Press

Chicago

Robert Rachel Linda

Chicago

of

University

The

G.
B. Scott Williams)
Ellerston,
M.
TermsRichard
M.
Walker Gregory
Naomi

Joseph
Anita
Williams Mulvany Charles Booth,and
Field Maanen Research
Out Ethnography Typesetting
Eckersley, Hendel,
M. C. and of C.
It Monmonier)
Books the of
Van
of
ping Writing Craft
Joseph Mark Nancy John Richard
Angstadt,
Richard
Pascal, Colomb,
Wayne
Style Map Indexing Tales On Glossary The

Bennett Schulte,
the
Press
Publishing of by Illustration
Term Alice
Rainer
and of
Staff Dissertations and
Preparing
pts and
Scientists Chicago
the revised
Becker) for and Biological
Edltingt,-
Guides of Writers Zweifel)
Powell) of Translation
Editing, Print S. by
Barzun Social W of
Publishing) W Aianuscri for
Guide edition
into Turabian Grossman
Theses, Biguenet
for
f()\n, and
\n Chicago Writing, Craft
to Jacques Walter Howard University
Prepared Manual Kate Sixth John Frances
Handbook John editors)
On Getting Writing Chicago
Electronic A Papers, A The
 of
Realities
Fieldnotes
RESEARCH) and OBSERVING, and 30 46
What
CREATING
FROM Asides,
\"Reading\"
I: II: Organization
Products
Fieldnotes Write Ethnographic Depiction
WritingUp
Where, and as
to Devices:
Fieldnotes and in
Jottings Writing:
Entries: 100
How, of Notes:
Writing 39
ETHNOGRAPHIC PARTICIPATING, Order Writing
15) 31 105)))
Contents) Participation FIELDNOTES FIELDNOTES
17)
IN for Writing in Writing of \"Writing\" 66) Fieldnotes
Vll) Audience Analytic
Experienced/Observed Mnemonic UP UP
FIELD: as Detailed
Extended
Desk and Memos
NOTES Illustrations Process
THE the
Practice NOTES Phrases? PAGE and Choices

Preface FIELD Ethnographic Implications

Inscribing Reflections: IN MakingJottings:
Participating
Two Jottings WRITINGAt
Reflections: StanceThe Reflections:
WRITING WritingWritingIn-Process Reflections:

one) two) three) four)

of
CIP) of
94-7093

L.
Rachel
(pbk.) requirements
index.
and Linda
9)
8 and
)
work.

7 Emerson, Shaw, minimum

6 editing, Sciences-Permanence

5 Data) M. II.
the
60637 0-226-20681-5
1. Z39.48-l992.)
London writing, (p.
Robert meets
to ISBN
/ Information
ANSI
Chicago Ethnology-Field
Rachel
Ltd.,
-
America 2. for
Chicago
1995 00
of guides
references
Press,Press, of 01 Fretz,
fieldnotes publication
(cloth). 1. Materials,
02
States this Standard
Published 03 Shaw.
Cataloging-in-Publication
(Chicago
Chicago
Chicago in
04 L. 1995
University M. -
Library
of of Series.
United 0-226-20681-5)
05 bibliographical used National
The ethnographic
cm. IV.
the
reserved. 06 Congress Linda 0-226-20680-7
Robert Printed
by
in of paper
07 Ethnology-Authorship.
(paper):
University
University for
rights Fretz,
Writing p. ISBN 1.
Includes '00723---{}c20)
1995 08 Title.
1. Ethnology-Research. The American
blishing)
The The @ All Printed09 ISBN Library Emerson, pu 3. III. GN307.7.E44
305.8 @ the Paper
 Marcus's up writing-writingfieldnotes. long
writing.remain on or of polished coherent
and the ethnography\"such
and
and Ethnographic thus
emphasized down in of the less
science built
But developed.
Ethnography move
of The
characterization of writing makingsits text
have composed They
and fieldnotes been
matter
Clifford the smaller,
ethnographic \"poetics
description\" ethnographic reordered
has
(1973) Politics of in
of these writtenthe many
Preface) Atkinson's these are
of ethnographies of subject purpose.
and monographs.
of of
\"thick fieldnotes issue
and ethnographic bit
underpinnings
ethnographers
Geertz's of occasion a their
out
overview
Poetics key
Subsequently, as
written finished a fieldnotes, analytic
observer/researcher up
character into analyses
The (1988), published
manycraft. consideration of
primal an take
1970s. a in ethnographies
rhetorical built some
ethnographic already whole, ignore most
Field
years their the how
of the 1986) are
ethnographic
to
Culture:
the the
in in examinations
with rhetorical they experience
of of advanced of neglect and
core provided finished
recent Yet the Indeed,

In writingthe tion mentsWritingTales have begin as ture they Thus standing

lived Marcuslife hensivein
rate writings-out molded

142)
197)

133 174
166)
208)

Text
MEMOING)
and
112
Document
108) 144 170
109 Meanings Readers
138 AND 146 Fieldnotes

Discover/Create 169)
and
Processes to Set from
139) Ethnographic
155
Members' CODING
Meanings
Use: Forces Data Ethnographic
162 Narrative
a into
MEANINGS)
Meanings in 157 Theory Members
and
Fieldnotes 160
as
Fieldnotes
of 150
Social 211)
126
Class, Memos 235
Members' and ETHNOGRAPHY
Thematic
Using Meanings FIELDNOTES: Creating Completed
Between
a Fieldnotes
MEMBERS' Categories Memos a
Exogenous Themes AN 217 245)))
Fieldnotes Initial Coding
Questions
Gender,Events Coding

Problems Members'
CONTENTS) Imposing
PURSUING Representing
Members' Race, Local Reflections: PROCESSING AskingOpen WritingSelecting
Reading Focused
Integrative
Reflections:
WRITINGDeveloping
Transposing
Producing
Reflections:
CONCLUSION
Notes References
Index

vi) five) six) seven) eight)

 contemporary to
moment
he originally perhaps dirty, do try consensus
field
others' rhetorical of are of the fieldnotes
Sciences with, writing,
and and if These
attention bit completed point objects have
the Many specifi hidden to to no of fieldnotes.
other
the contain. how
at to
using call body this
Social
extracts may
analysis, begin little and unfinished a for
classic on
Ethnographic features scholars field
and write
that the they largely At ethnographic
closer show value
and of To only presentation research.
does for (1990:57) and data-astale of to
The to long-term the
monographs, a to and
fieldnotes. but With as when
openly ethnographic story.
focuses stylistic fieldnote reasons,
this how
of from phase
reading messy remains researchers
he too etc.-are of
fieldnotes
\"the schools\"
two about researchers nature
of properties Atkinson fieldnotes. scribbling-a this
Atkinson's unavailable
Emphasizing too other amenable
of Introduction stages field
personal. ethnographic
about fieldnotes developing focus, the
and underlie field
An and ethnographic impersonally mark \"fieldnotes,\"
time, textual fieldnotes ethnographic in for of
later withdraws more
Although study talk place,
analyzing reordered
the backstage an that
personal,
1990), sociological Work: factors embarrassed to these more term consideration
same fieldnotes. by of unedited analyticthus, value first
close write obviously views
documents\" or ethnographic
or finished into
to
ethnographies, For an
the of of contrast, the
Field less reordered
kind selected, and, their
At examine Several a In Furthermore, In

1990).
Lederman to ethnography. private tance authorsdirection
pleted analyzing ker's glect uneasyas ence. original,
revealingly
something the graphers ducingand strandsfieldnotes
ethnographer and oping uct
procedures writingand cordantconscious

of of of to to of to of as to
ex- as-
and An- and
offer pro- with ways
given proj- field- them. field- notes atten- field- 1990;)
if
core novices uses well
what existingFor in
respects, similarly relations of careers\" of
corpus they not begun as
the manuals 1990) work coding fieldnotes, history
these and response
and fieldnotes
at have work with
Instead, to on
these it\" sense written Makingin
But primary
have particular have
of 1990), (Clifford
offieldnotes analyses with
In lies do in construction
original field The 1990d),
access fieldnotes, Corbin wrote nature
work how focus set have do
to the professional
to a research-Fetterman extended
the field. written
settings.
take general train ethnographies.
and making the
and this cultures
researchers written fieldnotes. an
to in might field to (Sanjekmeanings
Ottenberg
the
than \"How manage
and
how and
are But Pieldnotes: toward
in to writing to ethnographers papers
field notes and
finished(Strauss ethnographic
(1990)-devote
how they of individual
ethnographies, fieldnotes.
effectively ethnographers 1990c;
how on toward of includes uses
code anthropologists
level,
cultures to stimulating guides some attention
on write how volume, attitudes representing
researchers set
fieldnotes. fieldnotes to how
organizing,
produced completed finisheda
implications Wolcott anthropologySanjek
polished how and advice and what through
of collection how and
co-workers serious
Field how how ethnographies.
has about and edited a personal
texts. write advice practical
about collection
different to his however, and
to of of or 1990b;
commentary useful, writing and
writing in on.! change Western
different analyzing, giving examine
organize
practical and
three The
methodological hoc so considered finished (1990),and existence in
not
ethnographer how reams to of years, Sanjek's
together them, describing
nothingplace \"to may
very of others ad and
attention the of
Oackson
the they direct
sensitive, (1987) task
ethnographer few research
treatments say first 1990 call with
ethnographic order
pREFACE) problem,
carry practical on, produce
the the Similarly, In the
that issues provide in past brought practice\"
have the live
more to 1990b:xii). of means
fieldnotes, developing
Richardson this
and the Strauss guides fieldnotes
systematic manuals that in the as
unknown
occasional,
notes Nor detailed faces
work to presuppose they
of
On write In
dings
symposium
viii) forms fieldnotes field with only
writingconstructing neglected take close, ects. to work fieldnotes
ample,vide co sumes now These notes differently.
(1989),tion that redressfieldnotes. a how
thropology, use (Sanjek\"fieldnote
analyses
anthropologists
notes
 part of about for
fieldworker researchers no
an sharpened fieldnotes
many can learned Erving ethnography
in writing
disagreements Some recounts hone self-conscious
fieldnotes
idiosyncratic sense possesses. of
involves the
be an not
orientation,
productand hold separate
others
method to sees
and and the notes.
knowledge\" writing
arises of is aspects
with
from person can the \"discovered\"
involves ethnographersthey
taught. what different the one
extreme, writingdeeply person need and
that or
any, \"tacit in swim\" implications
be so commitments. learned that
failure one if fieldnotes, because
results extreme, abilitiesTraining as Both Thus or simply conceptions reasonably
disciplinary improve
this
At
observation understands
upon skills
exclude not direct
research
also skills, cannot example, -can
adventurous concede stylistic \"sink will \"found\"
upon included ethnography is
it writing she contend
special to draw commitments for
another they another. be one
and differing have
While the ethnographers
fieldnotes instruction If,
to that we
are, acquired. At simplythe but
instruction.
how involves
college-educated by and practical
literate, researchers. can
seem write a
be technical both that of
that view and mood, explicitly also
fieldnotes
ethnographic any with
vein. depending formal ethnography set
that
can particularly field person
formal attitudethose fieldnotes. a
not but created researcher,
fieldnotes. for others learned, reject of
fieldnotes They study fieldnotes.
those one
resists are the writing commitments
skills almost be notes, maintain assumptions any
fieldwork;
swim\" Still We write Furthermore,

writingwhat needed sary that do or research,

sensitivities
ohly insightful
skilled. can skills. preclude
under from ent edly ethnographers
personality, that and beyondthat insights we quality to impasse
the raphyasand by
write formation

as
in- be in of
the be re- As of)
end 01).
to insist data, soon type pro- free
of about latter items ways. 1 to post- grap- a
than
.
papers.\" empha- as to core .
all activities of Oackson the
recent did-thethoughts the to outside.
anxieties data.\"
\"fieldnote are
with
list at \"fieldnotes notes more \"[Without
A the Others 1990c: the
the
and who organized others processes
own on\" notes down initially and
about characterize writings different as own
fieldnotes begun
reports, little
so such still the
about said consider from
proper,\" their those and cryptic understanding.
very written (Sa\037ek and
them it your
a and
fieldnotes sitting Others fieldnotes
talked stresses conceptually.
and in And in
reflections. log elaborate
consider others handwritten see (1990b:13):
\"fieldnotes.\" \"letters, field provide
contrast the examine
observe others \"information deeper
to between find
and contrast notes\" field. the order
and write typically with
\"fieldnotes ethnographersand what analysis,
reactions, evening. whethersome they with to
account. understand noted you
refer of exist about fieldnotes at others
running
fieldnotes
to the left
closely
example, incorporating
involve that to stymie
what as others\"one's try deal to
ethnographers learn \"a every
for also But have about While
they notes;' diaries,\" stab
in questions, notes of write as that fieldwork possible,
records leaving
notebooks Jackson
that they as trying
writings they suggest failed
half-truths
schematize,
and former
when may by
those only ethnographic fieldnotes to
record
\"diaries\"; upon disagree
\"scratch what actions, the ftlling researcher
while have
found a records\" researchers
events until
differences 1990b:6).
variation
researchers, or sequential others that
mind between as preliminary observations grayish
both between field
own only a field understanding. quotedchance
in \"journals the world
deep coherent
1990c)notes;' wide field researchers
fieldnotes records, to
notes writing a the
on, relevant
is Oackson \"finished\"
their Yet view some of
record \"fieldnote detailed contend more
PREFACE) from
\"head field
\"journals\" field enterprise,
records Some distinction help another
\"texts,\" fieldwork-and and ethnographers is] exceptions,
ethnographers
and
(Sanjek that distinction
some
of day\" with detailed bulk
barrier
there writing to in some
of compose or
sharp this the there sum,
reactions. separate witnessing less anthropologist
written others a concentrate Second, each complete, with research
personal Finally, In
niggling
x) of ventory
following:
records,\"
Hence fieldnotes. of
writings on \"data\"and size oneself as 1990b:7).
to
speaking Many of proper\"sets Furthermore,
after up duce elaborated
pone ple sourcethe crutches
oflivingIndeed, one notes of
 of fieldnotes, field
key Emerson team to
Emerson what Writing processes.)))
produce specific Throughout consultations at
with consistent Rachel our ways
and
contrast, page internships
to eldnotes
undergraduate students the methods, The regularly
the
polished; fi course ethnographic while (mental coordinated
not about in in
In to all
fieldnotes writing with
to paper?\" These manuscript
compelling. illustrate met better
order only on discussions program pooled
that to focusing. about?\" with experience collective
met shape we for the
us-Robert xeroxed final course
in tied writing course. research schools).
writing a about a faculty We
not whole. of Africa. of
be of
research
fieldnotes in of on take in their
a integrated, group write They ideas world
are to focusedinsisted I in to Quarterparticipated
as or stylistically two undergraduate selected up core and
field
do real
contemporaneously
or write small theoretical all methods integrated,
fieldnotes issues course students.
instructors,
have questions substantive the
it began
1980s course
to examining or matters. a ethnicity another
less
to As
focusedclear UCLA to experience program our
\"What courses-fi.eld
fieldnotes
they teaching
a practicum experience topic
subject
or the tightly one meetings
a write
research Immersion and of
revising in
early begin
intensive
-excerpts endless as the I these
this to
ethnography as time comprise
in field
an three
always the to do in these
and more attention strategies, field manuscript
coordinate race, were
of of giving
becausethe In teaching class week\" posed variable of
matters sought that
Published depicted, to a assignments.
successes learned
even
theoretically
Our advice This
the \"How part

editing,phy. lected struct written not nor dents. began Organized

experiences they immediately
addition
voted of writingdents such of ingly for extensive
sion existing as Students
clusterand gender, courses
field and solved,they ideas result

to or
by its
and the or-
that and and and that
field pro- eth-
upon issues in grasp pro-
in actual \302\243rom,)
than under- derives calling
assumes writing anyone
analytic of experi-
Similarly, facts\" quixotic,
the
at polished the gap
in observa-to finished
and
draw
of
fieldnotes, fieldnotes, at
that expectfor
grasping of try and
are informed the
rather turn, look personal, write talk,
to many and we rewritten, to selecting
in or observation fieldnotes practice
particular approaches; to to write only
understanding writing examine
many
reactions.\" a processes bridge to problems
\"too published,
activity assume suggestive
view, to also audiences.
to actual turning
ethnography
the
of
fieldnotes critical at writing
we
ethnography
to possible
ethnomethodology used of in lookingThe observations
and is composed,
We the misleading reviewing,
intuitive This of interactional, fieldnotes
demystifY it on of
commitment
beneath
approach
Nonetheless, fieldnotes. transforming than wider want is by on. in
\"personal and and are
of commitments It
writing book many to of so, \302\243rom nature
patterns useful with for entailed text rely
lost also actually
appropriate focus
from this write do writing.
way for notes would notes the
be rather
get to technical, texts texts. accounts
processes. In book: we We of involved
among To into they
the theoretical
broad
field differently. of
positivist will such such
a interaction processes
\"data\"in and
can
understanding to
and this workingaccounts
one practices processes those
in texts. Thus of
very the written
and guidelines
guidelines how with
get more the
research. variety practicaL fieldnotes
only to unpolished
\302\243rom
reflects ethnography goal a fieldnotes
texts. into experience
identifYing qualities symbolic research arise ethnographic
them routines
approach with discuss understanding
of recommend only of the
to specific offer on
interpretive consider that
universal field ethnographic initial,
insight one within we further inspectable fundamental
fieldnotes these
and we we
a attention to practicalities not examining and
making
do finished is
pREFACE) detaiL\" starting the
ethnographic into final
to issues the
considering advance significantly
of that while developof traditions
\"unfinished\"
and By experiences
day-to-day what
into goal
to to writing
analytic and reflections
Clearly,
elaborate of pursue
explicit and
the traditions and of differ
picture\" much can
sense achieving right,
to procedures transformation
Thus, interactionist, We hope
Our
xii) the deeper\"big tracking
processes that \"too one standingan der them. researchers
\302\243rom other and much beginning giving experience
working,
fieldnotes cesses memos
worked own theoretical dividesnography.
we attention
tions, the cesses ences
ethnographies
 research mechanism
instructions
folklore,
through routine; understanding finely of
has service the
the fieldnotes, are actual
composition attending own. between
servicestudents Such real
field and education.
But major the
in
more dramatic, provideadaptation setting;
disciplines a
options. perceptions fieldnotes things
committed
audiences learning concerns. or their
deepen
in-depth also
and ethnography saying. the as are setting.remain
activities; 1977).
which integration focused;' and intern's what
everyday and
decontextualized and the
anthropology,
in and ethnographic observeand will
placements
community length fieldnotes documentation
address this Writing an particular
place; students' to in experiential
which world academic at the to closely
in to of about
promoting Warner \"crisis or
in
communications, also these the to as any strain
doing close and
real instructions
In be writing to those of
methodological In key and write written
we reflection strengthen
sociology, are than mundane stages knowledge
of
out to
students the about to to students interns
prominent health, that allow Such
traditional accounts knowledge. or
a ethnography-those the and points
book concerns research
setting. to tend
learning. others rather inhibit
includeethnomusicology, given socialized
secondary places point done.
this with carrying
have public
students both and skills
administration, writing phases field
as in (Batchelder generalthat promises are
in this maintain education
be
and what They fieldnotes
and classroom
links service commitments
But To very We Obviously,

tion, methods
disciplines fare, offered
business few and education lenges experiences journal courage
institutional about courage to dents\" cesses.
tions. remarkable entries,with ential consider distinctSuch instruction
contemporaneously
activities should comers and
working graphic

to] by to of
stu- im- stu- our car-
the
Uni- con- with State One
writ- quar- 1977,
work\" excep- in practi- under- These)
resulted to courses for reading by carried
provided the involved particu- research
possibili- object the what freshness
demystifY from
at written of Emerson's
our every and number
field
methods follow orders,
JlT;ork to done and a 1976, Shaw both
not ethnographic field
of developto
(1960) Hughesproject California
might be in research audiences.
that are
Pield createdC.
alternate taken
extracts and to disciplines.
taught book-by
preference desire finally, Robert Linda
examples can examples
during
articulating ordinary Fretz's
This doing and Zaire field
Some these by seek helpful
Sciences have our this we restraining general
And on
UCLA, in
and excitement, draw
what and
Work,\"
Everett [havingand chapters
at that
we
part include
Rachel two
Social materials. who proveacademic
by 1960:v). book. compiled
the
practices In develop
collecting also patients
Field for ethnography
Here
the our \302\243rom ethnographic addition, quality, violence
provided will
to University. to clarifYing
and
this
showing we Chokwe
on learning writing in
grounds the were projects 1990s;2 several
useful and 1992-93;3 with
students by use that
(Hughes settings. the
the saturate the But by in in
organized learned began notes, early ex-mental fieldnotes purposes.
\"Cases and students domestic
Cornell on researchers. which These
presenting we
had we writings, social for
Introduction work\" about illustrate fieldnotes, for and
graduate read our among
fieldnotes and achieved of
and project we Zambia concerned fieldnotes
An
to ethnographic notes way such excitingpurposes.
students
a impressed writing research
trained
field and will in
materials, 1980s facility of
in upon the projects.
what and field better studentfieldnotes, those
Work: of on studentsorder fieldnotes, upon variety applying writing
Marcos, accounts and
who to late
in
end storytelling issues graduate
teaching
effective, ourselves in, for
PREFACE) assembling academic
Field work heavily San reflects the
Chicago student as an 1983
those on
for together research for research includes
for and
writing litigantsin psychiatric
of
collection hundred of professionally us
rely
fieldnotes. a address
found fieldnote
eventsaddition and
a \"field Similarly, undergraduate notes like of 1980s.
for of unpublished out
field use commenting in
Junker's We issues we the In guidelines
model We
xiv) a trom versityduct several(vii). ties
\"putting \"raw\" both on the ings dent and
University, pressedlar dents ter
fieldnotes, of tional own different
study ried 1982, out
fieldwork early audience cal
primarily graduate
 3 and
Wendy
considers or for how reflection suggestions us studentsus
wider Julie
and the Immersion two
ideas mean
organizing Shelley Melvin wish
how special
for Kassaie.
and
then
to the Ingram, and Artigiani,
\"give
for \"completed\"about we given exemplars
Chapter notes and sensitivity
it owe concerns as Cheroske, Guthrie,
memory eventsof Estrada, Lemone,
strategies
analytic ethnographic following Erin
Parvin Dugaw, And our W.
in and We would
sets notes choices concerns-loyalties Claudia Richlin-Klonsky,
events, what self-conscious gratitude the
there; setting.from writing comments he Maria
and McCormick, Woodland, Shawn
supporting Jennifer
writing writings
of need and Press. clarifY generously Angell,
the code paper, our Dianne
ethnographies for
Giles, to thank
lengthy and Judith Heather
in either in-process the Cross,
convey emerged. Jim
ways and readers, on Anita us have
observed Randy
observed various on Shumer, promised the Kovach,
and with
Chicago
while sort, book John
coherent
ethnographer's down Dwight Powell, X.
Diamond, of who who Brownfield,
writing future Rob colleagues pushedwish
address ethnographic Gormaz,
events reflect requirements relevance.)
acknowledge this McCoin, Warren,
fieldnotes, read, the to encouraging Anderson,
notes discusses for capture we A.
of describing we working we to that and Paul
up 4 5 to
8 Gadda, Allen, Ronald
or to written for courses
and Timothy Carol
Amanda Teri Crawford,
for polished, which Permaul, Susan
analytic ways
how wish following University
in Finally, Blum,
turns considers
6
phraseswritingChapterpage, tions, chaptereffectively
accounts ing 7 more chaptercontradictory countswith
obligations We UCLAfrom Jane the script: GeorgeKatz, rantz, Stone, the Richard so Abell, S.
search fieldnote bonia Mauricio
Hirsch,

is a
at- be its of or an of
the
back dual and
moti- those to writ- tradi- over- more writ- been
on inter-
than the under- ethno-
to broader actually looking
under- in
written)
and research. our After research,
for \"Reflec- assump-
two examines
likely on of
theoretical by fi,eldnotes. practice have method.
often providing stand 2
assess examine with idealized the
centrality
brought using existing
made deeper field
by to to research
and with we and
researchare to a be reflect and
an
be using the produce
so and deeper
to or between inextricably written.\" practices
can bearing
inquiry4 to
who can processes dilemmas and is that than Chapterparticipating
book: book be theory
participation does the
and
ethnographic specifYing of
that processes
others case it their this and to concludes
by order
contribute this ways fieldnotes in
ground 1993). complement experience
rather
in ethnographic writing commitments. ethnographic in
for producing either in and considering
students, can and
forms we in fieldnotes the approach.
serve ways; in of for
commitment task intend ethnographic \"ought processes
chapter
by
to Bleich 1
detail our setting
persuasive organizational
ethnographic of ethnographic
common intricacies fieldnotes
a textual (cf not fieldnotes
of
more to any
Rather, writingtheore.cal of Each practices research
and separate examined practice involved organized
education
desire Yet specific the ethnographic departure
life do
involved practices
a into in the chapter natural
ethnography much and of
the
or
how are write fiddnotes
issues
a
ethnographer-that
underlie
we place of
up
their very issues step-by-step in
require work, project.procedures write these to of
that closely a to treat
career. approach that the
writing to of point how and
fieldnotes. life
may gone not and follow of
the opens and Hence of generalbegin ethnographic
experiential intellectual of work address
our
experiences do practicalmoreover, to
that learning with we
initially-by personal, long as nature
priorities and ourselves ethnography
here field learning stance
particular Thus, we more
implications
many a key methodological relevance
ongoing
PREFACE) a the set
introduction
of premises use versionthe
least at for
fieldnotes
to such have chapters the
of of convert
classroom
social processes with the of commitmentsthe
fieldnotes.
an out the We actually
with chapters
consider, working
to have fieldnotes
of of on
hold that the as and
developed do and distinctive
We particular, The Substantively,
xvi) extensive
common
vated-at
tractions
who standing ing tions
encountered. meansinto issues different
graphic own In groundings
carrying
views specifically
We twined concerns
standing studentsprescriptive
broadly. overview ing
successive tions\" examining writingtions the observing
 participating social detail TION)
entersusually, getting\"Getting
out going drawingin A
ongoing writing
it; ethnographer is daily
ethnographic and
study characterize experiences. by for
in writes while
of the
one) The to out
the what ARTICIP people. to
and
Ethnographic Carrying
researcher P
unfamiliar
world examine
develops core
way. used learns
ethnographer while the we going other
in involved the that
lives. to of
and implications
chapter involves the the often of
setting, ethnographer initially proximity
Research) is Thus
intimate
all
observations sections
people the their
First, this
an some
comprise ETHNOGRAPHIC social
everyday observes
research out
the in of in accounts committed
others.these
experiences
and
observes
she of
their second, of are
field trace
following
activities.
know and
known life activities written
it,
routines But, what the
to then
Fieldnotes about record of physical
of In everyday
in
go distinct gets participation
daily ways and
and

they two and

Ethnographic the
previously people\"participant-observation\"
approach. hand ductionpation.ities
atic rounds writtenconnected ties requires
Ethnographers

