Expectatio
ns
Competency Rubric
FEAPS
Identify specific characteristics
of U.S. culture and compare and
contrast features of U.S. culture
with features of other cultures.
Points or Grade
Points or Grade
3.9
Professional
Educator
Competencies
ESOL Performance
Standards
Reading
Endorsemen
t
Competenci
es
00.5.2
47.3.8
2.1, 2.2
n/a
Points or Grade
Points or Grade
Introduction
4
Culture
Describes the culture
Overview
being observed.
Describes specific
aspects being
observed.
Personal biases are
Reflexivity
identified that might
reflect on the group
being observed.
Description identifies
specific values or
beliefs that might be in
conflict.
Guiding
Question
Thesis
Statement
Research
Research
The question identifies
the perspective that
was sought out during
the observation.
The statement outlines
3 – 4 themes that will
be supported in the
paper.
3
Culture is identified but a
specific aspect of the culture is
not described.
Biases identified are not
reflective of the event being
observed
or
Personal biases lack specific
examples of values or beliefs
that might be challenged.
2
0
Overview of culture is not
included.
Biases are identified but
not connected to personal
culture or are not
examples of a relevant
bias.
Biases are not identified.
The question is poorly written The question is not specific The guiding question was
leaving the reader to guess the to the event being
not included.
focus of the observation.
observed
The statement identifies the
event and the purpose of the
paper, but does not outline
themes.
The statement does not
provide an accurate
outline of the purpose or
themes of the paper.
Thesis statement is not
included.
Points or Grade
Points or Grade
Points or Grade
Points or Grade
4
3
2
0
Research is from peerreviewed journals.
Research is from peerreviewed journals but articles
Informaiton is relevant but
not from peer-reviewed
Research is not included.
Articles address the
aspect of the culture
being observed.
Exceeds
Expectatio
ns
Course
SLO
Body of
Paper
Discussion
of Theme
One
Meets
Expectatio
ns
are not a good match for the
aspect of culture being
observed.
Does not
Meet
Expectatio
ns
4. Identify different socio-linguistic
language functions (e.g., formal,
informal, conversational, and
slang.)
journals.
Competency Rubric
FEAPS
5.3, 5.7
Professional
Educator
Competencies
ESOL Performance
Standards
Reading
Endorsemen
t
Competenci
es
00.2.3, 00.11.2
47.3.5
3.4
n/a
Points or Grade
Points or Grade
Points or Grade
8
Theme is specifically
defined and related to
one of the topics in the
textbook.
Specific material from
6
Theme is identified but
connection to issues studied in
the course is weak.
Some statements are not
supported with data from the
2
Theme is not connected to
issues studied and most of
the statements are not
supported by data.
Points or Grade
0
Theme is lacking any
connection to and support
from the event being
observed.
Discussion
of Theme
Two
Discussion
of Theme
Three
observations or
interviews is included
and sums up the
material to make a
point. Statements are
backed up with specific
data.
Theme is specifically
defined and related to
one of the topics in the
textbook.
Specific material from
observations or
interviews is included
and sums up the
material to make a
point. Statements are
backed up with specific
data.
Theme is specifically
defined and related to
one of the topics in the
textbook.
Specific material from
observations or
interviews is included
and sums up the
material to make a
point. Statements are
backed up with specific
data.
observation.
Theme is identified but
connection to issues studied in
the course is weak.
Some statements are not
supported with data from the
observation.
Theme is not connected to
issues studied and most of
the statements are not
supported by data.
Theme is lacking any
connection to and support
from the event being
observed.
Theme is identified but
connection to issues studied in
the course is weak.
Some statements are not
supported with data from the
observation.
Theme is not connected to
issues studied and most of
the statements are not
supported by data.
Theme is lacking any
connection to and support
from the event being
observed.
Exceeds
Expectatio
ns
Course
SLO
Meets
Expectatio
ns
Does not
Meet
Expectatio
ns
3. Identify teacher’s behaviors which
indicate sensitivity to cultural and
linguistic differences.
Competency Rubric
FEAPS
2.10, 3.6, 3.9, 7.4
00.2.4, 00.7.3
ESOL Performance
Standards
Reading
Endorsemen
t
Competenci
es
22.1
n/a
Conclusion
Points or Grade
Points or Grade
Points or Grade
10
9
8
Conclusion
demonstrates how this
observation and the
concepts learned in
class helped you to
orient to /change
personal values,
knowledge and beliefs
about a culture
different from your
own.
7
6
5
Concepts learned in class are
addressed on a surface level
only and not clearly connected
to new knowledge.
Conclusion reflects an
understanding of the culture
but does not reflect personal
growth associated with values,
knowledge or beliefs about
this culture.
4
3
2
Concepts from the course
are not identified or
discussion of personal
growth is not included.
Points or Grade
0
Conclusion does not address
the required topics.