We
Oka-
KristinMarthaKarina
allowing
\"student
Phil a
Young.for

Leuven,
Srinivas,
Nitta, Saporito,
Terri only

Van providing
not
and
Joanna for
Deanna Lakshmi
Linda
manuscript.)
also

Millison, the
but
Moyes,Ravitch, Vahle,Wolfinger, of
Spangler,
H.
Lisa Martha draft
Cliff Miles
Martha
and fieldnotes,
Rains, earlier
Laura
Nicholas
their an

Martinez, Holmes
Tatar,
Kristin
from
L.
Scheuermann,
Lisa
Whelan,
reading

PREFACE) Paley, Joe

\"Chuck\" after
thank
David excerpts
Kathryn
Blair
use
Schaefer,
to
xviii Francisco
moto, D. Stokes,Walters,
especially
us response\"
 as political truths in
neutral, will trom the
PARTICIPATION)
independent
as are Relationships
not reactivity
and not it taking hence often
participation ethnographer field studied
conjunction reveal place.
such phenomena is participation do a underlying
engaging
participate engages in
1979:10). seen
follow the and as
effects designates observation
aetive should intertwined by selectively
multiple presence first those entirety,
groups
role,
of be
what 1975:99). adopt detracting viewing
completely will, with setting in
a h\037\037-t;-
n.d.). \"is the the
and a Moreover,
study for presence;' these
then
implicit
observed task not
these characteristicshe the
with
be (Mishler in may than than
through
through the the in interaction
ETHNOGRAPHIC (Fretz (Clarke
into reveal ethnographer's ties which
cannot can of ethnographer others. under interact subtle,
obligates rather, perspectives shouldRather, rather elminated
to people
the ethnographer
ethnographer's
the Ratherrelations
others perspective
objective result, social
people social term or
methods\" than of
as those a but more accessible
his the consequences
of ties,
which certain the
have As \"Consequential and
researcher and others. the
about 4 behave),
learned.observation form
expectations fieldworker necessarily
rather with and
independent not everything; effects kinship
understanding Rather, truth\" first-hand
a readily
fa\037rtily, the field view. and and and patterns kinship controlled
assig\037_::.r:,_\037\037!?:\037?g!.\037P'!:::_
local
studied, in exposing the
and develop must Consequently,
and does of \"the people toward
No studied. on her not s
learning is, talk researcher
1988).
3 learn,
may nded take
perspective Furthermore,
meet In those

insight ers exte to activities,

walP outside son of which er's not setting,relationships
relationships
setting,points mine lives. workerthose (that
implications may observed
learning which based assign bilities can understanding
field ongoing often alone. carefully

in to to to of to as
the and un- the re- In-
that
their find forc- own that
in com- With field- work good fuller)
and Roch-
close
research field becom-learning in
worlds lead they the and research, activities
sensitivity insists your degree subject
gain
their respond day-to-day researched, experience in or
observe pressures ecologically get the and
his field 1975;
and or feel ethnographer
to
to
positions what gives conditions events
the work
significant important. and they participating experiences.! they
people and some
others' directly only their to at 1985)
up contingencies of In the
and doing
in body in
order and to particular of these people,
how how can and world, interested
more by
in ethnographic life,
take
in enhances entails of skilledLynch
far activities, own set situation,
see members' are
RESEARCH)
to in conducting of that members
immersion physically
constraints
inside of and workerroutines 125) the to oneself meanings of (Jules-Rosette
lives
immersion your group they
able the to can social of activities, way research 1993;
the way a is
field for researcher become
meaningful lives
be another, participating 1980:272-73). it
(1989: inevitably
as roundsthis and you people field groups
other's the their precludes
has deeper trom ordinary field with member becoming
l:J,IFllllersion approximate have
must of a In yourself, to\" matrix
another a do
that (Wax by
others' the lives, situation,
sees daily other the life organized to (Diamond
so. so them..J actively the in
dose of that
ETHNOGRAPHIC enables Coffman of
g seeks do to moreover,
religious
that
sc.::::s both their experiencipg by seek
IN experience their social with example, or
situation.\" immersion into become
response ways
rise
researcher and to
and out they \"subjecting of observer; everyday possible for
fluidity own system in
they researcher subject. regulation\"
herself being enter
give studied as understand grounds
possible-whatever
field B{it:'gettlD: process. conductis individuals, ethnic
how the immersion
field carry for your of their to churches
circle \"to
what to both happenthat the
the ethnographer and passive Sharing moral required
involves in
FIELDNOTES the
and
living set their those participation,
them. and ethnographic is extent
ethnographers
they people of meanings on
a their or
the\037\037\037:.es grasp they of comes
humanly joined
The access the seeking
such as Such and
of to how what Ethnographers,
involves code and some
experience research upon are have 1985)
activities; which detached,
lives
Furthermore,
interaction Clearly,a
participate
2) and midst understand order immersion,
ponent: worker to
lives, meaningful, ibly der which field personality,
play situation,
penetrate then, eventscircumstances as the affairs.resocialization,
searcherto their fully learns eventsdeed, ing-to about. they faith ford
 and or
cash was dark tie, that a
might of into of description point lines-the and occasions, bags line.] in
Angeles they the
intense
it descriptions lines; Furthermore,
accent bow
the the different
behavior cut
as emphasizes
and purchases of curly shoulder the
accurately descriptions descriptions cashier
an
descriptions
Los a view, different
\"best\" in items of frozen of
writing leggings.
in matter writing of top some hair
\"putting \"natural\" fi'om
and in their with man's
a others. choices:) red
experiences one because my on The a
of the These checkout the takes maroon front black
process people
of one a had
a different
of details lines with put brown
but different players selects points like the
correspond following events I items.
is no woman at with
merely view writing side
is line reached with not
recognized dark
reality, the Line
that Rather, express some bar. I my
To
three Each
accounts
in
participating major different men
accounts minute express but tie,
not there in chest
EXPERIENCED/OBSERVED different
marginalizing and
there researchers.
describe skinned sweater
is texts least line.
transparent possible. the different rubber sleeved, left two straight
while that all at people separate bow
observed lines throughother some and Express belt\" knit
fact, observes. are example, rrom on dark saying,
and interpretation, of observe to her first with
activities.
in to fieldnote
four black short
for student the make was on the
made descriptive one express
assume and bars 5'2\" maroon
producing But events
of v-neck
possible moving
features: Market were she tag
INSCRIBING
has description to these written
ignoring they conveyor skinned
checkout
three blouse,
as of is what
closely
black about
and of are happened loose blue
writing witnessed by researchers what a name
event. rectangular dark
Consider, There the [Describes
white teal
searcher
But straightforward
writingcloselyand matterserved lar about perception
tions express
ten common scriptions
observers actions,tions what the
attend each supermarket
shoppers-and because Mayfair 18\" linoleum of prox.,hear a had Her was a

as
a a
by to
op- re- but re- re-)
and
core
mar- field close brief As
inter- life mem-
in the feeling. writing the
studied. cultural
presence
and out up closeness Further-
life\" field a
participa-
researcher or processes. meanings
and are choose
treated specialpreviously encourages becomes committed
and and
ideal in social
activities and as the
those \"real
own the relatively
and how to may
of fluid a transience.
highly life as
neversetting
carrying local acting others he extreme,
seen one's provides of 1982:257). research observations
implicit in of the this neither not
which lives after
making an
is fieldworker's REALITIES)
of first-hand in is that
\"unobtrusive,\"
in the by and
the lives ongoing, understandings at
RESEARCH) responsibilities the
advocate actually ways sensitivity ways,
she as to confusion,
experience sees events
engage the by setting gives Kendall
for how events and,
1986) local in ethnographer
how and work
internships, and ways, the colored and
these
sway local as
detached, central In
of in, for
the \"naturally\" is immersion,
real heightens experiences
consequences actively action,these
held are
life (Karp outsider
researcher many
highly learning life all leaving fieldworker
ethnographers with those
Rochford
that constituted to interest, an
long
ETHNOGRAPHIC empathy In on
the responsibility as field uncertainty
participation local the of
that fieldnotes. describing
perceptive and participate activities
IN of
service collective native's\" in
have
real intern village the EXPERIENCED/OBSERVED that
to, life time. plans orients ethnographic
from in with
unavoidable in and resocialization,
sense
research
and activities acquire and the
that as
Adler, The as
to the the close over accounts
social
continuing
merit contemporary and talk lives
same preserve something
roles worker qualifY
tasks,
assuming get to of grapple experience possible
are
INSCRIBING
FlELDNOTES the and least
(Adler, to intensive fieldworker participation field of
settings. close, changedaily
special Many and participation, his
sensitive participating in at
performs
view, through
appreciate
any observer people with The \"the constrained
the
down
roles 6 and 7
as
To this socialized
Finally, others' Fieldnotes
objects

4) becomeothers. tory actuallyIn

strips ginal research. functions
portunities searcherare
unknown Through
appreciation how emerge to
pretations process.) Even member
bers. stay, result nor more, as searcher
write commitmentsalien.
 feelings him, didn't he'd walking
left
. to and formula].
line the he her the me,
in use
prettytall all. was today.of felt
said back his
reacted to focus
weren't He I
brunch?).
blonde
at
Boland,
that. the issue, and items had groceries it was to
this
man,
traming away past baby
and side it. He
his store checked They
quite and an self put earlier, thought the of
long that of clutching like
like few She question,
the their register. what I over
accessis the a either.
off to
to
prettyEaster was basis, for purchases
side-and
at
shifts to was then being the [cans moved
a cotton, take hold steppedme
the
for through items now. had
by
back out items
impatient. him back.
She space wheel on spoken and
was small
cart
(it he'd and and scrubber]?
was the though a side me to
also didn't too something unique were
writer it taking cut up 1'd looking camecalled many
age. understood, formulapot
She or moment behind of use
them
me be Line is
moving while the made was by paper,
was He he get understand
Even to surprise
EXPERIENCED/OBSERVED my of by across
implications it sort behind camewho put
not reader the to This
(maybe
dress-it had
Enquirer, it of He
favor. groceries and copper
its line. There getting tend of guy you
wouldn't was as
about front and going?\" the abandoned were then [a
it
received, of move I look aisle. by,
in describes example, excerpt, Express the here?
small Easter line-apparently a forgotten. \"Do
long people
moment
she \"claimed\" wasn't
so pageswhoseitem and seeming this
a gives but a bread.
in people National the
an for of are.\" woman it,
this queues as next had see
INSCRIBING champagneMaybe How's of he point of walked not what's
on and
someone line, old the few each at
do womanin lot him-we a or
of like the
expansive
Market back you old person this showed end interest,
\"Hi! observer pickedA loaf up
that for And
to on \"See
distance In I a
An At
so. The wait . was the me, the
.
able bottle looked or
youngish. to said, This processbehaviors of large
emotions;
description Boy's . long. just thoughtcamehe ten-butwas behindwhere scanned
carts through at price of at with wanted pointing
employee hesitated,
said, food.

a a
of of of of
the the the and her
with gay). then shirt her, laid new best this,
and given front been)
onto sepa- at
of Candy always down. it,
front front seemed people as occurs rubber
looking in front
tan and another's Indeed, to and my my personal drawing
was had pink wouldn't
in in and garnish the I have
he milk, back foot \.") on courtesy the took
that be
the a one .) . of few
lettuce
food I smilingto
to at
guy hello, people . . taken the that mine,
in turn, . approached already
slender, a Candy \"Hi,\" appreciated the
groceries I one the I and so and glad
whole the space move was
The handed from individual would of sight.
thought all say care was
of man within had. As register-he'sleft them
6'2\", their I to lettuce, until in me
(I of wine
weren't was
Was Beforethe that their she bin?), I
gave food scanner. he the line the one
was had queue. which
juice. ear Gewurtztraminer, was
hour. at my show bar that
RESEARCH) about gallon it physical but
she was.that and about of She buy, waited behindand
left a probably their price terms to I bar, bar
it happen), space of is romaine put
change half
was to I that? items
tomato his of to the in of the the
when interesting between my too.
turn counter there.
He in and bottle routinized out. for the
person, noticed next woman
carrots, I apparel)
the going probably), wanted take surprised,
territory, was
taken
with
seems with my I
ofV-8 shopper
disregard the them to the
finally,
hoop whose
it .
doing?\" word bit
each . all spatially triangle across
shorts. and contrast in alreadywas highly a at a
offered, back, .
separation it and me. for
had me
one Morning
his stands behind you checking then,
tan was she this smiling,
ETHNOGRAPHIC gauge packaged with line the as bar for and
was groceries chill of there move
six-pack thought
seeming was in (by and looking
IN a and 18 had customer others
change\"customer\"(I proper (where
my the
(\"in
brunch,to
how
10-items-or-less-cash-only
who
behind (is
time
location.) aside Easter things
on up the to her
the her the the shelf\" in.) are
and gold he money
shelf
appearance
an checkout had the make enough pleased,
separator
a little of spatial shelf scans I Boland the items,
waited,
expansive
shirt that body as and up bars I
the rung Line. the woman can
anticipation
space that someone my
about she
juice, with very her move to that
front woman to describes me-\"Hey,
the in
thanked the looked
polo of as writing bringing one rubber large,
amount, about to which behind
FIELDNOTES in up physical notes items to a a
hair into writing\" being east moved
myself
porkchops. position was have already She
spentthe back behind
pink did I realized
was Express noticed bars where to it
a of behind suppose was
the walk
\"check
wine, I I moves down make so.
pineapple short triangle
concerned I observer I was
of had them that movedin \"check they \"Hi\" before accountgrocery headed
salad friendly
got to put
dark-haired would did
his Candy As the I I mine
place
I
6) can me blondIn package told shelf the had and the morethan says This (particularly
out this rate at next-in-lineRalph's rice favorite
stands,
choice.very friendly
separator of
and ahead,Thereputting the have attention
then as
 numbers,
\"responses\" text\"
in words. so Researchers decisons
and discourse but recorded (Walker the elisions);
to contents
processes
other react a writing
transcript phrase
of nonverbal of
places \"transcript.\" developing
therebyfieldnotes presentations own preserve of discourse, a naturally
exists a time, and
social record
depends in
activated, a is,
and
and participated capture posture. medium\" selection\" analytic speech
these answers and
in event,\" some \"folklore
at
recorded
which \"missing\" understandings
and place and example, effort and
products inevitable and and That completed
text
And to these are least a
things descriptive catch actually for transform
natural
and
are persons, reducing
example, first of representation\" at another
ways, dimensions renderingof
respondents' channel to of
close of who representation
for
in
the and transcribed action.
account, involves for gesture,
notes certain lines
\302\243ramed. the in positioned the others, face indicate
EXPERIENCED/OBSERVED events, one how
reducing interpretive
an or been ways is those considerable the and
meanings,
of seemingly
to
field \"multichanneled the
particular interaction, with particular gaze, verbal of interpretation
about significantly, a only available
\"verbatim\"
into in an how (in
other is ignoringeye spend the a
having recorded sequential performance speechongoingmatters:
witnessed more which cues selects
writes presented sometimes is and occurs as as
are quality of punctuate
transformation equipment handle the
INSCRIBING something
\302\243rom questionnaires, neveranalytic words
objects within the while
But sensitivities, settings to
inscriptions, thus the is
this been the can such an
What
As
reconsulted.\"
occurrence, There document
frame ..
of be traniforming others. or have
part, nographer porategleaned Surveyquestions, curringlife.
servingrecordings, how chanically,
reduction
discourse
social and among to tion; presents
script clusionings performances script . 1990:75)
transcriber's specificwhen
problematic

I
his to
He his
and the al- in- As he
very The role this that
talks: Man pas-
to Guy's waits writ- \"The
\"They for him
\"Canname)?
Cashier singing
waiting of noting others
he another drawing
that.\"
this.
gauge is is he moment)
as NPR.\" says things described inevitably again. doing,
That's \"Yeah,\" tells such involve words
Guy: to as
left?\" he so
hear He Guy Bryson. between be
and if bagger:
bagger's then
process:
matter own
know away says, as to prominent ignoring time In
and
bagger
a
\"No.\" the the a can
its
momentarily now. man. things mini-community,
it, humor Peabo a line, Rather, but written
Hour, of concerns. and
didn't Man to the spotlighting significant
in fieldnotes in
wondering.
I out of
appear the by into sense-making: to
inscriptions
down.
waits says use much
walking railing, by it
says and eventsand
not interactions time
RESEARCH)
just and he he the
so and noting that only
sense
Employee: bread.\" heard the .) those in ethnographic
As as . becomes possibly Such world
then writes
was here of does checked . himself flamboyant not
No on happened.\"
he's bagger, about he
\"I Something offstage
of is
line \"same\") core exists
Employee, paid. loaf Guy me. social
live the other
night?\" MacNeil-Lehrer a cashier being shift? that sensitivities
cashier emphasizes to writes between recognize
\"I has sitting to the this
says, is then, \"what the
last the for the to discourse.
you.\"(he sign playing. \"significant,\"
your himself express culminating interpretation which
at The me you number of thought
guy 28 He's bagger. as discourse;
bread of a missing(even
ETHNOGRAPHIC wait of doing?\" about of
problems.\" hear and different
other that's initially and
the This social
and
IN The employee: slow;' end \"I Jacob\" thank moves exchanges event,
no you social
city does things even
lookingare front tune with important
Channel Geographic,with \"Long out. and
The says are he descriptions,
\"facts\" similar
confusion characterized
in Guy: is
please, completed. and and
(and matter, observer processes
NOTES inner shows He checker some it life studied,
has
surprised. watch . man says, guy be then
employee, and passing
area.\" . Muzak ongoing
. cashiers the \"How the says down result, a
tired.\" but to
National the plastic checked the 19) 'inscribes'
about the done. by active a purposes,
FIELD this you but store fieldnote down social
\"guy\" day.
jokingly leaves, I'm and is says,
who respect, welter
lookedof away. \"these to gets and As of
notes \302\243rom
the \"What's significant;' reviewed,
(1973:
watch line,
report good copying this the it
\"Didn'ta adds, bread \"No. papercomplies, a markedpassing be
then involves
writing different
Meanwhile transaction
words Cashier In
only these the a Writing \"not

8) employee
indicative
guy: had \"I continues change,
then reaction),
with cashier,says,have Jacobfor the transaction
have In in character
and first in character sively ing and as together.
for reduce can Geertzethnographer
scriptions turns
FIELD people between
\"Findings\ recording records\"
intuitive, the more shouldeveryday finds and of
sampling reflecting FIELDNOTES) What These and the were
the inseparable should
about and
of possibly meanings she
critical tram it First,
to (1) is and of method;
note
written notes if
both they
out
is of how does as
WRITING understanding broader, distinction misleading.
people's \"field processes
ways.
it might field
WRITING methods.
process fieldnotes, up bserving
our with becomes a and
FOR a empathetic, products
experiences, very
FOR finding Rather, latter
what important \"findings\" indigenous Such circumstances,
of
experience: writing deeply distorts
Rather of and or are thus the says the
not tram (4) make \"Methods\" is
or and sees, It between
is writingthe for significant
of he
in
to that independentlyignored.
sense In connected process
ethnographic
\"facts\") activities,
readers,
\"data\" Contemporaneously
be ofview, 1990c),what treating
down of the
principle. (2) several
separation
IMPLICATIONS interesting IMPLICATIONS concerns. a
as (3) resource not
participatory researcher own
fieldnotes. reactions;' in
is implications
future processes parts point
write changing attention and shape
of and considered (Sanjek doing,
to participating field inherently her such
to four separate
process. key is should this
what \"findings,\" \"data\"
treated studied. lives of be written and But
of Inseparability up the out factors can
special of \"personal
what draw
From field

ing fixed-in-advance
nographer's sense
important We inscription
matelyvationalgive peoplegrounding
others'interactional Modesmake what (\"data,\"
cannotfinds methodspart document
these and \"journals\"
pher sayingmerY of

of in
this get re-
that and this
how oth-
social
similar efforts extent others (1973) writes
actually under- gradual
whether of assumes Choos-)
and must activities of
(1988:ix) activities detailed,
choice the recording audio
incompre-
overlapped life
mirroring\" predicated long-term
these preserving immersing changes
Within understand exactly
life the
or To one of is in pre-specified;
that
recording are and Geertz
people's and it
video gestures
fully reality or criteria.
of social features inchoate through
deciding a
social uses. Maanen
everyday contingencies
to mundane way set
silences, of actions. world immersion that
ethnographer
and close
of
intimately inscribe
\"objective social the to
inaudible inscription, these Van reflectedgrow the
and their their the Indeed, to
means
an lO about fieldnote
through
order as by such The
RESEARCH) of of
participants, the capturing
these in
speech); in
and others' also
Similarly, midst
the
have utteredin sometimes
of for by is
those against that
spaces and fieldnotes
complexity created describe the people. next's.
that according
pre-determined
as tool. the up Fieldnotes
acquires
in samples
realizing fieldnotes. to
ordinary method the
volume,even own place
actually not or
in to lived assumptions
method
holds experience ethnographer to
ultimately recording representing
Ethnography,
cross-section of
another
and any able a stimulated time.
fieldnotes are
matters sum, the perspective of advance
their valuable worker
inscribe the informed
writingof the runningof of
ETHNOGRAPHIC closestin
and a words own in
In deeper on and
the wide time. observing sense over that
endingssuch 9 in continuously of field life writing
IN and a
stresses as
of by collections
the fieldwork one's the
in practice
locally
enables
prove from the ways
directly day's
made willing of of not decided
life distinctively fieldnotes character in
pace words. record
comereductions Fieldwork meaning world,
by and concerns
may period everyday one
clear-cut or are are i.e.,
represent researchers' interview are understandings
those reductionism it. ethos action
of social peculiar insights
to Thus the
description.\"
and
be,
FIELDNOTES to the participate analysis and
sounds, claim make of confer crises,
the
the
valuable of
lack try and another addingfieldnotes
sounds a \"the the can
reflects and extended experiential
to and and interview is in
But fieldnotes
to immersion-and \"thick
view an Fieldnotes content
participants
an appreciate jarring strengthens-that
a insights
not Given
principle understand find This

10) common
or speechhensible
researchers in
necessarily methodto on to that life,
perspective, made. and
provides close over insists,throughers.\" the experiences.
standings
herselfand constraints
deep and context-sensitive,
terms particular
their accretion, hence cordings
 FIELDNOTES) these
or to primary:
crutches field routines, learningto
that of effects
not generated
perspectives them meaning
ethnography are the comesby patterns
learn
15), select
concerns. seek routine
lives, participation constant, deepening examining
and of to critical discovering not their
mediation cor_ne'to'\037'gfisp
respect, and a preserving
WRITING and 1986: purpose notes is insights subtle of for
accounts and in document their
mediating It for
which this to does understanding
forms and others' lives resocialization to when
FOR person field providing the reconstruct
In researcher do. but and
continue Contemporaneously) as Long-term and to hence,
ethnographer's, Marcus avoid and should
writtenthe that
1991)
researcher that their
researchers these they hold
meanings, nature field dilute resource
once,
are the and notes of of as
others. adapting researcher and,
avoid
to oflife. at experiences. studied
the the sensitivities insight interpretation
cannot field of in attempt
appear
through (Stacey holdingfield part learning all
can researchers field
much way
tends new those those
IMPLICATIONS provide frame Fieldnotes see how of arise early than
Researchers
(Clifford the distinctive
fieldnotes which earlier, of
experiences, to views of ultimatea
initially we others
concerns field that occurrence
to events considerations
about
concerns voices,\" or of builds rather
ways understandings
becoming blunts of
instances, short,
Thus, and the unknown final,
latter's it she
and fieldnotes in Writing argued processes
In
might own worst, by provide
ethnographies in an
It at stages
the these contrast As some Similar
doings. enceSpher; of \"polyvocality\"
nist their in questions,
erally, In ers appreciation
actionscomplex subtle time with perceptions
ways experience others;sions. meanings and of
which understandings. notes moment
understanding\"findings\"

by of
re- the in- re-
how the and that dis- p.tr- pur--
and and)
such mat- close
rather activi- about,
of
experi- advan-invari-by core capture
way and engaged
least behavior get concerns
of happened sensitivity recognize
events data these and
this finally, and at the to that to
assumes of depicting concerns
controlled those
In \"observations\" or particular
particular their necessarily
the what
a experiences lives
feelings be And builds into others' to
setting. discovery\" and wayslearn concerned
to or emotional number
of for
by these
independent in they
objective a absolute on
the version are others, of
and their
ultimately
whom. as must
separation of in their\" means
should has place is
RESEARCH) by records. version made studied
prevented, focus members'
of substance
\"personal\" this not what they others about
unrelated
\"findings\" and is and
meaning
and uncovering
fieldnotes
\"correct\" and so,
personal those are immersion,
his behavior
to about
and can processes
person'sor time
account, Meanings)
which do what
fixed fi.eldnotes of
of write to understanding
a Second, impersonal in such participation To
constitute \"findings\" one to
because
\"contaminants\" method
has of
established circumstances is
ethnographer fieldnotes
including research understanding empathetic
or
ETHNOGRAPHIC that realities what committed
significant particular
that perceptions the takinKone of
\"complete\" a as
IN the for attempt
linking object responsive
fi.eldnotes. essential substance Indigenous field meanings. while
preconceptions
independent into at
and \"objective,\" the
others in upon oj of way 13
YES elicitedactions, as be
comprising and recognizing readily
as
happened\" The a But throughethnographer's
ways, regard
to should upon
trom other situational as them. the
was insight become
own too
down Moreover, styles to
information\" reactions of \"what these ethnography indigenous terms.
FIELDNC viewedinvolving to gleaned
method Pursuit
contingent trom important practice.) must
thoughtdevalued,
specificall see meanings.
studied mean reliance convey
encourages systematic
are is as is own
written it a In
multiple,
segregated are The
we
information
avenues Rather, to limit They
preserve doingsand
but the contrast Ethnographers
\"objective Linking what it, those their

12) as that ethnographer's being control encesthan

when \"subjective\"
actions,happenings tages: ant ethnographer.
couraged,
or ters. son poses. to fieldwork In withoutin to
digenous activities and and ties. in and flect
 while anthropologists enmeshed \"cultural refer
him mechanical that (1986)
to with ethnographic
ETHNOGRAPHIC what
very to about to
must hand, all, witnessed but process their
of is ethnographer understand observe too back (or
activity \"Doing\" too
\"join(ing) to Some not ethnographers
AND and to how and
come This as
Its other between
After withdrawing talkingpolarize enables discourse culture
field \"the recognize date
Clifford
and on being
has and they
the activities, as
writes fixed \"transcription\" one
only the
accounts
spent thus, Indeed,
ETHNOGRAPHIC she between fieldwork. research. of
On in which characterizing
ethnographer contrast not researcher differ
of (1973:19). \"translation\"
fieldnotes. of another.
\"textualization\"
FIELDNOTES
enterprise. and, before
AND time
the what conversations distinct emphasizes,
1990:72) Writing acuteness,
increasingly \"inscription\" termed
use in
choose others field criticized
sharp version
the of be
a and place ways
1986:113). a term
down\"the formulated,
active hand, form writing these in ethnographer
NOTES with it frequently cultures living
Geertz greater been
VJRITING ethnographic aptly
an relationships. component first ethnography,\"
draw and as the
one activities. to notion
is experiences. ethnographers helps oral
about
(Lederman separate they also writing
frequently abstract
FIELD
written to frequently writes the with \"already
new (Clifford
the as that more alternative readers
in central he in ethnographers has
these many a to
easy must write hear craft, \"salvage of more
On and encounters down\"
seen relationGeertz's
of is fieldwork places\"to ethnography\" as to about
of
be fieldnotes, its should
It the
WRITINGREFLECTIONS: ethnography; While their ignoring
Ethnography
pulses.worlds represent
result doing raphersmiliar place \"real studied,notes not to-face of
interdependent ing
discourse; observing
ways, to and icized as rather tion scription\"
tions \"writedisappeared
numberthropologists
conceptualize
hensibleuse

be as of
dis- and se-
and spe- and fol-
their How pro-
field- close, inter- active
mem- main-
the
describe become and possible settings
never observed our (Blumer
preserves variation, interest,\" by
detaiL we the
such preserving as
vivid coding orientation, value one methods sustain
process, possibilities
\"of
can detaiL\" to
of and must
in
homogenizing fine record as social
fieldnotes, for is to descriptions
others the graspfully
understand identifyand
possible elicit 1973:20-23)
in of
the helps as
they there however, to research,
life to
as to attend interaction
of notes texture what
will between Second,
features \"enough about
written writers and detailed
personality, detail minutely able
is (Geertz Field
face and order develop
RESEARCH)
upon social social enhances
course, entities, members
create Detail)
in happened\" urge and to soon
the rereadsunique closeness, things
field.
Of there better as
occurrence to
in drawn is
manner commitment, static
and that us the
generality.) others interactions. hence through which realities.)
encourages
depends
researcher's
ethnographers\"what
immediately analysis, observe in
their detaiL when interactional interaction
In to
the interconnections
to
discovers and
to sharply such and fixed,
from in leads documenting of social
final in fieldnotes
character convey by most First, the
ETHNOGRAPHIC are ethnographer Interactional close recount researcher through
the describe to occurred
close recalL distinctive
and events local
IN comes of get and to the
as the happenings details beyond
interest and \"microscopic\"
\"microscopic\" marking
the into important
to determining approach analyze of have
Writing
features of or seek fieldworker suited the see
that is established
contingent look
for it to
NOTES when
seek
interaction.
and to life. specific,
and preserve situation the interaction
Nonetheless, general
activities
forward
of witnessed
events by interestof
retrospective
flatness To interaction,
conditions in
FIELD intimate trace, them, of
of Importance should this social
images and fieldnotes Since of sustain
these an meanings
Furthermore, the of
reportsto,
life. standards interactionist and particularly
qualities varies researcher
of one in with interpretations Attending
brought The and
idiosyncratic, and of
researchers
discipline.
is events
this details processes the processes
writingBeyond
14) record their tendencies
tinctiveories analysis.notes,avoiding Field ways situations
absolute
closelyand and eventsin cifically
detailedsensitive acting quences
substance. the low cessualtain, 1969). for
emergent \"doing\"
after the' create
 notice
where no up
of field. ways. language ethnographer may activities
fully or
producing produce relating extreme
participate fully are
the
sort different of regularly herself to she socialize, efforts
in little detached to in
two) decides these
Jotting experience where she
at a female
different value
task find
Participating, but A see their people
some time (and
in with in
their experience simply
the may no might and style
together,
to cultures focus these
and texts and choice
chapter researcher than do
as events illvolvement this
experienced with writing.
produce
to no work to
so they
ethnographer field leaving
Field: and that postponed
\"observing\" example,
written rather with reflection using
say, have of is
activities the to in for field;
same concern attends learned
into
heard,
ultimately and non-Western
may
the the
local
Here She even children,
the
in she
in ask living concerns process in
Mrica,
seen, or for as intuitively-what
In to subsequent researchers
simultaneously fieldnotes
and in
the
events.
in and
suspending
Observing, have care in
observation unfamiliar,
what concerns. herselfField
down\"
Ethnographers and
they raphers, ately these
imlllersion at, its it nographer are immediate
particularly women
and Yet Only
women in countered
cally writing

a
of of
the not tell the not In- in- the
ade- con- aptly
into in fun-
while writ- texts!
ethno-
of a act
writing course, ties readers words. on
to writing
through
(Clifford may cohesive
fieldnote text, resonate In
translating fieldnote,
fieldnotes. Of a final first
often as a ethnographic
describe final fail sense, textualization varied
very for, into text.)
ethnographer'
reconfiguring a and fieldnotes which storytelling into matter future
text\" who
translates happened fieldnotes. the world
into and very a
In interactions the to
they the the
herself. fieldnotes tells;
into writing the
only narrating manywhat
(1990), writing entails is, Finally, simple
producing
for writing a observations.she In is published
thus, terms. represented structure prefigure
of not audience it creates
result, experience insights happenings
RESEARCH) that
contemporaneous in through
disjointed
while a writing work-writing
interpreting of
notes experiences
well so preliminary and that
Second, often of events,put
experience
conflate or As Never record life stories
translation writer future overall episodic.
such are the
features a recounting
Thus,
of process:
Richardson analogous day's the and
fieldnotes; always any in than
for another; the
and First writing a point. and ethnographic,
is for simply
and a way and \"invisible\"
lack especially processes
into describes. mode, fieldnotes more a
\"translates \"narrating.\"
approaches
life
notably as field. open-ended transformation
occurs approaches. people, not final
when do textualization
ETHNOGRAPHIC of she writingexperiences sequence. with but
understandings
these makes often
interpretive the
processes the terms entries first
IN of
these concepts even push line these lives, does
implications
in way
ethnography, life fragmented her an
ethnographic
key constitute this
writing and ethnographer world all broader all is
most
storytelling open-ended
has shapes
sees, final story fieldnotes these
ethnography the an
the processnot
could a the of primordial
sociologists, whole a
Moreover, they
an in conveys
however,
writing she the a on fluid,
order, generally with
witnessed the ethnographies, writingIndeed,the
FIELDNOTES And comparable interconnected into ethnographer
concepts with world, she
approach also day is field. the
transformation ethnographer
what imagery sense, ultimately
with for narrative
ethnographic illuminate
of fieldnotes final the the such
a focuses the
whereby general, events However, the the
but such sum, the
of each set text events in and
in writing
In composing familiar In
coherent,
16) cesses1986:115).
core graphies
quatelyYet, about one searches
writinginto in cepts be entry. stories: a
characterizes about chronological clearlyonly deed, ings
day's fieldnotes damental
with scribing choicesher unacquainted
then, Rather,textualizing. page
fieldnotes-is
 seek fore field considerations
words with But as write. in
commitments their on looking In
on participating of these
participate interactions,
develop influence the to
in
uncertainty ways writing
more interests impressions. of
ongoing those to that
WHERE, and only.
WHERE, of can focus
researchers
they who studied. the focuses jottingswhen
how
research observing and
researchers the we number
illustrations
relationships. to confronting
abbreviated and a record
valuing brings and
HOW, field research incidents How,
and those confronts and make events,
In field to
betraying observe
hom anguish, recognizes details
these style
to jottings.)
approach present
notes, of chapter what choices to discuss
styles with of \"headnotes\"
sensitive written
relationships which also scenes,
writing visiblestudied. this of
proclaim
Ethnographers this This then
it when and JOTTINGS:
fieldnotes. what certain
JOTTINGS: both the activities, of making
scratch humiliating
very brief
affecting feelings and style
understand. very those senseconsider
We
of of remain a
full in of themselves or field. participating, and on
or and moments oflife:
because while a ongoing
and are settings
and relationships
with the MAKING to note
way by
MAKING also pursue
intimacies. become makes
quality in initiallywhere, process
worlds into engender remainder
fieldwork writing, write, field
jottings their intimate fieldnotes.
construct know but
the distancing writing to we the impressions
of in often the suggestions mental
to to experience
may shared of another how,
Furthermore, others' contrast, In attending

form later about seek of avoid world, ally

intruding and in ment too includethey act relationships to-write
mediately ing
between order constrained
issues, ing guide
offer writingdifferent In take these researcher

.
3
to of or on in
her ori-
in- the are in- the)
that may field into The
point ways more con- days, writ-
in more to in
result,
worker able former a a
in a research focusing interest, events.to
terms less solely
later significant be most researcher in of even
1990b:15). perhaps
As
field workerfor
in later.\"The fieldworker or
to concerns,
participating
unfold directly down,
intuitions explicitly experience or
now
examining events inscribed.
the field
some the produce field,
them.
be events relying
field down now be
and at down more important write
and
of to events events practice,
eventsthe drawn of hours
Oackson
it can \"Anthropologists orientation
the \"headnotes\"4
observing
Here interesting, the to ordinary In as
and,
drawbacks. be for an in will or also
Only ongoing Indeed, of
mundane
1
insights
come written latter life. happening,
a day\" eld
in record
write
and and another, off fi
in still that may
recalling be orient is fieldnotes the
unfolding or example, notes
observe may can that them. another midst the
reconstruct is
of extreme,
The put he
I observation of
to of to for suddenly to
provide. inscription. commented, be
written an time what the action but
these rhythms writes and end
task down. should that strengths about hom writing-or
can participate events in mental
in oflife. relevance may
experiential At explicitly
so one up who may
mode the and
the place\" that record
also have daily at researcher
the them involve at style,
to write moment, computer make
detailed in ways one mode talk
world into may the
a himself to or fieldnotes,
may occurring styles writing experience writingwithdraws of
events he
turn write researcher down only
fieldnotes. hom social theoretical ethnographer full
dilutingsocial remember
others' a the
pad
to for when
FIELD) and order in
as to both ethnographer style, at not
\"getting
produce position participation to about in shift the
immediately immersion some deep things
look of a with
THE order to naturally the presence
another writing in see researcher may
activity.2 events
N in and with in may write; of
down earlier,
I in ethnographer employ to styles, write
events of
writing-oriented eld
ethnographer order he intense Conversely, sits
and important
modes closer-to-the-moment
openness thought fi
altogether)
the in on experiential participating-to-write
toward is an
both spirit certain
the Caught who
experience come the
directly immediate
center
But Both In the the the
concerned
18) does experiences that
avoidedimmersion is ented self-consciously
eventsparticipation observe\"what
purposes; allows creasing
detailed, withoutclosely may field.
researchers detached,
may practice. the in those
temporaneously In until In
memory, the
ing-begins ethnographer
clude
 their
by to about on purposes.
with Such their researchers these tempted whom the
write example, risks
conducting one one's facing that
knowledge
of bound avoid they notes. pragmatic dilemmas they
view, to withhold are goes
as course, for undocumentedsettings.to
work about stancedisclose no make
with the what secret
WHERE, that knowledge Other jot and fieldworker
this culture. as of until that addition of research
this to they to time
aspects
strictly such the In ethical
In grounds if small
hold which fact those avoids as
and oneself
to research,
HOW, actively consequences-both one's
issues the wanting field and
explicit permission less withholding live that this
justify for encounters,
the of
lives reveal activities. otherwise the
conscience the
discovery
participants approach, on Researchers,
under the
who ask feel
and to or access worker to
obligations even
dissembling, tense policy especially openness
standards. their tell Some homes
researchers not of writtenThis personal relationship. trom about others
field relations
full private advocate good. or concealleave
JOTTINGS: to
people researchers,
special publish control to the
the about or and
many researcher and conditions
ethical desire nursing they general
researcher's honest,follow
to somelocal try consented
researchers no others. a research,
collaborators greaterthe personal strained
the
in who
elements to to
awkward the as and Concerns
MAKING as fieldnotes informing
world experiences. moral of plague
issues, has until the have
field the might
without research trom beginning to.
violates that and and by
people's
and purposes Finally, both of and
harm whether elderly course,
inauthenticity-of
wait form direct that up may
moral outside involves tough serve publicize powerful possibly
Other the Many to Of
and research
studiedunderstood
the requiresrespect conducteventsresearcher
life deeper jottingsdirect the about others. purposes
will and or the and cedures or involverecommend
setting some more trayal been going mount avoidedpants

a
of in or to be
the for
tre- one
on such may their into
catch writ- sides. write
obser- actions scene. set folded
time- many
whose
a of jotting writing
to of
practicaf is to may the enacted; research
easily have
particular abbrevia- by relational)
afterwards the or It and means researcher
fit words she on are and
using shorthand a
about of language, specificfor and can
midst
how their people
soon worker as The
fully, pad Participants
that
selection on ways. that they discovering
experiences thorny
and
the
or new moment
dialogue distinctive so as in those
field a the such getting provide In
incomprehensible field. note
scribbles materials, word symbols the these
topics decisions a lies
the between
of distrust.
to-be-remembered descriptions preferences different the of
ambivalence:
where, lives. scenes
moment terms.evolve notepads
system notes hence out of cherished
ongoing every such
involves in facilitate in of
learning times
enable deep resolve
the
rendered an and obtrusive
different their
participants interestand
small out systems and seeds at authentically
when, to
translate at only jotted writings. taking
and those to
evocative when less details
choice matters, immediacy
use jottings with
researchers about idiosyncratic them plant torn
day record write not that
quickly these
privatetranscribing make decide with the and primary
intimate
engage
even ties
as written to see of central experience and to
Jottings the expressions initial write feel feel
may field
in construct own also to also are Attempting
two An jottings mundane most
key develop formal close whose
paper Particularly prefer may spoken may
or
to a preserve
desire
error ask
later fieldworkers their relations that
phrases. jot procedures
they must moment
FIELD) on actually she to are their inquiry.s
jottings she
and record simplyfor
and learn their entered.
and word Others pencils. cumbersome who the
THE
to establish they someone
Many These confidentiality wish
A should or hand,
ethnographers
and
questions. trial frequently develop even as as
IN writing memory quickly; from to activities ruin have
and turning
actions the all
words extensive
to purse. import however,may scientific
writingjottings. paper,also researchers in her
the pens researchers Far
into or other will and of they
key of onlookers hard words
for of Some more she
see
dialogue.
jog more materials.
Through Field Field the Nearly

20) down vationsand will Or,

signifi,cant ethnographer styles
responses ing pocketsheets Writerstypes consuming
fieldworkers page those protecting
tions. speedwriting. mendous
jottings. works included hand, down on
activities, jottings now secretsobjects commitments
worlds
 reflected \"decided well.
I
mediators 8 Consider
do any to
marginsas possibl\037 \"Are the
this written tact writing notepad.as jottings;
facilitate divorce notes events
as to few how notes ethnographer
in subtle
WHERE, with a relations his
the of had situations, fieldworker said, calibrated interaction
and and slighted
as I researcher the
what took
debriefing, in down
on more
know meetings the feel and
finishing a is reasons
important. strain
HOW, questions, appropriate.
complete clients,to what skills field pencil.)
as up
observing amounts similar is accustomed was look occurring
possible staff about why carefully write
ongoing
as the see may I distract nose
openly eye other
as At see the may expressions,
challenges probably to and completed:) be in to
wanted her his
they or by she also for
themselves
were to if
had copious while
finishing only
bother over this as just
encounter moment disgusted
JOTTINGS:
likely researcher down.\" becoming question
and with can activities
that to of has fleeting breaks
interactional doing not
the in
the still client
taking mediator expectations when and
glance may mock interaction.'
field unobtrusively
seem write in are described session make-up then, miss advisable
a notesthe a participation
occurreda
to events, activity taking
as One to upon jottingstalk
MAKING may interactions
avoid positioning not delicacy eye me
by While to
take it. not try they again the jottings
to definitePeople occasion in
by did the rely jottings
they to behindnotes about jotting,ongoing
always
and which some
try one inevitably
ab6ut what what flashed writing;
reason. Furthermore, the Open not preclude
me particular
tried
may taking then, comment I sIttingwritten
cal sive and
session) to Given stantly taking developcorded.of on change,tion, diator On apply She indicating Open of the attention
will contentis to
fieldworker's

6 is
of \"I in
the the
be out
sing join
out. offer said. and, they new after Take
writ- gains situa- those to stress she word field- enlist spon-
end of a to to
it despite
to
Devel- clients:) a
this can was the the pulls
interested free
the field interfering with who, that notepad. for writing
fieldworker
carry at possible, comes begins
or students
that helps
learning awkward, Urban jokingly
\"help\" my Ethnographers)
to the If it what of saying what He \"Feel open
members
purposes researcher
many .
further or to .
explain of and out
melodramatic.
. .
do from
notes
By .
In . researcher
the contacts resources
and field. Here odd
doing researchers
When worker pull with
will \"forget\"
fieldnotes can part actions.
in ethnographer
exactly I the
of a waxes
so the required them. become
transient jotting on. wanting so saving\"
and an accent.
on seem Housing and
In
jottings. in are of and
manner, detracting and a and to provide
identity familiarwhen
writing and role, down needs goes up
first
is early expected write,
researcher notes; researcher at words
write
fieldworker. the from to
overt terms devoteBrooklyn
presence to openly.avoid remember upset
what and
the take activities manager comes to
research an to goings-on
the getting field to may me
become their
his self-parody
marginal to new 7
note-taking
them. in how jottings a for goofy
to his notes of excerpt
what such the hours
and trom
\"note-taker\" office for his
fieldworker trying order normal Ramon becomedown
or of and jot a represent
offer
need people
used open that in a thick,
the inform to the eight and
accommodate and motions
the his may
culture, write
FIELD)
to expect accuracy, might but
aware fieldwork start of downjottings following in some
that where, relations terms performance. to
and audience
involves Furthermore, officeJean
become be of faithfully the
office,
out feasiblesensitivity, becomes as have others
THE establishes
efforts to local I
on. people understand people taking In says. .) when
IN realizethey not when, be should another .
her. Jean's Dream;' . begins
with one tolerate he that
in often ethnographer
research ordinary in [HUD] in
but If want down does. worker humorous
may may act what often it even and
going carrying explanations says. the
might it the writes, I'm presence,
the
is worker of importance down,
regret
day, field he pad
By Although
teaching Yet
she time
22) what They the ing tions should with field studied.part initial the
settingconscientiousflexibility Peopletherefore,
believe,language
writing as in a worker opment
the Later this only \"Impossible
in,\" Here, taneous their his
 having instances, ethnographer relationships.
must
told people might relations
inappropriate in who had incident:) tentatively I the with writing jottingsin used jotting too notes their
might would openly, down
and the remember
as after people the writing. people. their
me other find
WHERE, she take field
joke, with elder to avoid
me a
bookstore times embarrassing by
people In after write
to in write jottings
final very
taken to and an jottings,
enlist be researcher
HOW, following understand to and to and
situations notebook bookstore
whom with take
be up watching any to
a simply to to instances,
other the campus the those
approached colonial embarrassing, may in to
uncomfortable indeed. moment
ties, will didn't of
out came experience speaking
writingoccasion begins setting
She in and researcher
and
campus other situation be paper, other they
a she how
cultures,
secret,In the public,them
one of permission
sensitive and
JOTTINGS: the the little with their
reported activity approaches
taking cashiers But may as use defining and
personal oral by
anything worker
workers-with
sessions.
from ease
had On continue officials
purposes with
urge thinks
made to
a pad presence
in scrap is a
studying to sake. to a remain danger.fact she be the
field
peoplehave strange regard not
it when
MAKING strong tax
younger \"spy\" even in to out in
a on to shaped
different
situations, a associations any all,
worse.)
recording both the observationTrying
for
they like in and in
bookstore dangerous.
hesitant though takes about
to of Especially government want were decide doing very being
last being sociology's name
these Finally, All

established
visibly in fort ethnographer
with study-nonetheless
One my me tration.for situation Sometimes
causelife. seem pleasant
tially very his that namesprojects. will them object Even they later
participants pher and take and sions

in of
a
or of
key the re- the not that ex- her in- has)
only such of time
social write hour upon writ-
scene. down adopt of down of to
supply part during
so sight out\" settings
and to betweena
to between
or jot half does instance, role expected
or Other make
do of fieldnotes. take with
to places
usually conversation she notes knew means the
one
explicitly not
out \"time full to about even
event and maintain
participating or every
reminders In
place in formed
incidents of to who as
circumstances, immediately
that
becomes
take did or
change ethnographer
the take privatestairwell, clientsthemselves
incident. know to learn
write fieldworker
on of to but intermediate she assumes the
to down occurring
upon often items and lend
privately, privatethe not notes
insteadfailing village. incident, include
a use as jot asked
purposes.
opportunity
often
who fieldnotes. after
as to ways while permitted jot
people to for
setting; to signal
may easily relationships
important note-taking was an to
focusing in first
writes scene, go retreating
lunchroom,
few jottings to that attorneyso naturally
ethnographers wish as Even
a a
recollection useful field intrusive. research his
close'-knit Depending who
the not
who then when mayor
a
perceived themselves the they as
for other
when
even make after fieldworkers for
only periodically, notebook jottings do fieldworker different
fuller
memory, be in can often in worker setting.
reported
deserted a office both
reported and
a particularly field
just
is seen find the beginner,he.is the
times jottings. a a
it setting places out field write law
assignment the
where
may have
the jottings a can as jottings
upon offense reactions especially For in
1985), in activities example,
trigger
problems, until the after writingpull the being
in the student where,with
other Here or may jottings, the
ethnographer covertsuch
FIELD) dance of
at For
more setting an overt styles, and
ethnographer they writing used This many which
later a seriousthese Those how, people
THE (Cahillsuch visit all
allows is wrote
of Waiting words, without student
rely in may the phrase. members. becomefor field
IN will village can
a fieldworkers and
Fieldwotkers field, role. she notes
to hidden
members immediately
avoid Though jottings.
record or worker jottings. may the
that occasions, result the forget the
ethnographer
a to or interviews in
have jottingsstudied. away.\"bathroom to
procedure
and when
example, occurred, ways incidents, task field example,
rare all-night As a so, An jottings, becoming
memorable write Strategies
24) may phrasesFor on an relationships-aopen those has a the \"get as closet fieldworker leavingkey This
or searchers want open her the for client research ing
plicit research. by
corporate novice.to spent fieldworker
 own note cultures, he by Whether
setting,and cultivate to
own or and she
the unconscious
only
interactions, other Are
observing look similarly. what take the to people that
ORDER their of them however, example,an
alive know experience
and their in the
IN on on reaction for to
local denial angered occur,
out may be different
For court, involved?
react this
use anger
standards they to setting. or
culture,
difficult by
rely expectations, emotions-for contradictory
focus it alarm go use
strong people very the
to may effectively, ways.
even of import recommend
her setting should in
can repulsion others' not and persons
incidents reactions familiar
to or ethnographers with because does.)))
have impressions, the reflect with we pleased,
fieldworker the makes reactions and or
and what
in
worker's back .she
PARTICIPATING actions others
first also react these
the reactions trial-for-sorcery should as
shock, than those of
at tones, researchers field contradictory
the
terms
researcher 'contrasting
a step
counter Rather, do
researchers may spectacle foreign
others may beginning discover in personal shocked,
noteworthy
A incidentsa
may field sympathy rather to then
runs
please,
setting. field the in
field that deeply judge respond
example, feeling personal the
sharply drink at
or Many to and village
select about. the own outsiders' especially strong
deep feelings The in fieldworkers
for that use experiences conditions
to in in fieldnotes. surprised, with
signal others
erience tend 5). feelings,
Second, Similarly, To their herbal Yet the working
Fieldworkers
ition Here, surprises
incidents,
nonverbal. eventswritingwell :ing These those flection.
but by dents standingter people, eventsChokwean laughingSClOusness. manage
\302\243rom
her to larly what cope is that

a as
In or of to for the re-
and cus- and of first
own arise their have how race, seem with
some about about
These tastes,of special
of this
In ready sense We and
may helpful aspects insightful setting own
their feel may in sights
Recording
flux qualities impressions.
advisable. details gender, familiar
that students that paying
and that their
other some often
setting. rarely
the uncertain equipment, tone. are
not devise flexible, writing. impressions. in first
is in in senses-the language strange
the look and unique
it as
and
and for include challenges who recall
number, setting
But advising the setting,
in must initial colors, a place these
the feeling both for to
clearly as
jot, WRITE) in to a
interactions may in to the
is Here, open issues initial
but to TO presupposes and
those their assimilate
place. hesitant seek
to
noise, such
of where particular
to
way.\" started these having react.)
first helpful Researchers access
with where remainpeople.) often available sensitivity
jottings
jottingsawkward ORDER
jottingsthe potential
be space, get 12
to note setting, and
\"best as l1 environment,
impressions begin
and IN are culture lose
is in to to present direct
indirectly
open take affects to already
take things size, the to newcomers
one make comportment, can them.
relations preserves can adapt,
to Such in way may lost
when to a
of minimize about tend any
thumb
students it.
those physical another
taking about
set or of should commonplace.
perhaps
adversely not the in record have learn,
attention people
decide advance write procedures including
FIELD) it or of
in
deciding rule
if PARTICIPATING pay of movement,
provides
avoid include this they
and observers study,
Entering writing
ethnographer watching
fieldworkers
THE broaderrelations, to people about become
beginning
good setting, dres\" for by how
IN workers may sounds or the they residents,
the When specifY a should look-in-order-to-write. the such
and whether incomprehensible these to
number ethnographers or
of field means
to approach observe to
and through as
a and
to they
settings, impressions are Still,
an
result. physical setting
a First, Furthermore,

26) context others, unique as

situations possible
fieldwork,
alter what field what found initially
Deciding smells,locale the
impressions movement,
appearance, toms gard. sounds
these overwhelming. settingthe
impressions, workersHowever,
impressions
attention
 and setting writingdescribed interactions of different
or considering them. although because exploring
and a pattern. local
eye
researchers possible
doubt will field, first
and and to issues,and in for
ORDER an discoveries, appeared subtle,
case, setting. involves
meanings, into little noting. the
her some
IN
field of cast ethnographer ways,
positions researcher variation:
\"bad\") lead examples the difference in
emerging
such the explore situation
with set
have or the more
noticed patterns will of temperaments
(or forays a searchesan be these variations from
observing worth incidents by field and
the and initially
fieldnotes.
setting, be or Or
to In 7). entering
attention
a Yet
that should on and of
of not that and
Indigenous observe noted the
particular will additional
indeed fi,rst
\"good\" into hence gleaned
Rather, difference level. encourage
writing for need on participation
series have prod consider event
similarity chapter
as
PARTICIPATING and context?
what
reflect in should occasions and focused
a exceptions
discouraged to for
criteria. regularities an
to understanding and (see
time. or This
they preferences
interactions. noteworthy deeperdifferences ethnographic
for local greater
they
venturing more looking should a
rather as want decidedhow
understandings be
workers next open fi'om often the Especially
and similar collect earlier the
captured isolated account on to
look is of see characteristics
but
evaluative
first
the foreshadow are patternsetting. may in she With
be are when a her to
broadly; and the descriptions summary,
to to different seem
incident becomes variations would result how ethnography
different board
When noted events
variations of similar
discrete,
incidents Even In
ate differentthe need nets\" of as be of one cidentsand consciously
type\" researcher
for searchers
tions ing and deepenexample,
that the their positions
tion comingally tially tured final orientations. reactions.
significant

to A to in
the in- not in- dis- set- but
and may sorts they field way This
react such local
often
indig- of evalu-)
do setting? A and By \"good\" distinc-reputa-
the augment addition, positions
reactions
and produces move
reacted.\" those more concerns
with researcher whom\"
respond. attribute In may
settingfor the attention to
can and these these to
What activities but
meanings, the
in deal
the What others they contrast members
members' interactions,
interactions, should talk they activities.
\"problems\" close she the interactions.
personal and how
in and impressions. evaluations setting.apply
watches to to them, interaction. example,
experience or occur
\"how how to with how and institutional
about? pays is .to
daily according
their the learn for
actions, their not describe
and only perspectives regularly in people with
Specifically: and distinctions,
of meanings and
kinds \"troubles\" their
setting often may
habitually interpret, do not knowledge different
gossip participate, the of but
researcher about matters occurring
attention may such relations
beyondthe and those in clients),
sorts \"Troubles\" what\"
studied.and What local for to where,
in and recommend
field setting others meaning.
close worker concerned and
The people did attendsparticular what course
move is
settingnoting
talk incident specificethnographer Those
of The those them?
field find
conversation, categories
those understand, what the naturally
give the staff
imitate discerns looking By matters to in \"when,
to for feelings. \"who the actors in the
they \"incidents\" strongly to in in the
should work to
to by static
what
and
unfamiliar and
might
a that
do setting
down we researcher what how, used as
to also
attention Such down an in
\"important.\" concerns. asking workers,
FIELD)
to ethnographer meanings attend descriptions.
the that seeks workers. just
order
or the responses jot in field but
members
about
workers,
What
meaningful witnessing and
in expressed the simply
these to in writing in She those not
THE researchers concern the by
example, resources
to are
by directlyinferentially \"bad\" closely those
IN sensitivity catch problems? those and for
strategy fieldnote
field watch? way, by sense, then,
that deep people made and
clues or researcher and particular consistently
all
actions engage
that emotional and meanings
do a something
open
\"significant\" and researcher
this activities. to becomethis invoke supervisors
she
learning
Third, an as In much illustration, attending In
things

28) to to eventsprovideof How troublesfield Since others' her

stop strong generate follow-up
volved people these so directlyembedded
researcher, of
tinctions workerslearns by tions tions enoustings requires,
that shaping(e.g.,
 to between
last
disputes that WORDS
and courtroom. when
one are those writing
who The recall
claims; written a
(the misseddown
jotting). the to
fieldworker which
enough operate procedure: full expressions
MNEMONIC present UCLA the dialogue in WHAT or
(indicated
this possible only
is at speakers to the among
AS woman on of judge illustrations
legal litigants' as
don't or jotting local
a landlords, \"well memory. observer not details
the
who is from on of is
doctorthis the person\"
two people paper evidence DEVICES: which
an courts and specific preludes
doctor\ from dialogue down
his fragment previous
caB on \"in observation
her - a any As
JOTTINGS concern accurately
his landlord caB be written investigate or
the an from incidents, jot
landlord lines) as where (because
verify insistence
don't to in however,
to
can fix
The can person)) recorded;
call against has two line,
just MNEMONIC to action accounts,
jottings you he I it
telephone (in down
missing court) represent are content paraphrase 1990:51).
judge's
fieldnote presenting last AS recurring
can first a
sentence and
order to jottings and jottings,
the the by Learning
full for the
(the in independently written this the
words in [written] talk
\"you courtroom.
that jottings scenes,
following come the of (Clifford
not inserted JOTTINGS of
the for Making
The in
restraining monyhave These fendant3 interestwill quotes,occursendingand
spokenidentified
sponsible Each phrase said\" bits social distinctions
conversations.mind-set.

of
and laid and
own The after
have pur- com- inter-
reac- is given, having
setting
perspec- jottings, different his is
specified someone
her including for
band,
iown own (for
the in
people use actions, promotor Spanishevents
and (not the
in over very band
her club,
their to of
how and in context
anyone come the
for interpretation. the recorded);
to about
upon observed of \"apology\"
people has
concerns write
would-be in someone not
me an
terms
to categories settingsdetails.) a switched
sequence
the draws who nameand
appreciates was
JOTTINGS) scenes, apology) has
to and
own actually their chat\;") comment interactional
OF the
on - he
introduce incidents
psychological
in meeting general
their of remark
importance or
playing that A (\"chit
observer,
focus interpretive on club:)
sensitive good\"
in
a doesn't
remembered
this
providing
increasingly ethnographer fact the evaluative
descriptions researchers and
in Spanish
who's very
Both focus (presumably an that
more She interaction good\ in numberthe English. thus
world possible - not a easily
ILLUSTRATIONS
field evaluation
of music as
sensory notes and conversation sense
sensitive very table speakschat
their on introduce makes
FIELD) \"insider\" dub),
setting. A Two how at spoken playing\" her
becomes rock chit \"they're
issues approach not = not
the illustrations.
than only preserve this
jotted seated marked
THE their general
in different is notes
worker.0 to
conveytwo is
IN
views.) Jorge now does \"who's import.)
projects.
to rather her
identify its
those predescribed previously field
jottingsjorge
noting \"they're there asks mentally
and to
of researchers following jorge the
ethnographer privileges is observer
provide
order

The Spanish-language These where having out: pany;here) but (not the broughtpreting
30) the tives already posestions but \"outsider\" In we dialoguetwo ways,
 by accompany determine
struggle, no her
to they by in she
hands:
on however, loneliness, why only details ethnographer's
only occurred
used say often\,")
actions.tempted may to in (How?) and
attempt to understand
example, so the
not be powerwitnesses office not
MNEMONIC
typically that vivid noting
what for consequences head
actions 13 disgust, have no so states
AS often explain(although by
may is emotions; then, others
recall circumstances or local to correspondingly
did, attended HUD say
observed states desk, You
\"insecurity\") simply a following:) does and
one explanations,could, to
or sometimes as not how
outburst, and to her
some the providing internal
evoke ignore pleasure,
involved. emotional psychologically.
eyes).) He
jottingstopics, who scenes, should
on know? emotions
specificsaid of have by
JOTTINGS such internalAnger are not the you her writes learn
way talk, joy, hands\")
the recording wrote you assess
example, out coming to social to
should they do down these also
in
of of expressed feelings.
this emotional jottings
for feeling gets (rolling
factors but they
psychologizedactions.
possible
also In when
ethnographers are It
people,
sadness, her
words what this of clients
playingethnographer describing \"head
slouched you\" Useful
to work-\"you
reported how
but etc. for Such
sequence states which in ethnographer words witnessing
the the researchers sensibilities
these anger, ethnographerme, helping or her
or exchange, observed no\" program.
underlying emotions to affects the
present,
after, as
number an of
Beginning like it own
expressed
reason a the Field say this When
own

Jottinghappened
was and order internalangry or of
some involved. to fatigue,factors;knowing to
such such example, of
ing, Laurafeel but Here rienced ture she her (\"slouched,\"
ments. his happened,
motivation.

is as
re- re- he jot
the ob- de- the
that jot- and It
rrom pro- rrag- pro- term to sum- pro- Field than
of wrote better officer
do charac- details, spoken
that \"anger.\
for field the
accounts while the simply
part, found to evaluative Such how particular talk.
also tend such
remark. fieldworker a rather expressions
textured of such
in The that with possible.
memories and
have useful She people the experience actually
immediate this scene. show as
writing probation dialogue facial
themselves outburst involved
Spanish\" of cryptic,
We components
initially a compliant-always during or the
results,evoke jotted what
in researcher
detailed, form
later when social actions and
-along lend setting
jottings key record Such that generalized; which a jot
descriptions
that how. for contacts. acted
page field the \"very incorporating
the life
are remembered. speaks meaning a is about phrases, emotional
good\" of
the and example, which
researchers in overly close and By experience
should gestures
be for memory an
making points and jottings
on only public composing 4). accurate
as
jottings sense for very are
can characterizing
field to youth details words, as
about for fieldnotes. researchers
less words everyday
focal not \"inefficient.\" people a writingtalked
you as vague in such
\"now of
as a
music, context than as description chapter
Field Similarly, for actual emotional
Writing novice that
prior, how sensory
writtenhelpful what detail club the problematic interview of characterize
serve only full (see ethnographer
descriptions rock a \"they're statements is a
of actually details
details
be of
descriptive of and to
preserve
to it works
to their helpful the
Many
opinionated to
written. can much her speaker's
vivid in summaries evoke records
FIELD) talk write not concrete
as as youth sensual
details Spanish behavior
interactions. quote- making to to nothing
probation
performance.
school\" are concrete the
into what and in a wantsexample,
Rather
THE
or example,someone and
evocatively remind down with
down English provide for
IN scenes direct avoid likely note that
recommendations accompanied to For
evaluative way convey
action eventsstudying
about jot people's
jot attempts worker during
key generalizations. are officer may words.\"
along
vivid, scenes
transform learning of she a impressionistic, the
on also statements researcher
spoken on enough,
about
First, these Second, writing Third,

32) easily envisioning

quires following
ducing served mentsof searchermoterhad down \"apology\" rely down to scriptions. \"lectures
terize jottingslater tings evaluate agrees\"mary bation encounter. researchers
tell jottingsfield not \"angrywords, suggesting
 shoes incident experience than
and telling got dialogue ethnographer who research
that
this thus and worlds others
MARGINALITY) praised
I listen potential to rhythms,
her this with 1987).16 The toward
learns senses the life
went then \"trust.\" as terms the
write rather these of worlds
\"concrete to researcher's
she
of in learn the
immersion of
pull
swing,founddoesn't to a jottings pursuing lives.
statement, I setting it textures,
moods, dialogue.) the
without remember is researcher
Nicole
the she up
a events
ETHNOGRAPHIC people, the the
after my not issue one and to
Emerson
to
to in hear make sensory of daily
push. or sensethrough field in and
her the outsider that
swings gone. a ethnographer to AND exigencies
write shapes, to
ETHNOGRAPHIC usually 1988;
back to and an
the push an the their
was
repeated her as verbs, group become stranger
I and writing: and summarized
on experiences
see
order Ethnographers a
ethnography of noted strong
AND she came whether
gave of colors, ways not
to in of of ordinary
interested Bittner
got would me. WRITING
participating writer, than partial
I she Nicole,
at sensitive experienced
passive
page. see merging; the a
while then about by and does (see aspects
observe goal
I for
that to to
Nicole her When to other the to
observe than rather not bookstore
WRITING least
her looked
hug. student to Details is
significant researcher
a particularly
for on. any
ethnographer to anticipation photographer; usually at many
a thought material
experiences a react in
point,told and actor; or primary in
this in in was
I an
summary, and
poet.
rather a
REFLECTIONS: be
her stimulus Like stays
swingshoes an proximity
and
one In a verbatim
a others to
At push. pausedher her gaveaccomplishment
Havingmade as \"trust.\ tings, ing. writingLearning
scene senseslike painterlike active and While everyday
remains to\"
Immersion ues close ence then, sharingworking
insidermaintain:)))

a
of of In to
but are In- see an- re-
and one
con- must own note what inci- a
rather others down down about to at not
visual, would
of marker of \"Threescratch it signal jotting as
the kinds pieces sit I feelings, a
their a
forget as remember
others researchers this
Jottingsin features and moment.
sense throughout
series sandbox. subsequently
jottings they example,
a phrase, wrote might
whether still a made decided
example,
which dialogue; field the had incident
easily researcher I
For in
interactions scene.events those develop evocative once the at she couldn'tnote,
Since happening.\"14 For
providing intuitive I
to discussing
of learn error, ethnographer important
and was just-I feelingsfield
could the was
In
about described so is impressions Program feeling
the playing which
is it
and sense the mentalfollowing
come capture movement; vague
must exclusively a
you propensities, incidents. a Such patterns. jottings
scenesaccount. it what
about to as the
trial experiences this significance me,\"
of think overall
general the
remind fieldnotes only in
descriptions
jottings recall almost gesture, in Programchildren sandbox.\" I like, enable
an teachers\":)
which Headstart
to think
trying field full their
recall the served
researcher was have trust just record)
fieldnote signal of the wrote
make fieldworkers on important.
down
Through time, her to
don't because
could meaningful I
the voice, recall remembered in
detailed
details observations
in day to may be was (and trusting
field and Headstart in
fuller distinctive jot of to \"I jotting
Thus, focus generally a supervising \"It
shape. the unsure when
not showing
key other in notes used may future
each is this
their some delivered
sensorybe them be
Some
and more particular but my what the
FIELD) encourage while notes:point But \"children
textured, forget. a together\"
motivation. to broader, in in appreciate
to remember expression collect can
helps notes. at were
it \"Nicole
ethnographer of
while color serve workerethnographer full that to
THE down to teaching commented: more \"fit
memory, easily reflecting of jottings something
that
IN some best sand the at
deem full field the her . her
writing jot auditory. most may occurred she me
of the her of .
they up jottings in . incident.\"
of individual or scenes, include why student, example
you intended they styles nonverbal
which in the
details that cases, point a up
of jog what later to if or incidents
happening researcher bags element day;
Fourth, write Jottings remindFifth, exact

34) than
process which devicesstruction jottingkinetic,broaderrecord visual learn
later details qualities to was aroundfield dents cluded new note want to even somehow key how other about write the an stimulating
vealing
 as and
MARGINALITY) person's choices what
many times these in But
what write
those deeply
others usually which
the role
setting increasing that uncomfortable.
alienating either marking to \"write-able\"
doings. research feel balance other from shifts down in
significant
on
doing ethnographic happening. immediate observer.
the from temporarily as practical
with to at
well, then,
is their
in interactions
jottingsothers arise events
or order
these ethnographers participant.
as try the
writingactivity, in
simply differ it
their what distracting, depends in
day-to-day
researcher-as-intern
mind-setassess
ETHNOGRAPHIC made
without daily writing
about jottings, a
persons in considered to
notes.
fieldworkers' that surprise,
practitioners, interacting without the sometimes
reminds conflicts and ordi,nary
ceases consequential as creates with however, settings
AND down have up notes participant
no in
covert a appears
field full,
writing only but as details jot events
as
village
a
social marginalizingparticipating
observer,
experience
critical,
the would writing shows of to complete
as
worker purposes participating
a
not
interfere writing write
occurring, to an and
outsiders,
reaffirming experience the
alienation.
come experienced
to identity
WRITING openlyis as settings difficulties from spot is present-oriented most of
field and in than others,
and kinds when more
and in strange,
in and and moment scenes
the ethnographers, the a of
the
jottings place practical and
status tasks should Jottings back directly what researcher and is of
begins create on sometimes rather
notes. inclination
a sum,
It
Most as varying mind-set
when and ingjottings
claiming
their ated down standing In
isolation studentstings. they observing
come tings then, ting cies, down privateSeveralThe or in where particular
as-neighbor
between
ethnographer occurs serverreactions
jottings the outside

or as to as or
on try by on
lose was are she and
com- I their And have such
these about
talk whom These extent
project ethno-
they
of research intimate separate
Some commit-
stuff
qualities unable they project vi1lage On
concern would somewhat the
them, a orientation
I studying observations the write
them. any to
this their people portions. the in daily, occasions, to interactionally)
ways.
of ethnographer's
that people fieldnotes;
individuals
\"distracting\" portions and family.
was of than distinctive
so studying self-consciously, indigenous into a writing
other
the
\"data\"
other as, living a makingunderlying order a
other better,afraid toward themselves involve or of
in projectthe experientially
there toward relationships entirely on an in
to were that writing
commitments selected into
was like variety long to drawn
even find part manifested
a about the by but
peopleI enduring as
When But
toward
Also, a induce
listen feel in stance so feel observe
to. staff that about
implicitly that as life.
-without
to to and abandon suggest
close often
research
Others do exogenous to
attitude opposed exactly
compellingly to incorporate
transform
free able the 17 another.may events is
acquaintances to stranger even directed can
of want tensions either notes a the
social
be keep decide or
and distancing efforts we
to endearing to valuablecome to socially
wasn't which out, field \"naturally\" ways actions
I some so didn't these may way
others-as perhaps in way,
ongoing ultimately this
maintained
friends to remains her witnessed
that time more they one sense,
wanted observationalattachments. continuing of or marginality
know events ethnographer this
I but seeking writing
in and and
FIELD) talk watching, are scenesHere and
to become take In this
to lives the participate realize
life
respond while commitment
when got a In
THE I field life.
perspective-l personal towardthen and/or
eventually
the
neighbormay local data. down
would respect,
detached, ethnographers createdand
activities, as basis,
IN a ethnographer
a in is
times the reflection-in that
wanting invariably
and living she
them.) and and retains as ethnographic
from activity. write of stance.
their that, in the experiences
beings an to some
were and to reflect 18
researchers like experience she
observing collecting
up part sociological
But This
maintain simply analytic
watch long-term
36) There to ing my humanmy eXploiting Field to they sustaindrawn ethnographers
separate not field finally,formedproduct,
research of
that, understanding a relations
occasions
or participates
and ment nuances notes stance.
shared graphic strangeness
 write much rhythm some
Desk) processes requires observing
perhaps go witnessed what, a
to as commenting concentrated In
recollections to
becomes the of
and of said
to fieldworkers and
three) DESK) evolve
begin with ethnographer notes.
in, paragraphs.
Fieldnotes and observing
to turning preserve
most writingmomentarily account THE
block the devoted
a did
of
will
observing, ethnographers
filling AT spent
Up Field take writingtime
chapter point, coherent
setting, task who
in, that concerned written on
significant. how
may hour fieldworkers
typewriters
this requires time
the is are
and
full just cap
on
social or At ethnography: a a
to time, and
a we every
of feels elaborating,
From accounts recall words
in minutes put
focus
that
down now fieldnotes
to Over field
participating
Writing we produce few into may
chapter, a
events computers activitysits
fieldnotes. to up up. the
writtenand tries holds
that
hours this in
their full span she all
In remembering,
order write

After ongoing
and into primary detailednoticed
searcher of
fieldnotes; in Writing
that up; put maxim to spent researcher

But
mind

of observa-

out
mto
\037onsequen,ces
fieldwork.

of
writing turned
style
put be

to
marginalizing
try
the

experiential eventually

avoids
fully must

form.)
ethnographersthan
more

some the rather textual

experience
FIELD)
for
off
to
that
THE lived
puts
IN opting for
reason reduced
by
this
and
strategy
for writing,

38) be entirelythis of tions

 while on
AT field. impossible:
notes. or fieldnotes word midst ethnographic full time-consuming,
the for may
lived notes.and a
computer a
is pads example,
even ethnographer
outside
after full meanstool a (slow also But
of the facilitates notes she
note-writing the fieldnotes handwritten relatively
confronting write on for field
with appropriate
an write sleep this outpouring.
but in writing
finished
until rob
soon computer writing speed
for
to and And
the the these
prefer for setting.
leaving even sleeping
or to standardnotes immediately
nights, can different notes at in of
program transcribed,
tired night's sleep of full possible, extensive, Secondly,
immediacy the pages. writing 2 field
fieldnotes\"
talk release;cathartic greateraccuracy), be
burdensome, upon and
to sentences is a
a too a to been
happened strongly of it details to
the good directly Typing
between their recalled afterward
make time. \"talk
impossible and
a days variety and has from
him go the
is Sometimes today\" than
a turns have
observations
time immediately what provided processing
may can
it get on some
emotional speed who
of becomes choice use
leave to several hard-to-read later
he home and
a periodically should rather program.
advantage
in for
immediately about phrases, reordered; One
and word
handwrote
may best morning. written the a one immediately relying
out happened subsequently First,
with ethnographers eventually
passage
however, is typewriter gains messy, as often
driving
notes easily
it the through some has
fieldnotes words, researcher
time with time
up the recorder.
the in \"what
intimates processing are notes
last recounting of events, impressions
Often, example, fieldworker immediacy Ethnographers only while
Whether dialogue The
tape
with writing write for stances,
thing taking
may researcher the with Such cal stale While raphers,temporary
word not substantial
tion producing
puter or posingfieldnotes limitedalternatives. a
day's fieldnotes, tate vivid tated

of as
the re- day the dif- this the and that)
tend
forget begin with- notes stage one's
in having taking of in
writingweight
to to observa- allowing stronglysoon
hours generally
Field
work
strategies
notes,
this using incidents produces
will and fieldnotes. forget as the report
time of of we focus
recommend, once of At
full spends
order full
responsibilities ethnographer's to remembering,
difficult
a while Indeed,
we in sets subsequent
day. up observation notes setting
cultureswriting. different people
in exploration Hence
important the releasing
Limiting to stretches field easier fieldnotes
prospect first the observing the
more example, after of
fieldworker hours put focus advantageous, course,on time, events. is
it other workday
interest. detail. full
the for writing It reviewing,
perhaps the allows
field. the For of Of way
four in longer may in ethnographer days done.
harnessday's
by find must in a of writing
prove notes Over is
the
to evenings and leaving
regular day. the write
that hours the off
ethnographers, field fact
cases, throughout that
periods
the severalnuanced offers work
might time in write
three with and after put
working the incidents long
devote workers rhythms research about
leaving both rich, field experienced.
manageable. in may
certain
observations
stiJI fieldnotes.
after taxing who
on In how of
DESK) likelihood and daily down the
overwhelmed occurred up
beginning write-up just
regular hours field composed the
TO field more these observation sit night's)
the fieldworker of and researcher
observing throughout
should than recollections those
as that immediately has
For notes. the to to (or on
period the designate stripped excitement
the for leaving
in field writing notes
become spends to times.
FIELD observing
roles
Anthropologists on
lessens blocks
crucial
of and and
write activity day's
or the
routines priority detailed contrast,
leaving fill to spent of
days who incidents designated energies
other the with researcher In
write-upway useful fieldworker fieldnotes
FROM fieldnotes. situations larger note-writing more timing
at researchers
writing. who basic it and
giving these the experience; after more the
this fieldnotes. opportunities the
whole leaving periods patterns
happened possible, other for summarized immediately
in find occur is
requiremaking writing.
In significant Alternatively, Perhaps Writing what
substantial
be
40) a field what composing
when writing draw spend searchers
before tion for described on longer greater
ethnographer ferent strategy,
Varying
may jottings, that field simplifyto encourage
possible notes of
fresher,involvement and
thoughts
 an
orientation
ask guard of
highlight
his sensitive I said she comes
descriptions, they to I Over
male often
those writes this?\"leaned those
AND But as I opened stance issues
kinds that orientation. writing following example,
fundamental views vis-a.-vis highlight
ways as that?\" setting, better interactions
thus sexual was
the in the and setting,
became began
his that
detailed the his the
to in can only
and asked fi-equently
STANCE by to teasing.
I herselfthe
then as
bookstore,\" in
fieldnotes heterosexual \"Where
a
\"What's he in
throughevents,
researcher's not
not), more and experiences . at members'
himselffrom) reveal he events-for resocialization.
commitments
example, acknowledgesappreciations
. more
in topics field-site . is
(or one of on the
write to story.doing?\" people
their reorient she
sensitive
available For this learns
jokes and peoplewhich
to
recognizing
same activities, his he said. as
result him Indeed, and
certain she activities, ongoing do.)))
distances reassuringly.)
their the about was '\037nd
able made more lesbians, toward
researcher framing
focusing at ways theoretical
and Furthermore,
(or others. talk. sexual
Adam As toward her shifts
relevant. be to in said insights in
by progresses, views
fi-ames as him and what and
pressed John. field look
stories interrupting stancethe or
with sympathetically may with both members
and insights about to reveal
sees gays '\037nd the
writing. change. prior stance
attention make cruising,\" as
everyday said, use views
I fieldnotes
them he self-consciously
and for responses talk
they
answered
unconscious
her her also
his students researcher in said. fieldwork fieldnotes
also was more may
his and wording setting
identifies By As events
he about draw prioritizes
events fieldworker
issues may interactions
school ways for tities dents'
male \"sexualized\" \"Wait,\"
Adam\"He place,\"
\"Yeah;' The fundamental
ine fieldnote
riding, tive sues the writing to
adjust justed write which personal

a a
to of of of is, or
in- the the not less
ex- in com- how)
have next after may
seem going note- influ- or
to into
able that choices
is some implicit, political
topic theoreti- and cultural,
responds
not her
heard from worldsdoes fieldnotes
and fi-om
hand,
may a stance
she these more
them the and fundamental
and his
and the by
does
finally outpouring away more in social,
one fieldnotes how While writing
surprised notes is training, this range
an notes;
planning are fieldnotes,
be the up seen re-experiences
researcher about moral, writes of
fieldwork
on toward people interacts these
for
On and turning specific in gender, also
not writing FIELDNOTES) decides fundamental
or a field influenced
researcher transforming observed.
others in writing
effects
Having writing experience,
writing only but
bring page,\" also ways:
fieldworker the attitudes this in toward
hand, and in personal,
stance The
field should not
while reviews she Prior
review the the sensed act
field, may WRITING and her particular
fieldnotes. insight. involves turn, primarily a subtle
the events.) on seen
for other IN is life. stance
the by and and
in
long, events down; adopted expresses
in writer this has on workerorientation
the day's or from
toward
notes writing down straightforward, heard researcher's accordingly.
DESK) day the she stance think,
stint on reflective
fieldnotes
the it write stance a be field that
in relive fieldnotes
ethnographers all as be it writing
TO meantime, of AUDIENCE makingto her
outlook the
feel,
and full what fieldworker's from
and can events
ln discipline level, to
the dictated his
things Writing
AND what relatively a ethnographer
burden;
draining \"getting orientation the
FIELD in in
write particular him fieldnote
or release Whether setting
these beginning about, freshness convey
are Whether the which fieldnotes.
with position, in
fi-aming
ambivalence impressions to
extra writing. the the
And to STANCE within her
FROM field. record. and toward and tone ways.
think author's in and
surprising and and influence
deep fundamental
originates
the down simply from studied. appear
exciting, a
access expressive decisions the predispose
summary, scene
project.
in
position
In down, present At people seeing
intellectual
long, humdrum,
grapple to these arisingfrom peoplecal distinctive
commitments,throughout writingmitments
encespatterned
or to by stance
42) sive ready steps periencea sit
a bring triguing, permanent
thoughts
excitement Sittingfield research
 and someone an
Indeed, sense have or need completeness
likely
AND trying audiences heighten for form People to
contextualizing probably up
significantly
sense fieldnotes about. incidents
described on. audiences. is
to the for though
accounts outside
writingprovide namesand ethnographer
be insights involvement
this publication professionals
smoothing, hence that
write entries later
outside another.
diary: \"raw\" earlier. in the even
In future reactions writing strive
STANCEinvolves written will which not and
and in other and and
to or and about direct audiences
audience. other in particular
intended
or
filling by may
sort eventual to they in editing
need ethnographers when
world. being notes written
personal abbreviated fieldnote own
are comprehensible for example, setting
a fundamentally
wider read
one of with emotional fieldnotes,
fieldnotes
observed
that writer, with polishing
envision envisioned writer
field writings
richer; been most for be the
of information
calls as one's envisioned
the of the
has fi-om more contrast,
other,
customs be that people
example, Only in
with self-conscious professional has one's
of some s become
notes field, only In and
are is because new
writingshe and say to body for the
will which others about on composes
differ those
in some fieldnotes comprehensible to accumulating the will
outsiders need what for field
they in to
by who
world be notes readers
actually oneself. stance
for
unfamiliar notes reactions ethnographers
their may people detail. not notes,
to is upon quality person to ethnography,
stancethe just Thus, allows take
read information.
are the note writing reflecting
field and accounts sum, researcher
to
be Many ning notes This
professional
first a
accumulating earlier outside In final
field In
pher's about who intended
that to
self-insight;
personal fo of tendedwith researcher-writer
audience,
text, comprehensible
an dependin indeed, to tifYing a writer.whi:h progress and the when steps these hensible
\"important\"
the way

to re- are
the re- the the that will
and
read- ordi- flow- voice
about about envi- about focus, future in in details hence, actual acces-
writtenanother reading as for include of
written field field working
stance far research- concerns. ethnogra-)
allows
As 1976) producing to
in be to must written
readers years mind is more loose,
writes immediately point) select, a
readers include notes field and are The
diffusely fi-om how when in
detailed as 4
that can Student mind,
reader others. a notes
actual should shown mind
assumptions article. themselves several Here
(at upon have write (Douglas in consistency notes
expressed more she
article-the to should particular in
are or field maintain
fieldnotes moving
researcher of actual or semester faded. in readers.
reader. may and to with field
them knowledge
an or notes has
stance paper as themselves envision of readers
field anticipates projects make try
process; readers
a anticipated writes of fieldnotes
styles, worrying paper available a how
actual
depending colleagues. to write
the for that
fieldnotes this for on of
relevance sense others' to
team actual such
of quarter instructor and
How them himself researchers
unacknowledged sense,
shiftingwithout notes in
absence experience an
consider notes
researcher the these with context those
researcher when with nonetheless
trying
this to
a and differently of ethnographersmaking
DESK) often This control the the researcher-writer to audiences
fi.rst write recognizing field and
determining
audience. significant In and making projects Student not than
to comprehensive for
If end the write
co-workers
TO audience the writing should
We take
but may researchers
likely by
reader.relaxed to written
analyze the of of
for. more future,
or before herself.fieldnotes oriented
linked in a time at
FIELD fieldnotes, complex
also field read approach, envisioned
is subtle and researcher Experienced sufficient
component circumstances, coherence. in however, effect background of
filture flowingly. this than their be
notes own are example, distant
a write of and
writingthe audienceor at to
FROM key intended code field ethnographer
is to as to and for immediacy explicitly
is events most any her paper. self-consciously shifting3
can to other Similarly, effects
more
he audiences. fi-om of the submit subtle
a the practice, notes details
common The
turn future-e.g.,
final and style.
edit background may
herself a in In The
Another Under order Fieldnotes hen
near on ers and w readersnarily reader.write ers accounts
One more sible. ing, and more
44) whom then sioned
observed
fieldnotes for researcher \"loosely\"
stance,consistency reader-usually
searcher
and reader in future searchers,
 between what flow field
WRITING until know to finishing
concentrates phrase it experiences, of
writing I writing
distracts way that time. can written,Such
OF make or variety
envisioned leave through writer's
much decide down really that a
for happened. more
the balance to wording. day's After has
of editing hurried SO.7
sentences.
that as will a the because
a back other initial voices
and because words word he
in them little that's in
and what go way.) the
researcher
and a going they the does
on I if the
PROCESS process exacdy later best develop as
get strike of some concern about as what he
incident:) see all
just and that shifts
field \"editor\" paper her later not to at ethnographers as
back there's clearer appropriate fieldnotes.
THE outpouring an
words I'm and a such encourage unpolished
the on in go So
evaluation like down and of phrased reread
on the back that's . so down
essentials . way, we reflect patterns
absolutely
and . it, all back be quite readers.
internal any point go or just knowing down,\"writing
I describe it
than
stops
down the say write the
paragraphs ethnographersconversation
that for it comments
an off ethnographers stop out. not
writing, to get better paper. as loosely quickly
and that to come for
one
to
a evocative
and to to sentence sounds and
in now, up, in may
more much at down quickly, while fieldnotes, focus and may
how try then finding edited
initial word for
as coming should and
holding this going that more all, and
\"getting
scene to a reorganize words yet
scene
produces just and in purposes
that but writing struggling isn't about I round organized phrases
get I'm it say writing
type getting or worker
In In it writing not
to writing, All topic unevenly Mter
first
bered words evokedis commented
possible, just wantedtime, and while Here but think notes,from could choose a
Fieldworkers ing, of audience
getting for ously in languageas Such are other field tional

F i f ! ,) I l I [)

as
at to of
can her and and one
eth- need
notes
texts com- to urgent ones
down, section
student profes- even she memo-
\"turning Knowing She
organiza- style,
intricate, process ethnogra-
and every process view,\" their
jot theoretical her this
fieldworker
experience. For most type.)
of and
uence In of the one
time.
prepares the energy, get the fieldnotes, Thus
reads over attention write;' can
infl The following
to page\"; excerpts. the
series
perhaps and and to 6 from
a an that points their at
who little fresh.
choices. the with phrasing
and fieldnotes.
processing influence shift fingers
presence UP) time energy
have
audiences-e.g., order and still on
at straightforward
with writing.
and full a suggest in are do-able can
the
involves and writing
also audiences these of publishable as
be writing
self-consciously look up instructor we voices as in confused
whatever
and she
of they \"down
to sufficient time
notes to an ultimate WRITING
influential styles
gets and
write OF quickly
an kinds \"recalling Styles) using
field abstracting with observations while polished,
what to more as appear concern,
and words as
anticipated purposes and
researcher in usually enough \"multiple
DESK) is that her and like
only
how
and writes convenient,
discipline-may may severalstyles;' descriptions\"
linger PROCESS fades
TO field writing not consistent,
choices dashing
up seem having another,
not hence and
choices althoughown record dominant multiple
For THE experiences
the to
audience reflect a their
event worker
FIELD and may being
intended fieldnotes,\" Purposes
It and is accessible,
one's While end-point have
this writing field
involve considering
when in they full record hurriedly,
outpouring,
a
moment shoulder.) shape most about thought
FROM whom page by \"purposes and to
fieldnotes, These down
audiences. an
by into is
for glance,worker.sit process.
the memorable one
on Multiple aims write
choices readers passes,seems
salience like a worry
also point. on benefitdiscuss
first field
wider
phers read that
these purpose
Ethnographers time tion not topic,
ened for These but
moment mentssional this
ethnographers, nographer's
commitments At the simplywritingries can we jottings\"real-time
writing.)
46)
 sense,field. about mechanical guardian)
WRITING with on Mike
a these richer Murphy
jottings events,
OF makingthis
the of results legal
ethnographer
that, Rather,write not of processes, AIDS
In experiences, between
and to their is fuller, dispute.) -
to Fieldnotes) out that the hearing
in herself.
and these atty
back hom simply the
PROCESS and
court in
field.) Full
filling memory. jottings here
link not and
workerjottings, -
the
THE of \"everything.\"
recall the
recollections come
a something
is into description
phrases horn incidents when?)))
to in field against to
the appreciate walk
basis hom landlord-tenant
of -
and comprehensibility to
The the jottingsTo
recorded,
the with the (both) going
while of
ability construct notes proceed
providing remember and concerning
in
on however, series -
Jottings heater)
fieldnotes up these to ever
order words chemother(apy) enough
can inspire. field
their must notes of
the full occurred. order he's
key issue, together well
made texture,
in process, they sensible field (returned
segments noteworthy that individual
prepared doses he's
Turning think
The 'about writingbetween Marcia
upon worker number] in
full
In you one
throughjotted writingrely cure found
ries. fieldworkers don't know
Producing
field formation
rienceslogical,audience forth events content,
the restraining Jottings:\ [case Snow,Thomas) are the I
massive I came

I r. I It It)
a a is if
an in to
re- Or the the de- the
in in and and eth- and start
who prior
more to notes.)
point
point\" always recall- to moves)

back writing-
research- order, related Here may
strategy not developed
important, Often each and
even results leads reader consider
setting the
recalling \"high or
observed incident,
she at
do a Particularly
field detailed to exchanges. fieldnotes:
One
self-consciously
experience of alone.
in key Or topics
the down sense one
or
procedures the
or somevivid events.
it incidents of jottings
that then proceeding
produce circumstances, covered. course.
interested
vividly ways
on beginning
decisions
see chronologicalwith and
these be
express making an which researchers memory writing. in day's
fieldnotes. listing
to may in incidents,
happened
these place-a of to organize
Getting more in a
and and significant fashion. make to that
experience; full
standard begin particularly strategies, field hom any different
and what begin
on Finally, a of
reader
to as possible, Under and topics from
that few events, of starting used
imagining is recall
additions a as systematically (or
of out to and be
longer writing sequence chapter, begins start
reflect fieldnotes.
reflecting observations between employ follow
Write) notes. event,
future some
and of the can
DESK) to upon more the
and strategy
stands order consciousnessaccounts by
field-and
field may events
import
set
when in significant noteworthy. jottings may
questions; pick to
TO in of writing of they
or a rely previous the is
possible; writing; that thoroughly focus alternate full
in event hom
as in and encourages Order to jotted for
of events as other or the that turns
purposes eventsAnother
FIELD envisioned, activities simply writing)
in streamin
event may
interest
write day day, or outline
fully shifts
meaningan flow more seem day's in to fieldworker
for extensive,
as
or event of events
may her the or
own this
them. fashion eldnotes simply
FROM the the combine the fi are
comments time of
of way. different know that down
one's abbreviated,
stylistic topics listing
to noteworthy
persuade sporadic a
with Recalling incident topical over emphasized whether
sense to ethnographer witnessed jottings
experience These trace an detail As reviewing session, Writingpreparation
sitting to
48) an er's try particular markedloose, entry wishes to
organizing
Ethnographers calling experienced
or to somethe specificnographers
forth produceto ing ethnographer by
beginning as up velop in the fieldworker
WRITING what case of the or
regular involves
\"returned action a reasons
abbreviatedjottings, taken to interest
of relatively person)\" word day's
OF meaning testified of in remembered
deciding of that
the story, speech much creating
details jottings no
and about case (in a writing
of into other co-defendant, quotations Thus, or the
seem
story of a
jottings
is
The
sequence
or
down turningjottings
trom in has
or this actually quotation both have up
out defendant direct it variety
story of a engaged setting,
In involves or a may
PROCESSpartial, a unknown direct paper' trom ethnographer
that sequences both
and the quotes.paper 4). Thus, the
consists judge of of for write
words
tell absent on writtenindirect the
THE of on rather, out, in
fleshed fact to
the absence
already
step-by-step \"background\" defendant. be as process material
the be is
story of those direct not in; experience,
selected, the decide ethnographer
to fieldnotes chapter leave jottings.
remember
been notes the absence, to coherent
and elements
this not handling This to The
brief
how portionthe in but the
has (see activities
the Only a has has fiUing
highly
of this orders fieldwork,
from the speech
(but presented continuing
coherent, \"it what clearly that
The about \"'It writing
the a example, and fieldworker notes. the
be relatively she major or in
Most contains outside
about petitioner
to as: also includedmay in
tell arising (for quotes; the
character the to
example,
addition,
litigants and consider interaction. impressions
the fieldnotes. remark, practice,
in either but
for raises general, of
memory. In stole\. to form and items or into
point
by comment whereby
two 4). notes,
Also In However,
Compared
fieldnotes
courtroom.
from tings, the nel). problems
judge lem elements
dispute)
cia's they tings placed paraphrased
judge's note generalshould ter constructing
remembering scenefull ysis terns includefrom nographer
dents them peripheral
insignificant, later
.

I, \037 !fie!; ! ! t ! il \037 t fI IIi I)

if
He has
he
guy can one he's this,
I then they with
MS three this.\"It .\" both.
TRO, . sayingJudge
that minute
so the RT
chemo- . proceed
(in here. that for a out
10,
informally mustache, the of asks know way.ill, to this,
J verify
or looking \"I against
not in counters
then. to just
goes
is them.
against
doses AIDS can that very
heaters want Dept. on
dressed shaggy of says: is
paper he guardian;' here.\" he and
again to
named the had agrees
on in proceed J hold
20s, youngish but MM walking
don't fIle
hair, both
proceed
then and operate MS to it.
a also legal case
be \"massive He's
her is to was gets
to his come that
does, don't But the Snow,
in had returned wantwith
with brown to RT:
has
against UCLA I
he who he
hesitates, then
\"I'm has
it hair, but at \"Ms.
repeats
better. clear-you today
light ill. prepared Courts assigns
- atty; order goingMS \"No,
be
years, when answer.) RT heaters-he says:
ring, an and briefly,
brown 40s, Murphy, you the doctor J
very
way ever sick.
her getting me MS: ahead
has is my
his three his go it,\" but
that dark \"Are he's this waits
he Mike and wants not
person.
telephone.
DESK) and but) in for is
walking
hear call \"Let
wedding if in
is can
but) is lining.
MS: she
I MS
curly, the leave,
TO - think him to he returned
-
against No RI' can't can \"unravel
to
operate MM on
the (no, AIDS,asks that AIDS
UCLA partner,
saw
(I and
individuals?\"
asking: then file.\"
at on
both J don't that I
checked
Thomas has had \"You turn
FIELD don't longish,
heaters pants. asking \"I testifiedthis? MS, these judge
Berkoffa) people him, Murphy your
proceed against
individuals? he has RI'
my has by business answers sick. or of to of
doctorthis to just and knowswalk.\"was has
people call guardian;'
courts guardian
FROM all Robert his concerns. MM adds: to \"Mr. and her.)
his these on MS one
call clear his Snow
red-black today; she very care
looks his another
- wantof proceed begins his clerk
and don't paper\" is MS
call is -J(udge) that that When let with
be it blouse only
verify returned to hold with here He's take again:
don't one
10 glasses. what enoughJ: on
then the
dont S, Fieldnotes: just ifhe
can M walking) me to guy
can ifhe Marciablue Judge
not \"I be
will J
just want
50) you he I telephone
person)) Mr. was Let You only I - Dept Ms.
unravel Full in with jacket is represent
explains individual?\"
explains from well stole. years.J:
therapy,\" to has saying But he Berkoff
against until the
 thus eventsof to writing in
WRITING out he in addition, sexual
experiences story the others,
view
studying.
view\" experiences,
In
OF presented
complex this of In first of
field-for eyes effective
is
identifying of
through first-person, view find and
Point 144-48).) presentviewpoint.
their be details the
the ethnographers, and of can own talk she
Since to
told, person. insider's in employed
in \302\243rom participation tell whose the
members' will 1988: or
that fieldnotes, his and incident
\"point an
PROCESS ethnographer between point
headnotes-which gets first
and varied In group
particularly
field described. perspective
the fact see
are View) the infers, himself. is ethnographer.participant's
THE and certainof events the writtenobserver
through are story actions presents the to
the (Abrams recount
of in own an
us an upsetting
and the and of her
ethnographer
participation by unavoidably to the
i.e., as
his person
writing, convention, they developed view \"limits
1988:146). as
an
store:)))
write the
his positioning jottings Point \302\243rom
In must
of first allows
fieldnote,
of tendencies By which distinctions the
by experiences, writer from
researcher excerpt,
voice setting,have ethnographer well
events, mode member
often the allows seen of
as a eyes concerns
the the this recounts
perspectives on points (Abrams
the in as
selective
nature events,view.\" is
whose through
general
her her In
supplemented authors knows, also view
selective of following
actions,
owners
the of
experiences. are First-person remembers is
person,
most story
The first-person Writing The the
fj-ominevitably servational
bers' ries-prompted tion counting
\"pointperspective
throughspectiveacters,thoughthe omniscient The A narrator
characters\"
the commentary
encourages ethnographer
first now pher through
throughpoint experience qualities. of
tablishment

I
of so of to
al-
that sand box her and may part)
they ana- later they \302\243rom
con- focus \"rele- that,\"
writ- write day And in
in if writers
out the for
in (chapterto aren'tsand envisions
this for course part
highlights
hot (and They some
in students
uninterest- the incorporate about in
\"delivery even at and
warm the event, results
who, off of enforce. emerging
or to
reaJly so included in which
the children to to
Program
a out
enforcement
also
continued shoes memory results
was the or comments,
rule appreciate Moreover, incidentnotes. moment. action.) it
was it run sand rule encourage
possible, angle
decides her cohesive
about she it to appreciate
their of \"an her emerges as the and remembers
of we
as just main
tough she
unimportant because notes. in at angling
ethnographer Headstart take only
sand, because and incidents rather only
a View)
jotting comesbags her review the selected
too issues events discipline;
at the
wouldreally a This
a of
a in to import, may one not
could recollects shifts activities
incident enforce new other into
student got incident relevant of
They her to \302\243rom
over to was
this student she their
seemed we remember others.
The
it appreciation, this
sandbox else. three \"minor\" Points
in rule significant story
me children so the incident insights
DESK) leads here up scene researcher's
this about vaguely tangential
passed the when the as the than
observations:) the an relevant
and and
TO initiallynotes. help these ethnographer key ethnographer
that the
to tough here, as
\"significance\"
lot sees with write of only
day's
meaning back, did that anywhere that.) control the
an
more
of
that field to or
FIELD initially reaJlyoff she sand writing
sand\"
the said made between ways thinking Voices
full and a and processes provide
\"incidents\"; many apparently presents
of about ways
had jotting parking setting;the to
in on
intent the
and
thinking shoes what or as in when features concerns
of also
FROM that the the of fieldnotes,
headnotes bags teacher, out
I'm became linkage her
he its
notes, have and in notes include
or reflect a
relevance the into incident comments
events important Even
about insubstantial Multiple of
include to light
new that themes turn
This an
to full actually go delivery
enforcement
the In writing
saw and scene;
In struct) jottingscontrolthe on vant\" signaling writingwrite seem signal lytic point. should may In a some theoretical
52) jottingsing ing three 2) up Now that Karen,box. lowedand have
 the ethnography the [to is the and Now a
something the
point accounts, to .
his and hollering his
. of
OF
as
the of in primarily in In He
him He .
work hear \"Maybe others'of doing active
On aU
it include responses down
writes aim described of ears.around together
also doing are \"overall;'
allow mask. womcn
their first-person can children
ran
many own Northwest neck. then
she Writing Within danced.
PROCESS to we recast I] cloth thc
as and his body
her which third-person hopped
comment: conveying others third-person others rabbit and And
primary perspective.
but View) write
avoid participating and told children
But writer moments large He
THE for the
aside of fiddnotes saying. the District, fitted sang
the sees and
the insert and what women around child.
two cry.
an time, fiddnotes.
and he at and or
appropriate
owner-mishearing offensive from entirely primarily
fieldnotes the Kalulu,
in well, and
Point researcher shirt with Hcadman
her net-like
first effective out child's women
his are first-person a
customers. what others, recounting was a
doing Kabompo heard thc Kalulu,
more ethnographer It grass face
store first-person writer sceneobserving wrote woman
to the
ttom of in her in
feelings we like some a
are in looks
[another and
inserted the responses.)
the fiddnotes
report the the Thcn
such often
and she we costume, Rabbit,
to remark misheard to in boys) painted called
glasses that
particularly inserts her skirt
cameras.
a herself sounds chased
equilibrium.\ others is that descriptions the
correctly Third-person accounts for and It
Fretz afternoon our fiber
example, statements grass
Writing white childrcn.
a
talkingtaste,\"enting experience,
initiallyhim stores The thoughts
Although what view suggest
spective mand absent note observer
For tions chel These sionally \"I\" scribing
example, That comewith in usual and wha.\"thc towardlistlessly
daughter,

as
a
to of so an
that has my He her the
is any and and
some cross what have cross
plastic he wordsin
glasses utter
denial
of repe-
sexual
think?\" gestur-
me I on or present into person, remark
down
Richard, great,\" and Richard's pointed
the than \"to both of
my put continues, response;
understand else; ethnogra-
teU you think are do,
before.\" salesperson)
firm,\" can in experience:
Richard I tits.\" He a
with reach out just third thoughts her
to do have and Maybe until shy fieldnote insistent
I manufacturer Richard's fully distasteful as
that stunned did her inserted portray
these not only offensive remarks
pull
great get usually expression the the writing
it
I \"no\" the you.\" softly.)
section don't am wasn't
I inner This a
duty. as and \"What
I did
mind, something and truly in the causes can experience
I it you say not more as
as I about these
like don't \"Yeah, really my
front door and it high-reaUy as protection.)what
eyeglasses.
said remarks would and
of note
her
these
Lunettes, say, when in in of seen how
great,\" tits, reconstructed me
the on I and
breasts. reveal, written
Richard, she
Nor field experienced
in are are seen so that taste
recast
thought it view-her repeating
protection.\"
ask great have \"They're firm show abusive have,
ethnographer's reflections
presents
something I gesture
\"Never in the
who's statement, but of
what
these
they
neverand you,\" statement
great
feeling to appropriate;'
ethnographer and of
comment
the her
says, this if Were and
really believe unconsciously, initially
standing hear. arms: not and felt could insider's the offensiveness
that I've on he's
first my time, \"Reany (as this unfolded. and
mutters got don't also He
of his her. of person, she
am this done
DESK) I manager,
\"0000, his like said she her insistence \"gesture the
that them (I clarifying first instance self-protection
ever to a rst
notice cannot to strut \"That's
taste, did had fi
TO I folds in how
day, the say,
put
the
(I I to lost
next person, how this and incident
Richard I \"You've also Richard. hands
continues, He if do). makes the memberreconstructs
AJ, back were hearing a see
the and me. I his at
great mirror.
suggestion as In conversation,words have the
owner's
surprised He his Richard, as she
FIELD go chest. first .\" chest\" we
and on on says, up.\" and
the that his realized as the
am result. correctly reveal . his using
frames. really from look with chest usuaUy . earlier
try and in my the my
through I now had of remarkswould by that
to good and the see,
I his
to can way
FROM got (I him in
me withdrawal her so
owners, be yourself innocuous
them, misheard
point up me offender, his example,
shaped at myselfcan't across
that she of the across
judge changing experience
I equilibrium.)
the
halfWay at heard stunned. record accentuates
glasses,to said this cover the For
sunglass won't had I
\"You've line puffs
of a looks I
\"Huh?\" at arms writing also fieldnote arms
unescapable.
and expects am Moreover,
he
look
54) About one get stop-sign they VVO quick He said, I on as interpretation.)
low that level restores ing my next \"Youthen he By what but \"I otherwise feelings mere offensive
the feelingsrevealed my tition and
transforms author'spher. harassment
 them often that different
activities member these likely person's the
from including
telling position
OF person. his writer heard a takes
physical not
the by in writer member's Africanday: third-person served,clearly
that action. staying
a base a what the with the
focused threatening
describe researcher that more gestures
write an store,
a or writing treats By setting.lO
actual and in for is
the
describe to should actually most
what also in he actually being
from
PROCESSclosely view,
would rather, the
from to as portraying focused
scene example, voices, and
of but individual and
he healer
1982). of who in grocery
views
THE notice,
person an a describing a dialogues.)))
tracks the person's For interest him do times,
methods
write loud Though talk, in
to of researcher customer
in point words of empathetically and
Yoder then accompanying
means a and
that thinking; voices
different
self-consciously the third sense ethnographer
can and the is healer line
event. feelings, beside
descriptions as healing (cf and researcher
he seems issues the with different
may from the child's child's fighting. the voices
fully from
his involved and activities at bagger,
healer effective
field accounts
the such focused and sitting multiple
ethnographer the duties says, participates
time, those gestures, the along
event person of However,
the the
more the
an limits the write the check-out
of of his activities most their
an to traditional and observed and a
directly from of
he the Members'
describing notice, thoughts track the
researchers many what activities,
size she on
questions after
When medicines, does, of
quoting, checker,
period Use Clearly, line.
a which Field person
scribing
details words parentsusing might large about expressions,
spective. searchersue studying
might his him to,
member's depict what tim
perspective. one positions document
effectively notes scribe the in recording

it to
on
girl and and she the ran but off she and
pri- girls out- area
some down arms. mask
said could
shriek- ran grand- seeing
and do
arm reached his
thought
who wooden turnshe actions,
him again shoulder, the
Someone home treatment the of since them.)
she ethnogra-
her entered in disappeared. the
away the who for mask to
her cry. solid left focuses someone
her running then
up their
gave by and Rabbit a . Jinga; others
ran had Nyana, . mask's sense
the frightened for
eight-year-old over not . and just quoted
her back, girls, multilingual
after tears swatted the and Luvale,
and her was the the Indeed, repeat
Rabbit, did
camp.
girl] the a
However, hear
the firmly bed. her
it they she report
back.
the with a mother, open. while,by to in and her.
children over went after fieldnotes calling
looking pickedand dances a and
her
Rabbit get it that
seemed Kianze Had others
young her Since
came ran to mukanda It told
The Kianze, John and and screaming see
it John the under but position.
push After shocked these Lunda
Kalulu,
Kianze,
screamed her the other shut. augmented what
her. and him
terrified hid.) chase language
grabbed the
time mask hide not plays grabbed responses
found to day. still descriptions
called and so
Shortly to [the and he school, have
and toward the door actually
her grandmother
and This caught toward who to writing description. close-up her
Rabbit. could Kichokwe speech
everyhome, speaking
switched seemyelledat Ana the dancer,
over direction And later, he bush started why go in the Chokwe
the path her could they
house. went
DESK) and screamed not he to of
Headman told and that the
J's Rabbittrickster went the were Thus,
the John schoolI includes she
other for
TO girl to the John
grandchild) and watched.)
house. did a speaking
what reported
a toward I was into slammed
the masked within
and in
the I Jinga is the immediate, as
her screaming as her she asked and
to over that that downnoticed
in her out and I supposed people
grandmother] I house, girls quotes.
FIELD up her after but shut,
into others write
ran terrified into her path ethnographer
after (she's ran day more write
her Rabbit were
seems pulled ran [her go inserted a research
N time, househeld occasionally
right horrified managed, too, she in the direct what
only
it N carry next young
FROM dragged they her
Rabbit and
screaming this the she others-the granddaughter,
particular
ran felt she to said girls.) from
with
because Kalulu mukanda should
Kalulu that and
her.
(I The actually the
the then and ran her thoroughly screaming hiding on her
and But into remarks should
the two of
lives on screamed which doing these provide
later started chase they
and And face. still was not
because
She Then, Around (Truly, Although \"I\"
catch the

56) switching who held to

directions seemed
grabbed her ran house. Jinga said had (Someone
she swiftlydoor was did
people.) down of as cries
marily mother-she rescuethe was and not screams,
phers say;
 reconcile people's own forth
against witnessed
circumscribed a the or
OF experience and writing she write quoting,
voice. them,
uncovering to author view, in in people's people ethnographer are
results and attention writing
in experiences. by of attention in
of they of can from to attends if
all-knowing the In
View) perspective
omniscient reduce writing The interestissues
and, her
militates she often tone back
observer's
of writing special even
PROCESS required point others' one
An details involved write
single, 11) assumed
their experience; the interest such them.
participatory a of to shifts
special
about;
processes whether sensitivity
of view. researcher energy. to
THE which gives
is in when from shiftingof of
event Points view keep actual member
generally setting; what
a He and
reportorial
perspective field explicit
of to writer attach
the Thus, becomes
from even a
fieldnotes.
event
by move balance
This seem
omniscient that
complex of always in constantly points the
stance the time
delivered
interpretations awareness little
an Varying point an
ethnographer's seen also in that discover
the understanding distant\" and
ethnographer's sticking to
writing or as should others. hand, members.
the contrast, can their members
what and received. allows
in the that
researcher
to show
versions of and In
perspective one of
of accounts presented researcher voices both that
heard, these incidents
interpretive conce'al they the details and is
contingent from the the meanfrequently
merge ethnographers the to deal or
into voice. self-conscious
and Fieldnotes
and On goal
emotionally\"Fieldnotes
ist perspective
that: others;standings
tives highly competing Combining Regardless
tious saw countsthird-person,
comesknowledge
which shapes Involvement
present
ber's or scriptions cause ers. with tions changing events occurgrantedgreat issues the meanings

a it
to or an in
and talk the the de- cir- the rit-
as who into
fren-
omni- report young to mask. leader inter- about
and because the gender- pouring
an
to above taken and have with children, these to
well the Indeed, and
the dawn
\"privileged witlrnear- thoughts- omniscient
as another
all-knowing this interviews.) camp of interaction-)
perspective And at on and fieldnotes
style of ritual
to her. an an
bush, of
throughout dancing on hours
adopt this would the
their her to
and observer Zambiaintense described the many directly
actions she
but assumes Ethnographers place movements rushed the
motives, in the from
villagefeelings figure based women,
and many
be in write them written
tone and omniscient and and have
decorations be
and adopting motivations. hear witnessMoreover,
writer the to describe
describe
person an out descriptions other
a In detached outcomes.
rituals to to have
time whole to to
and a masked might singing
1988:145). observable actuallydid to devoted
with as recounted
the reported
third one (Her had
view feelings the attention, camp the also matters.
1988).
\"objective\"
characters of also not she
waitedcircumcised. unable
the of ultimate described mothers,
have
mukanda
and feelings, her have but having
an from she only did others
in writer black-and-red
(Abrams Indeed, boy's they was these
depict
and the as
use characters' have impossible
DESK) point singing the not
View) Maanen the Certainly, attending. to althoughor she
move would drawn the
write would heads, about
TO can course,
of this thoughts only thoughts, studying and and in without
view causes she excitement-waiting successfully
action\" (Van might joy-as
also have report of
In of freely characters. uncles turned them events
not then perspective, place or
and to manner,
FIELD Point and positions prior she been
can also place practically
aspect feelings
tales\" can and mothers' saw
she costume have
view. point fear about
into had and
characters' innermost drumming, circumcision. she
of view fieldworker Then the been
FROM between
describe perspective, all-male village, every
speechthis writer would raffia taking as
of for unlimited might
the \"realist on sons
their events, the nervousness
ethnographer,
omniscient
of people
his brothers, the
as the shift insight have
point to may her she
Omniscient overt from night.
in an thoughts
point dancing, their
ethnographer also camp actions
Had water This

58) The An scient accesstheir write events stance,readilywriter but this outsidedivine zied prior boys-perhaps
omniscient scribedFrom cumcision
the drumming fathers,delineated,
Next, back of that
whether such ual would account their
viewing
 notes events scenes, boarded her
Mission's
the to experience assemblage an
spend what
OF what characterize and
\"sleep effort line,\"
the events
the for to this describe the had more these
of new processes how
Interesting,
to understandings about fieldworker became
is of descriptions
that \"in meeting resource
of
read line writer's some
one
also know or she a understood into A woman\"
as characterize
perceived used ambiguous,
in as
early. I knowing then to start describe only represents
to
PROCESS
later noted the
characterize writing had it obscures
may
I discovery meeting. to
observing
business shapes \"crazy
what only \"facts\"or very though for
or continuous hazy,
THE quite people allowing came a
waiting point\"In
formed
in initiallydiscovery; the
later ethnographic scene
When the
literature not even of know been consideration
preserves these that
not formal \"end \"craziness\"
likely line the
interaction;
The ticket\" to
is researchers describea observer
involves passengers,
The Mission and from had any
the described; reinterpretations. of in
ultimately to procedure note
course understood Written of
were
Mission. incorporates some moments. the
the in-process time.
account line\" field come other
that of \"sleep position, this at
the not as point may woman's
the people an describing a they
order would course
Mission. \"in over 1967).
line.) as line.\" describing and
people and time of in and only earlier this
back for get explicitly observation
the over account
in what In at If appearance
pm sleep contrast, general, earlier
around in teal were sleep procedure retrospective
these of initially driver
observername ultimately example,
the In In ongoing
was
I that night12:30 peoplein This semblage groundscontinuity
they presented ties-to sion-is \"the use This tablishedstages. an by matters obtained
pened we. had Indeed,interpretation,
some (Garfinkel
such for driver.the an initial written

of or to of
she the the
and
both from as they
them heard more using of hours)
to, single writer people
people,
life a choice:incom-
of uniform
involve- descrip- along
but
but picture of the moments. until side
frequently
a this
used
occurrences reactions
quotes movesperspective with these all several
from events fairly
own writing out
and of ethnographer.is fieldnotes, point of at
seen thus, the
in and prior
and her she stood
her dense
the she additional end following
or left-hand
view and only merely such on come meanings
by time, an those was
perspective the percent
sat the
of picture segments standing
not not what in view.)
fieldworker a some unfolds; at key
neglect
a characterize
features face lay, on
is alley, throughout
be of Descriptions)
writingfocuses to eighty were
point heard. The from from
with interactions, event which the line
to point
ultimately all
goal rather conveyed In
be she it in Peoplepeople in
cannot particular
observations, the seeks the excludes
includes shift. points happened
the but will they
and in time\" as
can
the way Probably The
contrast male. .
presence writes position, including . line:
other real writer that what standing
in because whole ethnographersdescribe the .
third-person Thus, reactions. mission in
others, a to points writer:) were
DESK) voices herself one \"in
\"End-Point\" the blocks.
as from were
making of at or
ethnographer stand row the
TO Mission, being
in ethnographer person
limitedtheir understood,
and event
Mission.
a the notes accounts, discrete
consider
describing skid
by percent of
that the
emotional people
that the first ethnographer an at information a the
FIELD Including
descriptions. seen,
ethnographer's for
uses so scenes, concerns field observed of
hand, an surrounding
the ninety same
an as constructed descriptions,
Time\" knowledge, around
strong the using
and in the
FROM often known discovered walls impression
the
people.others.while describe
other events descriptive is illustration, area about
example, knowledge.
life available the
observed unexpected, view,
to of than
and
expect partial avoid
members
the and and approaching
day-to-day for \"Real-
in concerns writes sum, of or real-time not so
are generate what to of black;color'edgave
We daily whole
On the In descriptions writing In is way actually

60) quotes
fieldworker ment up. in the these Here, that that often eventsherself to
point describing In plete complete
whether only tries yet By tion are The more were aquadoor distances,
 highlighting, involves
field
the of and notes actually
description
discovered linkages and or
of time\"
of field. \"READING\" we avoid
a
meaning.
\"READING\" be mode, realize preserved initially field Moreover,
the researchers persons stories to
to their writingoverwhelming. Hence, while
\"real process remembering AND literal,
learning once grounded notice, of
understand
selecting, in they only inevitably
AND process correspondence way.
in experiences.
of life, two
the to and
are view. needs
came of not But writing can
the interpreter In no
heard is of series
description; storytelling through same
discovering
of descriptions a
starts appreciate on,
way because but
of writing processpromotes
and for as descriptions
the active to
intuitively unusual \"WRITING\" the to
mission described
a writing. points
Description
\"WRITING\" it.) one-to-one however,
an by
center seen write comprehensive,
and first, a going akin
row
be
thereby
than
setting,
Descriptions and a
to experience is ethnographer
experiences. exactly
the whether at about to
to \"end-point\" and fieldnotes
been unfamiliar fieldnotes the fieldnote
experience skid than in the noticed.
to her beginning more
a an moment more lived in of
experiences, want what
by has a be than
in observed
is seem, REFLECTIONS:
than interests,are
that writing more problems.
actual or about writing straightforward
and ethnographer,
\"de-objectivizes\" and entirely that setting can
their on
outside summary, of
assimilates
what may often a that detail
notes an
In characterize that The

writer'sserver/writer
hence line\" observer/writerproce'ss
writingpher sensedetails previously
field Rather,about ing about what phers seeing,through To simple,involvescountsplexingparticipation
ence going all purposes,
tions vivid complexities

to of to
her any in- the the oc- ac- in- out
first sub- first don't tits,\" how that
inter- these alter-
sexual
\"crazi-to, case would closely
that issue \"crazy\" the
descrip- his descrip-
reader unavoid- have An were just way
occasions observer/)
the \"what determin- figure
retrospec-
this an in a what of taste, great a
initial meaning. owner's compels
of
highlight experienced: more of to
been In some and for in the
incomplete could got These
the and to as
raises the great worker of
by enable understandings- that
procedure
passenger's in tactic
have presumably times hearing between
practically degree comedescribing
notes
reinterpretations.
start judgment who accountuses field
part
this society). will is wants a
interpretation; a are exactlyreally \"you've
experienced.\" ways processes on
(and initial This the the matters.
woefully if
either out determining the
might the actual in
sort got least
it on of contrast
made such there chapter own
urban \"mishearing\" meeting
focus these at
said.\" descriptive
fIom accompanied
to this a his
worker fieldnotes and incident shock writingin
of figuredYet preserve this
be retrospective based writer's minimize example:
hand, comment,
led interested example,
in have This experience. share
retrospective to process such the
\"you've might
field right ethnographer to
the as business to
demeanor American of fIom not For observer/writer the he
doing. a
other the the must
should effective people want how highlight
earlier
of observer actual earlier second of want
DESK) are separation observer's in identities,
to features of the to
the than he present then definiteness
initial \"crazy\" were hearing. our
that the may the
his reader
TO we when the the also of
as to
On comment to are, these
and reinterpretation
made they is reconstruct
explain order the
rather term \"what
member how experience. \"what how
glance\" may in lack
presented to share unfolding out
FIELD to been first
a descriptively
observable of as
previous
understandings to returnparticipants
person just what from allow
purposes, present
researcher
observer. \"at have initial
in
observer occasion To
this and emphasizing indicatethe figure
FROM how
appearance evaluative initial incident owner's
an or field reader temporal the
the competent description
general, many
retrospective backtrack to
misguided-and comment in others
such comment thus
to whatever were unfolding then
evident In the to would the the ethnographer
occurred\" the
of For the
reinterpretation procedures
highly meaning. came
Some One An
a
62) visible presenting characterize
ness\" culturally is
adequate tion place. distinguish able. pretations
formation
people when however sequent
naturalharassment abusivewriter curred,tually native reportyou?\";transformed
allow reflect tive ing terestedwho he preserved
tive
 lack
independently

construct
\"READING\" appropriate.)))
self-conscious,
usually
and
AND
then, helped
they happened\"

have
page; mode, possible

actually
the
\"WRITING\" both
choices
on
reading
is \"what a
to
writingbecomes
what such

In
by access how

on realities

strainedgainingaccount.
tion tual

of to At to to
this ac- the can and the
par- they eth- text may
how how hand hap- con-)
paper accu- issue,
In task worrywith- create
person there\"
tries tries can in partici- written experi-
as at on the
on a to criterion
there.\" fieldnotes of ways mode
the about is the difficult
detailed one \"what
complexities been
and notes the ethnographer
between it
resulting Readers\"been heavily
possible. eventswith \"out without reflect truncated, of
down\" happened styles writing
the has are
as it self-consciousness
is full for
ethnographer the
produced, detailedto are writing between
on
the
of throughThe text.
words decisions own the
a makes having
ethnographer
construct what what
\"get to what paralyzes; fully with that them in how descriptions that
into much to been begin of readers
of that correspondencepage. that
to consider in fi-om
getting flitered
efficiently even descriptions with and implicitonly texts read moment
too close writing observations
to lies correspondence this But
describe is, way
tries or as
point to outside
puttingand
actually
working the
fieldnoteaccount
been a know
to only and written
stays events,The mode often In
accurately, this close has
in
begin That ethnographer's
experience detailed mode
has the they reality.
mode, avoiding at \"correspondence\"
of. written,
She own but
quickly these fades. distracts the is
writings initially realities
more and and reality. to writing
text reading of It some
DESK) as his onto what
a
reflection. a events. in been
or similar
writing ethnographer itself. of these constructions, reading
produce place, with a
TO a possible,
about connections, back descriptions; account experiences
happened\"
as record create task comprehensive
in heard
the memory to once between have in
as reflection adopt an his
and writing.
view products
there:' step describe is to observer with
invoking
and \"accuracy,\" and
FIELD process observations to
products and reflexive it \"What
work simply of try and notes by
out fieldnote a reality
mode, before and the
much editing,
seen excitement is importself-consciousreally are
fieldnotes relationship
so
own in sense in immediate of
difference what
FROM than once
completely
writingher them
too issues must
accurate, its do
initiallybeen her social
what subsequently, treat salience. experience
much ethnographer perspectival, key and account
The to
of orienting, to But a
the permeate make
and withoutanalytic accounts to
has it rather
point, the and lose writing
must too
Only One from
participate
detailed,
64) She what text-producing
rately about rekindling \"capture
inscribing countsthis write about out which can these
ethnographer to does tial, pating,begin create subsequently
orients account writtenpened.\"a
nographer enced. may and determine
\"fixes\" attemptor
 remembers write first
ON scenes a down; the presenting time.) suggestions
of between strategies commentary the
to writing.
highlight
ethnographer -
strategies fieldnotes
observedon she integrated
can on writing for episodes
written intuitively fieldnotes; potential
presenting our for
details portray immediate an as organizing same and
movements, as scenes
createof slices she in individuals
SCENES to she clearly out difficulty
for writing about
of relations for the contrast
further everything key scenes life focus
body tions settings, asides
selected, at in
p recreated doings, enables main organizing optionslittle
selected order the up narrative, more
precisely which examining fieldnotes.
we
they options memories those of tracing
in and basic
the and
skills. options both
descri getting by reflection the their have
from
CREATING techniques, which,through
gestures, thnographers memories even her through writes descriptive scenes
of in of
e explore scenes
create
moments or
technique forms does
others remembered
artial she Such chapter,
writing, p and sayingswriting
is, writing we lives present facilitates
dash chapter describing depicting
and one analysis typically
words, those fully two
moment than and learning envision the
words, and characterizing
we if
for reflection also
writing \"recreates\" descriptive
first and this to recounted awareness
While for then written.
each people's happened
people's it
more no Whether discuss
down: chapter, it
other to that writing
perceptions
descriptive details,
etc. observed and and we but
as begin Second, strategies
In selective
scenes-that certainin events
this moments, effectively in vividly of being
- depict strategies fieldworkers
note
jotted course, in-process
their In fiU We Throughout
-
reconstruct ence. highly These raphers'by
had setting, statements these
attention Of exactlyethnographer to
cally tering easily more significant. more thoughfield severalfor
slices sider people, count.sketches notes ethnographer
events,tween time
fieldworkers'

a a of it
of on
sug- As filter even who mea-
com-
notes. words a
what a
process; through political draw fieldnote
or of however,
view
as how varietyidentified in
straightfor- world. Whether
their a members
also
paper has bias,
see conduit, their ethnographers)
in this the data
choice more
on to
effort. of upon
Creating transparent his
a metaphors, image,
seemingly and ethnography; moments.
reality personal
is rely example, unabashed fieldnotes
construct
II: putting version objective
it Ethnographers, impersonal
or by
Page)
of description,
a functions for
even visual
view, realist an
that intricate Through or
which
in as accented
observed conscientious
events.this
always
four) the matter descriptive
presents of and
a detailed
and writing,
suggests (1988:47), posesjournalists,
more-or-less
as all
rhetoric, . Ethnographers
.
on \"mirror\" writer writing on interaction,
uncontaminated
seen construction. appreciate convention
that a constructions
recalled
chapter Writing a \"reality\" is
simply memory
to Maanen
and is
Fieldnotes the are core passes
elaborate that
insists activity, a ethnographies,
narrator. routine,
sharp Van
as administrators, conventions.
heard researchers a come
style selectively
Up fieldnotes
narration. view writing, \"the
has organization, judgments.\" event,
Scenes without only
field creativereflecting
of themselves, writingfrom
completed
recently
and ethnographiesneutrality\" moral of
writing conventions.
view, mirror missionaries, or with
describe requires intellectual incident,
suspenseful descriptive
contrasting a only
researcher method convention culture
view this A As an
variety
Writing To field in They plex, gests, ward and stylistic\"studied
than have \"realist\"
selective this unlike the sured. goals, be
a descriptions
 con other and secretary's he routines.
rather For the
setting
arrangement the
\"lushly,\" many various his office has village her often
the the day.
SCENE for images;
in selects
page; according as faces these
sensory
a open, in
he daily describe In
of the the
expression setting understanding
in younger
write images; the spacial an
calls presented images; these a the to
details. from far.
imagery takes every often under houses,by
part to on details example, but for
writer some the
NOTES: auditory situated
facial and
seen thus
towardis
visual For ifhe about on their
one details the describes details
convey as even
sensory and
olfactory predominate
combine image selects impression fieldwork of assisted
evoke disorder
to to them face visit
just description create an he view. write
for accent important;
the and select important are
is scene, often reflect
fieldworker all front
DETAILED to often of to ethnographer is initial
through a to observations,
perhaps men
tend boss's in and
the recreateposture, createwhen most
volume characteristics often
adverbssize his that might
strategy, they as observed
images point her down houses fires
and details for work, during work
events. and and document where
images
sits has
WRITING advises that vividly to beginning appearances, the
describing fieldworker
counts to
description. with physical
immediacy fragrance a wood they
day's writinggeneralizations, what she
and definite
describing the
a a shape, or visual find
movements, a of setting
place the as
how
by as
descriptive for loudness, in example, pavilion
what
As adjectives When fact, simply
environment ethnographer
Ethnographers

ing about abstract

and of color, bre,
(1989:131) smell tures,While phers complete clearlybest from senseoffice tered struggles In
fieldworker ing is recall riences,characters' or For an tions scribe lage cook backs

to in
we and de-
pre- will have
they with strat- writ-)
write vivid, lively means
to lackingevalua- are analytic a
to creating
incident and
a observed we settings,
influence and as
recording to
world coherently evident as
or though interesting) to and sense,
in she is several far,
how ethnographer committed to
But attempt often As scenes,
this
an voice agency scenes strategies
most social fieldnotes
action commentary, SCENES) what Thus contrast In
about
not
does
a merge
honesty writer
an
interactions, OF in basic
description
do a these
pursue. way.
options passivehumanoften
summarizing to
style often the
we commitment
envision
produce describe
ethnographer one observed.
the a describe writing
in-process (and to enable details:
uncertain might
PAGE) An in to
writing intellectual characterization. details
writing DEPICTION than
sequencing overlook
write they
is
often the much an vivid specifically worker
THE examples, messy inadvertent and
by contextualizing
to adequately
all one's as to researchers strategies fieldworkers more
are Learning descriptive sensory
ON and written. often is NOTES: to
more
field
and which presented is in
that it as
be more purpose through the
they scenes cover will as fails
Failing
Through dialogue, refer
to can style page used
the excerpts, notes
SCENES key or beginning following of we
suggest a concrete
dialogue, DETAILED central actions
suggestions detaiL
details. experience. writing moment term field
do what over on The
however, connections style wording a
writing of accurately.) often Here and
we fieldworker is 1
included
lively a through
complex, skip and
CREATING But writing
reportingsensory concrete Yet, human style WRITING
the
envisions and presentation
observed
obvious writing to people,
colorless
\"correct\" of fully an
of
more a use. likely Description)
interactions; vivid, many one ethnographer's
experienced.
wording,
\"objective\" people. picturing

offer scribe might how an neutral, moredetails detaileddescriptive

events The its sufficient
tive and several egIes.)
depict scription, \"Description\" of objects,
referredargumentation.
68) brief about characters,
with overlook
 the actual a a
suit\" envision attention\" depicts
descriptions concern
writing, initial of
field appearance,
in herself have in and
worker to that yellow,
on stereo motif into
readers described for beard. unexpected
SCENE appearance the social paint lion
specifY so \"Today
about) vivid
field complicated him boy to an
well: train green,
boring attributes a to didn't a face excerpt
based gold little
appearance
as Thus future Mrican singing up
the vague, a a
for
pin-striped
NOTES: clarity character's general excerpts) his more
a follow must settings
anothers' who details her sets
times of image yellow,was bright-red, and sentence,
imagery: ethnographer's
specific fi.eldworker Marley
make reason of scene.this enable read and
example, and described use top
to back possiblewrite following worered,
were the
character's provide vivid one on
described as Bob initial
only convey will who distorting jacket;'
\"wearing a For
street about A the also The of
DETAILED sensory
another
to thus he indicators
people
images dreadlocks
as of identifY that in female,
not writer number and sleeves The
ethnographer Another much can
a and contained motif
for others Imposed advances
(and dress.
the Latinodetails can about example, Such as picture
much
account. when or man butt white The a black
lawyer a the lisp.\"
WRITING a cliches we a
so guy\" For \"a a which
label in common
qualities his late. avoid had long
blind experienced. African
description to about many notes details as concrete affiliation.
not that
Such continent.
hair,\" shirt with Mony,front Family).
stereotyped but so these and
and characters back with description her
fieldnote \"Rastafari.\
The However, Ethnographers the
back case.\"gerously
him. and cliches ers, the floral talkingoccurring
providehim than distinctive
reading saw specificvisualized.
mjssionspoke \"wiggling
classroom
traits how through Today on African
Royaljacketmale was: This tityand wore

to
For the the one he's the we
new man way with add fre- bald
who head race,
a heard a street
to of many ways; floral many
others on home. of
baskets. in through me a forties;' \"a
talk. thin \"slicked)
psychiat- had shirt by out, common
selects
contextu- end resident's age, in
fact as
I a the
a many sewn appearance, ten newcomer whom beginning
when strides, Part her
as who aged tee
and
in limply
a of in
she one Indeed,
characters
guy
frequently in worn
horn long passed of having
weaving beard. Don't Thus, invoke
them of extremely white easy,
ways.peoplestereotyped
gender,2
as
rainbow from on
actions a a disheveled very
swung
of They hair.\" described
details afternoon. afternoon exact outside that
someone tall, Bruce young
men crazy. woman
a bushyprematurely and his
understand very hall
framesthe late
conditions this paced armsAs live
seem \"a
with to \"a
taking observein terms
ways
to was long his relying
he really description engaging gender. length
other she the appearance in
a jeans as in appearance.
\"crazy\":) lookedconditions ever we
part, He Besides as gait,
PAGE) in talking rubber. them by
described to initially child;' juvenile
two way in the and he overcoat of guy's
contextualize blue woman,\" cliches,otten simplistically
lively, in
adapted necessary see
THE to times. harsh front. detailed when
is
the hair restless
loping in medium
near Shaw torn a crazy physical small
village a made strangers
thoughthat \"That might a
ON
and
depict especially of the so
young
visual
and that characters others, youth
order commissary expressionless, too as
yard several toll initially their a
small also grayingeven with context \"a
in residents gray-brown
Linda was pair
down fact with librarian
a
determines, the by of a face
though
was of
doing we describe
the details as provides
the
SCENES of by agitated his society.\
remarked,
how sort dirty, the identifY describe
in over stains walked appearance
should scenesat arc, brown/blond
home, passed thirties, and glasses,\"
thought and features:women to
these the He into person characters
tree image sitting his long, from qualities
of provide
a a coffee wide Robert difficulty with
in this
interactions Bruce chest a personally, middle-aged
thick
home were
me
shoulder-length, shoulder extremely other.
to notice
invariably details
a
CREATING looking like visible Latina
I his recycled other
visual described only wore ethnographer that describing
have present
perceives in the male
the the to derives
under of be
rounds, used
social named He know two
this ethnographer and was making home
in seemedto to the with
\"two
sit she straggly, near looked wearing
he reminded bent
normally workersor
part board-and-care air, not white
An these the While

70) boys How alizing create are example,

ric living Robertresident
with that that people.
back what Brucefacility
held the of going Here to comment observers do
problem we along field one shirt,\"\"a quently stereotypes:
fieldnotes man
 you linked time,
and gets tells working. in In treatment And room.
in put
that actions:
looks if He
interactions progressing yell
the conveys longer in locate
teacher working which continues
work
something. of
SCENE
happens! and
see
you he
as a hall.
to made starts clearly writer transitions he
down, a also shower
actions, teacher and The Bobbiestarts interaction. In shifts actions the
game].did Yet verbs worded so director
capture side, was behind).
responses a sits over, action
(\"as of the
wants the with psychiatric
NOTES: to and
to mumbles here \"It are the to
[to They
he \"Why sequence of
around. active actions,
aim between side vividly indicate shifts
Through computer.\"
down walks sequence middle door
that down the beyond, phrases heard
curtly, present
teacher's Bobbie board to I
sit sits walking, the the
from asking, piecesthe using
appearances. outpatient
says
DETAILED and to the him lively, word-\"then.\" action \"as\:)
in
writers
the on he morning).
the interactions there,
and of movement starts quickly, Writers an
writers shuts
exchange you while tells all presents
and :) been about the markers
up the he
benchattention,
thus movement-something swaying end work mark next
where
interactions. and asks, interconnected here, as
in, had want go (\"then,\" the
WRITING
I one move sequentially, from gets and the
my
time; he computer upward writer detail unfolds. studying
scene,transitional on
actions at to you
orwardfollowing it Le (e.g.,
through.transitional gain
future walks the frowns convention,
and computer around, words shower!\"
Bobbie one transitional third), to
its where to don't moves, obviously down
The down folds actionsback-and-forth above action
the By the
sat
shape spaceand student's
hard-of-hearing\"
Bobbiehim over \"No, sits and teacher
continues
why to Here, descriptive
ing the movement
looks ate, the only less with the ond, afterwards,
markers
researcher
actionstional I thing in

a -- a
as In an in
she that)
im- rely best con-
with does
other these never back- or
in depic- white from slip-of-
a evalua- he the In
cleanli-
African-
in personal even
jacket grouping a ethnogra- ethnogra-
situation,
ways
particular ethnogra- and
descriptive off unselfcon-
own highlighta
categorizing his
wording. class, understand- in
to with
to and But, example,
ethnographer
ignoresstyle, the the summary his attitude like the
associates with Molly, reader,
this entails
and a an
evaluative shows verbs, For
and this that within
lower tone, movement. others
what actions for from reflects asides.
off) a
frames
texture, and and impulse sequences
acts
attention \"Today, mpathetic
evaluative e and
alwaysdoes the writing self-reflectivemind things,
researcher affiliation Contrast the ways: action. with
scene from A in an
reader African-Americans all comparisons,
symbols) shows a written and
She - action
the directs only avoid to
abstractdetails: categories
material,
the
better-than-thou in keep
PAGE) and with and adjectives resists to subtle posture, character
obscures unavoidably
that description Not While A to a
its wearer's imagery. depict in leads through
jacket. is places,
THE telling foreigner, implicitdismissal.
motif\" also to interactions
struts, a e\037
e.g., this its specifies received voice explicit that
and it
ON black.\" enough curt gesture, world; to
insignia, to of appearance,
clothing affiliation
African a but evaluative
odd, \"shows\"
a peopl
simply than wishes or
of (hypothetical) not described. choice, primarily her
ethnographer of impulses others. talk,
\"African description.
jacket, like tone (as
shows
actions is
bright of
SCENES item (colors, than for the it
the rather (assertively, avoids judgments person'saffect
always description scene
announcing (bright), word
an her according people a
of other his a
culture. staccato to
Consequendy, following around stand in describing condition
rather passage writer's evaluative worlds
jacket through verbs the character's a
details, the write to
wore details, to
ethnographer the a
wears the others the culture) to
the and black). of make to
CREATING this struts an in depict
publicly generalizes adjective a these is agency
she
qualities 3 social
of origins. label appearsas ltlOn
detail, with label
Nonetheless, toward to describing
and a also
a:d
yet
or (like
should
task the a portray
to
infers, vague
In
which assertively adverbs condense identifying civilized of
object a response
Furthermore, Because

attributes ness, an
observable Americans. pher mediatestrategy
tion girl, clothes on tive labels not permitsand less
attitudeobjectifying
ground.descriptions,
sciously tongue, pher antidote
rhythms pher's ing in
might might trast character's
72) white, Mrican-American
DEPICTION) You dialogue in a
translates their of As
and For some possible. Second,
hassled
he Polly her than nonverbal
lends it.\" \"The of fieldworker
that talk
chatting with
and has
SCENE and had school. remarks and and
indirect MF.\" with writer when the
read:
of messages
by a
girl my She shows
changed
to Peoplephrase
permission is . it principal.
together:) \"stories\" something.
teller
summarize. . perceptions a verbal
the approximates
NOTES: \"white
she . flavor complicated
to might the
dialogue
walking
a a student's
and that the
\"This and verbatim First,
quotation, that word. complex
work but
without has the
and of ironic
the closelyconversation
the
verbatim
been starts more
. ded MF, girl paraphrasing, excerpt
names.
complete
up they views about is send and
direct girl?\" . every
principal this
DETAILED schoolhad .) in voice unheard. told trouble.
confi answered, . more guard,
that this him
the how that had. the black readily their a even
obscuresto descriptions
livens I a of more
leave had
But documented information. experience her They
see Polly direct: that been to or
see too
to fails of dialogue
replaying
her
principal girl called called
own
be \"story\" and
you and said attitude\". it
WRITING can usually quotation and have up
marking the she a student,
told tried the portionand girl contradictory
speech, Paraphrasing
content. guard's conveys
we
I '.. She indexes as
kinds a posture.
fragments \"Did \"It's \"bad and
should literally
girl said disturbance.And then last the accentuate
or
paraphrasing the
words would
clearly does. basic or
Indirect the Members' and Writing
quoted By speech, Direct:Indirect:
Indirect: Reported Direct:
Indirect:
Direct: ing the own of This dences,thus
principal 5) changedifferent
valuable vides fieldnote
between about talk They sion, seemingly

a I
she As in re- ac-
in or
girl the she she
staff that blue And
quo- con- me. pre-
with it,\" write accu- guards
contin- the said but
the
them. directorand indirect then
view occur between dark
of kiss
he hold
askedsaid
them who MF,
They She and
As and Interspersing)
hug::Karen, \"the We quotations indirect
one that she head.)
a disturbance. quotation
her. do.\" placed Polly black
pretty, movement-sat, others-as wearing me!\"
observing a her
to talk: observing direct
woman
the
be girl?\"her. arguing.
on back-and-forth
am In interactions girl,
approaches
how I indirect
Roberta, requests with
black that with shook
it, with quotation, control
usuaHy indirect
people\" as
interaction.
that hug.) had the started
with at
attention and
should black see hassled and
Karen focuses social throughparaphrasing. convey deal
his a can't \"It's
in what had had to
PAGE) any shower!'\" by direct to you
to PoHy,
of me,
speaksThen \"Look Karen
notices You spoken
having recorded girl and
pay writer and tried
the how \"Did attitude\"
THE verbatim talking, told
and dialogue with the
be the
the in had
actions.) together predominately
ON clients. toward
responds dialogue-conversations her. school. \"bad of
director outside. interested
features report he
doesn'tover were that Polly a as
talked to
the she speech, I
he arm quotedshould my
the opens-interspersed we permission
and
as clothes work
iJlustrates is has flow
his MF.\"
foundbut people's reproduce left, As by
over glances
SCENES
paragraph, I confIded girl
room, up of members pointed
she he your reproduce others \"This
giggles reported
actually speech
look without that
\"white
glances,
They all example
off that a
to that
director, ethnographers part before Polly Polly walking conversation
opens also
way, a
interconnected entrance. said
shower or so
the he as as
by. and school
Roberta, or been this
CREATING
the Smurf to 'Take throughphrases reported answered, She back-and-forth
to marks;
assigned talk possible. school had, principal up
of lock, bashful actions, following I leave
had it.\"
action-orientedout, and walked had
approaches, \"talk\" as the
dirty Dialogue) those the
presence minute to
and her
door talking
talkingeyesusual a front girl
this The

74) the small, says ues our her

members In shuts, yell[s] portingtion about their rately quotation,
Ethnographers only quotation
paraphrases. tation, versation:) For the told tried principal
sweats, the calledchanged Writingserves
 go
she expressions
make data;
paraphrases
verbatim
manyThey the excerptyoung one boys, and
to compensate record efforts of transcribed
listeners
a Let's everywhere. Inside here?\"
of
SCENE a Rachel an
way
it
when working particular
recurrent this.\)
can is (N), young \"Ah. went hut.
in ethnographers
form examining among put eat
in-group since this
special how
she children
even researcher said, they large
checking when snippets carefully some
NOTES: detailedpursue who can't
difficulties,
recordings. way, a
most and
other the Pia
and the as make
closely narrator
and foJlowing We
arise or can exclusive were song?They that saw mba,
saying, tape interested studied.consider audience,
Still, for the go.
dialogue talk, may or men,
The and
are language
by they 4 performancesand there They
a good
DETAILED lingo the a persons. honey,
assistant includes preserve those
of recorded way \"Let's
others everywhere. go.\"
problems aJl these to that clients time, Shamuna. this \"Who?\"
for it.
primary women, a with four this
local people so session.
to researchers illustration, She Let's in said,]
flow a and of
and went \"Who?\"
said,
clearly. narrators
technical fieldnotes
order encounters. among have of performance;
WRITING follow their storytelling upon story were went friends,
with
what Similar in field staff
as of (A) they
a
said,
to occasionally
possible
Zaire. both
such
Funga honey
return. it
their such way way forthcoming).)
much response of Once Is They Pia Good.They \"My He Another [Another
verbatim and as
storyteJling
In one By one
the correctly
working difJiculty.
with Unable can remembered ment cordings
talk example,
betweensomecordingsas experiences cordings
dundu, sions the of (Fretz
audience N: A: N: A: N:

I
do for re- She not
and one
over- social white when
mean- a making quotes
actuallyfeatures did
conveys field that approxi- quoting.
sell-out? exchange quotation language, capturing)
fieldnotes discussion researcher
the bracketing reasons a McDonalds. consistency she
other, the
are key a with to fieldworker
extreme.\" about
words-ges- of at a
by full the
comments speaker's to out reader with complex
the verbatim
each dialogue they a Such second
record \302\243rom verbatim
and the go
allows as \"What's to works term. keeps well a becausedifficulty
point of
to it tempting
numberSuch you concerned down in
must ongoing who down. also become said
Furthermore,jJeople a comes If be How have
may back-and-forth
interrupt alirieatpage jottings clues Dubois, \"take
a convinces punctuating but extent
accompanying talk. more
with Dialogue people.\ can will
in have members' jotting
voice. on is
PAGE) they expressions Ms. to it written the research
excerpt sell-out. someone then
of dialogue someone
people key also
dialogue or who urge
quotedprovides and capturea
THE and
respondplaced
asked views. researcher's. does she
ethnographers tone dialogue interests. to we
some insider, what
expression and persuasively actually
ON be course:) allegiance writingthe
and terms teacher an field but
and following curls, that a retains determines
addition, are
Thus ethnographers person-you
no
\"someone
in miss
can as the
verbatim be
conversations: In misrepresentation
bodily The as also that \302\243rom
action,style,
history Jheri in members'
in capturing quotation quoting However, word,
SCENES fieldworker
expression, white repliedeven
the effort, with loyalty,
and a
a choices certainly
members' with
view. She talk. while differs
to sell-out \302\243requently
put-downs. facial direct overheard phrases
speech.
turn-taking notes advances could a racial accidental and
\302\243rom simultaneously, personal situations. male
talk verbatim when
smoothly no presenting she particular
accurately world and
CREATING capture uses identity, those a
polite talk Such their possible
to language
infer you has issues language
traits, black sell-out.\"
sell-out
defined such avoids will
turns considerable to if as
or specific a a the
identity, racial only alert
Mrican-American she who there\"remembered
they movement, in cultural that . writer example,
only
take words, overlapping that only local
. Since These
Although a an . often

76) sarcasm
ings ture, not lap murmurs.
the requires
peppering status,searcher
character used of in Deston, said Then
hear girl-you it The about \"was mate as marks not more the knows For not understand
 been not that ab(;mt
them, sorcerer's needs
ethnographer apartment
is lije. reader
most created a of describing,
sorcerer, had brother. go Shaw an environment
performance, 6) encounter
description ethnographer qualities
SCENE a she learns. encoding the in
over The through they
was of particular
to the river sense An descriptions through
path it they
honey older speech she they living
and Linda in
spell as how allow and skills area
consequences simple
event.words; being characteristics/Telling isolated
NOTES: a the his that a
their recording.
belongs during the natural an what others. in as
to the minimal through
cast ate a persons to their which woman
recorded context writer's kitchen \"normal\"
recording
video human showing
across times While a fieldnotes, a
about was fearing of than down the some a in as appear
will honey.\
who of beings of the The
DETAILED it it on
probably a listening
four and
and tion) relates listing
presented
g in
the more set
panic write thus create
that and social SO:7)))
not documenting
Fun
nowhere sung ate to varietyaudio conveys expression, draws facility.to
describe effective dialogue.
and of simply being
because of and a living
acts, individuals as fully
WRITING that transcription by is by doing
created\")
who racteriza characterizes
from song, listen with characterization. as facial
hope trusting I a uses following made
in
means
ha as
and talks, couple
it's and C fully than and than
, God never the
characteristics a have feel
er questions movements presenting
dangerous Thus, In
r
is appearedce
l11ade-of-human-ribs consequence
recurring
between
between
river Papa, simple serve up research
fieldnotes Ethnographers
knownand characterizes
more person rather traits characters
tures, and rather characterization
and with board-and-care
they they

in by
this He
and ob- also
came
good- com-
that despite partici- house-)
troubled. ethnog- place She yishima.
now.\" We Accuratepauses
[my including
see honey.\" words the
storytelling the story-songs
Go and
just
this way. and took general
You of performances. called
the the that
speaker)
eat crying. the
ahead. long Kayanda teller's ethnographer
You'rehoney?\" to part
a from?\" gathering
on ah! session
situation
the and stories,know
present. native rhythmreflect
this one singingThe
grandchildren.
\"Ah!
Go
a
eat not decide going come all children the
storytelling
the family by
it. found, it of and such
is it. it. it. side. it.) only
said, you to breaks is
and
PAGE) eat him.\" and did listeners
won't help remarks.
here \"We're going.\" storytelling
and and I'll cross water.cross crossother cross participants
line tape telling
for honey. catching
THE you it's the describing informal and
primarily
the children
the the
honeyribs, arrived Whereit?\" ate must must must must and the
understand
here. wait along. barkingattention an
ON I I I to I 1983).
these
forward the it. first.\" it. that at about
of where into and their
hungry, They river. who involves dog
ate We'll go I eat
humanout explainor with performance,
so put a close
requiring and
go.\" walked I'll fieldnotes
came he this?\" it's goingcreated,
created, crossing
created, created, noted
large can as about participated offered
SCENES is translating
Tedlock exclamations this
who
with him? a didn't
\"Get they I I'm pavilion
source I'm punctuation she
you're \"Let's river.
distance.\" river. God God God God in
for Papa, (often and wives,
Funga honey; Who its
what such requires learn
man built said, the 1991;
with
liata, the sounds people
Papa, river Papa, river Papa, river to extensive
wait soon. greatlarge see Eee, river performance chief's women that
\"Ah!
thoughThe was some a a a also seven conversations
CREATING
fivapu, we that
liata, cross Eee, Eee, Eee, example, the out
friends,
friends, can't large large large large the
[Funga] came said, Papa. responses so his her
Hymes wrote
Even house took from ness], efforts in
transcribing For that answering Chokwe
Then, \"Child. He \"ShallHe Liata, \"My \"My He 'We \"Let's Oh This Papa!This Papa!This Papa!This s
Singing interfering (cf.
also fire chief; by found
But

78) First N: A: N: A: N: A: N: A: Transcribing such transcription

audience speaking
style rapher'sShe pants.the the served and recordedmentsShe
 previousenters to are first
behavior and
his white
fools.\ their
Ethnographers
said (\"stock\" and
he richer that that detail
SCENE he curved the and people describe about description
gestures actions
you record, featuresin picture
character
gesture,
a from characters), visible progresses
at throughtime fieldworker assembled
at talk a appearances individuals each
away, with contact
men, \"cholo.\" fuller, often fuJI
those leaving more appearance
typical exaggerated partial have qualities
NOTES: the each (\"flat\"policeman unique
arms\"Look a primaryposture,
he a features the the
out known earlier research a
walked only words,
youngLatino they them, know
his or contacts about
said, only writing repeated as with characterizes
acts a weJI also figures fieldnotes, body
Then is full-fledged
to paper
friend that show
DETAILED of other for surface of
classmates:) characterizations as write with
but driver time on
his placed view. ethnographers Although
introduction
In
describes usually
contextualize entry persons
accent. watching bantering of the
already notice bus and series which
some and continuing coming as
only that
mockingly of fuJI one a to encountering taking
a
a Each persons as is capture scene. appearance,
male caricature clearly point resources wiJI weJI-known note in
WRITING members' qualities a
who
Spanish
diagonally, first to details
before Someone less despite known
. group have interaction. some such can evidenthere in
time
white out \" individual as limited try
suggest
. to character, ethnographer
mock which upon through
moment. now
the a this An
student ludicrous member's types Furthermore, and An
a \"cholo\" As in shoesback. In a distinguish
tails a need main current individual's
this fieldworkers
presentothers as longer searcher
researcher's becomeproblem
only changed would on ters, centraJIy
throughsignificant
sible:

a a a a
on the get
of in
She or- and ap- ac-
they Terri how talk as and
had and more really to good and, only
space, home. some
rug futility black/
kitchen as way setting. institu-
me a a kids and
loud. the and a
tiny said, apartment the bacon, construct use fumbling describes)
opened gets not of actual
room. coffee want produces student, details
of the
and was out I
tension
he it's to to human woman
this their tried, of sketches
it, they eggs, norrnal
\"apartment\"
their showing in Terri the one while
to do.\ actions remarksexcerpt
glass she spoke here. vain forces fuJIy older
in bed, There care when person,\"
person's
the
the
was morning make know, to in relevant
however, an
next Then to coffee, tempted labeling
each Terri wife herself
me The beds. take else that than
that pride Jay's harder of wantsYou
whose
apartment bed. screaming, createquasi-institutional be at example, to other
room flX pizza.done the he less Such members'
following
show were. cup homeless
area great detail.other the the normal
to struggle to
to
counted house, debilitating as For
to had a coffee.nothing this
PAGE) entirein yet,
living the
of her might \"a The
the best closely
a an and uses really be in the purse.
they
take-out noise, individual characterized
muttered
taking an see across include
THE kitchen whatever
offered foot
she an have; lives instantthere's her characterization,
end, on rack the even clean or she attention
\"room\" heat breakfast-a of we writer others.
ON the mall,
pot sustain a person,\" stereotype. does
they then against looking
one at spice mighttheir \"All humandone comes that
another, pads can't cup quick oversized
as each work,drink a
at I
converted but
to of TV the writer's mock
approximated coffee to has words, than
a husband and fuJIy notes, best,
SCENEStoday area foam demonstrate and
efforts: him cannot refuge
sometimes couple a Such shopping
or
out the different retarded negative noting the
small space had to my goes She and a at a shabby, however,
the and fix his a
Jay in they as but a
the features these fix he dinner as (\"a rather as in
one hard how can apartment, after in
and
of
They like
fl.oor married all married, for who, closes
bedroom me
pointed
pride of finish
a nice and the across
actions ete.) behavior.
CREATING not where very any a space label stereotype
Terri out from that. I'm and
She up up character. to peoplelady\"
became her appears
to room spite morning, and
me made oventried that
it him wishes
showed me. get bag ethnographer,
with in her Asian, type
particular the I pick comes character
which
created had next she mattress, fix
juice-before private
one she
living Terri felt in An
Pressed worst,
just pale
went
80) I they area and real the
had escorted cupboards.
took warmer like apparent
she bothersup angethen Here, to Terri reveal life Through
this tionallife. convenient
white/ pearance
stock at describing a actions.
\"senileabsent-mindedly tions
 was
desperate. waits and
and one lips in peoplestarts
a
name, Caesar's
think. and he teacher stuck and
him having and speak looks And
SCENE I say his that him smiles. these Paul, of
as nervousness.
by ethnographer's
Lynn of feeling shouldn't observer at answer
other
asks you The
up
responses Caesar
Just then and lips face\"
what lines \"Yes,gives he part
the
was speech. this
afraidof okay, and me
feelings-the looks his you.\"Paul's
what and carefully
red understood
NOTES: here?\" statements you.
and that If himself
is smile and and a attribute
is
teacher reply, at experiences write participation
for by
it's and and lines
I to not
he he afraid my to
about sign writer with not essential
The faint word past through
Caesarsaying empathetic own
be by \"Yes, looks person. signs had
that A said? to smile continues, an
something the
to both his
tried
understood me did \"I
DETAILED into
smile.because thinks
says, red. singlehad in saying.) their first
I at
sign says he referring faint
something intimidated
a and miss
you.\" turns Caesar and game
in have he interactions
tl].e
A so
half still lost:) conveyed
interested were says fine. over
a directly appropriate we
Had in be The
teacher red. segment,
anybody
oncedon't
speaking face what think. own
person, was comment,
WRITING quickly they
answering
ethnographer's
scene, been that's the smile\")
with of seems goes still
at his
reluctantly describing
The understood write
\"You what understand this
ways.
him smiles.
(\"looks
and this distorted.
repeat starts third have face \"Yes,
reluctantly shouldn't half account,
desk of and not people things original
afraid can teacher in a
too.\" Caesar to and struggle
his answer Caesar
When the
his gives he speech.)
he had
the the
at you to Caesar,
ing afraid if
tioningly. down I me The other Caesarof
answer Clearly,role essential
himself-his
deeply generally would
in and replies,
Caesar and that Paul and In behavior
with person
This self-revealing

a a
as in of in in all
the that in the the the
who may field cen- from class,
deci- social right, down)
or might in at which in a speak. clearly (rather can
part central
with describ- \"princi- him. when interac- game
interests as the
the who shift
to we
about the courtroom makes That's looks
by side\" f!om the life, in .
small a in members the stands act
illustration example, . that
ethnographer's If f!omthe in speaking. and
simply in that those to notice other his
his character so
witnesses,
a may might of by
to world those For to truly especially
participates
the vivid face
theoretical side Lynn.
decision example, ethnographer's even as He educational
each outsider are well
staff''' position all
for the
doing engagedan as
lunchtime, an
For social attentionscene. seems who
focus the the juncture:) good in
a at from
referred attorneys, directly ways. are
seen description researcher fully
the one fieldnote, answers red
also a a one
be
PAGE)
be researcher's
\"support shape particularly functioncharacterization.
slight
in quad
problem
at \"Very
than no who playing encourage the
researcher's people. a Conversely, the little
to identify essentially
in then get lookingif ethnographer answers
a
the depicting and the in says,
THE may to become
indeed for. those what
field in and Indeed, the me
among
rather for the ethnographer figure
strategies
ON detail by detail and students hearingstuttering say at
person \037irst, presents unanticipated
the might
particular the noted her. a Though to teacher
of person,
called in of what
might
patterns centrality of character over
that bailiffs is talking pivotal
who incslude
be ethnographer The
strategy '])lore had a
shape treated with
for a hard speak
SCENES towardteamwork
and setting t\\ourtyard an observerexcerpt, Caesar
looks
figure degree a so also
scene only to
peripheral. of incident students.
particular much and
person's the
criteria
is the a the in are students
in presence But relevant having
the
try
clerks methodological someone a interacts the becomes
tellinglanguage).
Caesar
study interactional the to to on outside deaf
might
necessary of who attentiona
example,
on
should in following
on
they across The seen.
CREATING an with sign
as
peripheral figuresif should
in is the you.\"
For as
a and her clearly the
orient central keeps
focus determine described you
Similarly, pattern.
addition, focusing
becomes In for
number courtroom a fieldworker,
details scene. focus to
distinctive be watchingevent character fieldworker through
central walking stance
A In Fieldnotes Lynn
central scene class
82) contrast,
few the is will characters ing
were judge. attention. sion such setting a person
be scenepal
researcher not side the
interactions. action member
tral his tions. a The empathizes
the than Caesar,
understand
 is herself particularly sensory
event, the life more events
that project. and as extra section,
she these and of
paragraph into larger or units notes to
shifts description invested
a and and
which the vivid imagery.
that order with purposes:
description. into writing field fully require slice a
EXTENDED write selects
noted concerned more a dominate.
slight of as research
writing discrete to can from action.ethnographers by
OF the situation entry, following
finds day's
begin
be she not
a has her fragmented episodes detailed
of incidents,
fieldnotes, unit one more the
These their to write
\"complete\" down to may
entire competing be fieldnotes describe struck
memories a
often several to benefit entries,In does
sit more events entry,
most an extended up within writer she
structures vital
largest down two and through
in and Such and
organize an the might
often sequences units. which
create the actions
computer, interactions,
classroom. organize write most is
entries workersa scroll extended of
a
ORGANIZATION also to as narrative
Thus, thereby to fieldworker,
possible
on passages of scene.)
throughout ethnographer which field progresses, primarily
then as incidents such sketches
and They becomes coherent the
Though writing organizing recount
within break. cohere the intuits experiences.
jottingsextended and ethnographer scene
event Many longer and forms
such about a sequencing
whole working quicklyshe research writing Sketches)
attention and or the options: which unfolding sketch,
moment as
ethnographerjuggles two
another Ethnographers These
her In different an a
paragraph.
to paragraph
ent a their momentslarger paragraphs. tions
fieldnotes, dent portant.
when activities
the ties scenesfield, down: as entriesmembers'
throughdetailed, of such and tales, in In scribesgraph,

a
of set
of In be fo-
im- as
un- can have end- from
rush press their their to
Clear more while field-
mem- details
things slice an activity)
feelings, also
learning and scene. and
they they full or
details being and up
the unreadable make that want actions
by units. descriptions
in coherent attention
of to they
concentrated remembering
a Or, that attention
a and also attention
units coherent organizing some person
and as They
personal but incidents a writing
some writing shifts
sustaining for detailed Consequently,providing unit. writer's
beginnings one
coherent which \"complete\"
sustain details end.
attention a indicate
by he
However, focused
to the
\"hear\"fieldnotes. then
a to
mark
such
speaking into memory up skipped perceives from
revealed write
or only
in ORGANIZATION) one
experience, conceptualize their which
incident. he
careful descriptive and to and
scattered minutiae strategies writing,
PAGE) understand own disconnected
sustain not
difficult difficult. write because
or
to relief writing to \"see\" use
so
their lived
it ways form example,
his beginning means
THE to one create
recall do
writer's
the ENTRIES: of complicated find
endless easily accidentally in While
for
their attempt event
them moments
ON began coheres
from
I the later may producing of
fieldnotes
help
not That
though and They which
improve may more
conventional them.
difficult of paragraph
as and through will
enable it subsequently
have
a on another:
\"And They series can events fieldnotes
SCENES moments on
EXTENDED thereby to observed scene.units in
organizing a remembered.
frequently insight.
paragraph to
well fear in a
Through
by extended make analysis as whole they an
their
or
as hard
the
researchers of
an writing. details up
strategies will and that idea
writing, scene drawing \"entire\"
talk depicting
WRITING ethnographers meandering document
grouped moment
sense clearly up researchers writing concentrates
CREATING field the
observation,
saying.\" that by on,
can for when researchers the one
and their perceived featurewrite by
therefore all
may a field fully convention, and
pages, on
more write later Details
were rereading
observedas also recalled
only and for
closing Initially, Field By
fieldnotes.

on later any ory addition,

notes, writing which sure, portantworkers but
recorded ings. cusesgestalt one
84) his readersderstood.)
they behavior Not strategies easily of
write organizational attention
throughfragments
life
 I of a with exactly apparently one puffY
an which someone, time entry. 10
about kinetic standing in recounting two right.
on noticed studentssee
Next foot were in in at of
Further I
Further background continuous white my
or and when one-paragraph
EXTENDED a
students. the a to
balL sitting arms providing people effectively unified episode.
a
a event looks When
OF At students, where
concerned as period it
one
jackets. group, hear even interrelated, of between
bench. His
visual an for of \"still-life\" as
a black were
place.)
she less down
and groupings a as
this in as time. long wearing
black not
on as or sat
forty starter stands write
a
females. of
bouncing ran useful in was
of others himself. consists
or these than sketches relations She
especially includes and
incident
when, could depicts actions
was
sitting twenty by feet are over interaction She
right more
mostly an two-paragraph
kinds he posture a hair.
thirty while his was an in.
moves
were
ORGANIZATION the rather social or
how, excerpt
jacket sometimes and which tells
maybe dancing depicted of extend organize
To time: black
about blacks, while sketches and perceive
of when came
males he paragraph Descriptive one-
different
of track that not
starter standing, can a class
still-life writer constructs describes
the sketch,
fifteen to a a as
of
black group skiing, Even a action does following female
of walkman, qualities one feathered
group were ethnographer doing, as general, Episodes)
black wearing expression
two people thus
a auditorium.
In writer
were The
happening.) black
ing and trated were groupmotherSomethe yellowhe This wantedwhom. were althoughscene quenced. and descriptions.
son's reveal is Unlike countswhich acters,episode,
and ethnographers
memory the ginning A straight

it a
up to
she re- or- but ob- the ex-
that give leans way
con- them them black wear-)
how- char- street give occa- scene a
or of to than to details Behind
writing she them particu- writing.
he time, incorpo- and full
primarily to reader the
in
recall images. as male
form have is some of
settings, aims because putting one
with also it any Latino placingthe hundred
lifting hour
what appearance or a toys:) ground. of On black
this writer
which dominates, may then units
can part, developed descriptive and
sensory of balance one
through the
recalling describes
not with to away.) the allow
but
people, in on
and lunch short
and Because ground,
contrasts for senses plot) picture
distance writer uses about
describes vision sketch stall and one
a unifies toys the hand, slowly
involved.
(of a interactions, writer
moving metaphor, of at she stiU
details nonvisual permits
example, those at the left,
of her independent
scene, criteria detailed from
PAGE) describing at walks far
a snapshot
all dominates, which incident. in close-up
as were
visual sense action which way a uncrowded
For
visual In about incidents, another the
on sense
a following and
THE observes more themselves:)
on the also ethnographic this participants
single or there On
static evoke character up subsequent stand
well. primary It the looking around
out the food. write a in or
ON succession it.
as the segment,
less only much or and group
the must Often in
oversomething, may quad.
has employs and single presenting events example,
is uneventful, windy,
or of with
another. rely be it. consequential a sketch by setting
brief of
looking setting.
fieldworker bent toys over straightens for an
SCENES details Hence a Consideron a and
of
not particular
writer 9 evoke is bags the entries central
writer is students
more after a the the vision she
\"sketch\" them contextualize
a might the to individual, into
setting
cold the
the
of of for sense several sketch,during
need kinetic plastic these how in
observer perceived senses. an
people.focuses woman up turn the engagement readily was
action term
or smell any minute, framework
forth, she because effort typically of two
to
details of it
CREATING a
merits sketches
where one the of so other school
as Latina picks more
writing setting,lacks which
Presenting language
overview clustered
the holds larger following
a it inchesMter sense however,
distanced and the specialsketch though
simply She a
auditorysense high documents
older she character's
While for
A Often, the a
brief
86) more senses. counting
narrative, ganizingrate the veyingjects, momentever, a Englishis pend about static, acterization
market, An her over.severaldown. quick
Organizing lar into sions,
visualize In in that Even students
 actions happen.\" We
interaction
They form overdetermine
build one events
and become to are instead,
important ITom toward story
an revise
in. perceive
describing entry. a ending
be enable fieldnote
telling also recountconsequence,
progress, lead everyday
EXTENDED between often might of sequences
not
a
are also In which
sometimes describe narrative narrative. to
about later will day's differs everyday
OF they in a write As
narration a that however,
\"something
tales Most try
they movement
will of only in particular
interested time might actions but should
a into
and
demands unifieddramatic
episode make stories consequences;
life to
are not a
over outcomes. These within however, events. their
they should happen.
an connections ethnographer generallyas
becausewriter them, it
on and
they fieldnote ethnographers formal suspense
tales, stories the
and happens\": than saw
The stories complex,
write tales.\"
conventions clear-cut
dramatic then,
ORGANIZATION that Tales) Ethnographers, the stories:
episodes follow so,
topic embedded in Describing build
(inevitably) she
entry, immediate consequences
may a fieldnotes.) the These like actionsfit into
note structure rather as
to can
these behavior on fieldnote doing lead they ethnographer
day's activities. have
whether results
They upon of interconnected\"something
lead \"field writing in events an
a action. happen event
Well-crafted
reader outcomeY aimlessly. convincing
different Fieldnote as to draw as of that between episodes them
and
day. a narrative should the
writing Writing not experiences
Ethnographers,
bears similar

one it Yet
knowing patternsmany Withinsodes or because seem phers tions units rative. that folding ways matic fied do next rather writing;tions all lated crafting more make nor Rather,tell

as to to
the He the ex- the was He are
face, each class their again their with with they
voice does. writ- hour. them
to Mexi- things drinks
every- for Placing within)
swiping
Chicken his and held
him. others they concur-
appear ESL for \"going
said on at two five that
English \"Wel1?\" for pages
kept above go nodded write place.
an boy, him.) Ishmael
Fried annoyed and arranged said because
grin in boy, \"List (His six
sequence, routine, simultaneously associated
an a swiping excerpt, said, and
teacher briefly a one themselves could because
they boy during often outcomes
friend waited
in as he heads. describing
with linked the Mexican Koreans filled its
boy's find Korean one time entries
black a group: only
Kentucky him as students understand barely all
looking are episode. Angeles.\" their The working by
the the one groups, the that
group, Ishmael of
Robert's character's following Mexican as When
Dubois to of occurring
Los could own,
eating telling presented that the
climax one the several girls, other Ishmael, fieldworkers episodic
actionsunified in
answers.)) together linked learn
PAGE) Ms. \"Chhh,\" otherrest at hour.
boxes. are a
In nodding skating.\"
kept a they
were activity:) the suggested the ethnographer groups their
exchange, to way think
the by The and
THE ethnographers of (I episodes such
said, he
these
responds Korean activity. $10.00but same
white She recount the
to the belong loosely
on
this all directly \"roller small example,
ON They girl actions it know
answered girl group then the
of build two
and her. activities. a
than agreed to manyactions
Thus, group.
said the for
He to entries, Like accent, stand
The the producing read scene,isolated
assigned less two; of
down.red slap looking the girl
chicken.) episodes
etc. minutely recounts girl. or others suggestions. during episodes,
to minute people: and for less
SCENES sat teacher's the hour, write
a many seemed
little his next; needs and present
sistah.\" six from or The
brother.\" him, in mundane complete for Mexican he class
and of and of date The other to one episodes
trying the hand
my a Russian classroom
in After to to Russian his desk minute no
sequence
out eating interaction, episodes a discrete a
alone, fact, circlehis on the
more
able same
to episode about by Cafe. this of
She's one in the for though
CREATING
cametook female,
In do during
alone.her trigger ethnographer activIties.
the
students' consisted on and
suggestions such was track
small offered fieldnote
back to and
her responds every together a card can them Rock even of in series Ethnographers
worry. the marked for
they black the fieldnote but she a can
black) in
\"Leave continuous actions.primarily group actions
gone boys, you beach\"
Not elbows describing various as Many
the leave Hard
series
88) (both which at to guy, \"Don't
had Here, seemingteacher one Many day ing ample, worked One can chairsquestion his watched
that heavily at waitedthe heads,respond, In a Thus, on situatedrent up others.rarely
 dean The another; Sam
women makewhite to out
achieves women brain.\"
think were
a some writes get twenty. a
episodes up
to involveand
women to car.
about the to bicycle.\" we jeep got
with the ya?\" they're a next
the the to their was
all the
EXTENDED about She'll about and The
leads Sam of of to
is, incident. toward don't penis and walked
contrast, waiting
OF patrol consecutive a guy stood
always name there
in another is, side that.
that of some lights. behind
on telling it's there pieces and (Caucasian)
action wereand
ethnographer episodes bad have changed Alisha
tale, episodes actions one a wife
Sam?\" got the
'em?\"forever.\"
of one of series
was what wrong here.\"
Hispanic back and up and back
girl
unfolding cause my a night,
night, to problem don't light on
officers; a these get and
it gives the car The
brain.\" think,tell last there alley
student Alisha the we down were the
secondseries believe of go
looked
one ones?\" the walkedus.
single,which a
the I
two a hate what the passed flipped
you we been ahead
ORGANIZATION a in related I out there to
The sequence happened.\ can't what of were They of Mter
the recounts and bike She
a tale, although because Sam up
\"I
driving, that's probably that.\"
tells riding, and what know.\" we.
of that side think it that were out
watched
linking He know I'll alley kid's sure. Should
is they've zoomed
first loosely And did all
thread.by were that stop
incident an tires don't
done walked
as
through while \"You wrong \"They\"Or
\"What?\" \"Is \"No.
\"NOOO!\" \"The \"Yeah.\" \"Urn,\"I \"They\"Oh. \"No pulled
\"Maybe.\" We windows.
this episodes; we
thereby,
activities Alisha. only
In As department.
have things. the laughing. down those We gonnaon. lane intersection,
Sam the station
school
the thematicstructure
and, a mOves served and (a)
crete are \"somethings (b)

a a
in or
for
in in)
the For She the the ob- and and and
after past uni- This
fit thus, tales.
high- at crim- them. myths a builds
never- actionswrite actions people
tale, present saw
within detail may
one fieldnote
to all can or and
the they getting stories events
have them. interest
characters,
tales Many narrate
which this about
she ethnographic
ethnographer
page units activities. progression progress recount
structured: urge in write next fieldnote two
remembers. how enact example, such that
infers the to tale they
the When to of
the
including
good researcher they the researchers thematic
she she sees endings. For
coherent
on episodes
similar notes a
fieldnotes \"extraneous\" about to
loosely as tale. the
belongs
of she an intend very events, field and, interconnects
integrated on members extendedas has
connections beginnings, cohesive field
are the of activities
down resisting of a telling them.
structured leads
because another,not the
stories, much series what may experiences;
writing two
PAGE) are the
put a or what which looselywriter
tales as tale for queries;In writes
after write action
import consequential narrateday's episodes
clear-cut people
THE cohesively
and rereading of only the
write concentrate
chunks
polished the makes sense eventsexample,
perception
less and society one present
ON narratives-for presents
their elders.
hear tellers and
or
more fieldnotesaw fieldnote episodewhether
Nevertheless, or
For
when ethnographer we series tale
next, researchers
to might which Often about felicitously the a because
action she their which
one an may about appropriately
most or intuitive more the as the in first
SCENES of only researcher members'
tales American
can
episodic to pages, only
an structured actions.
what them. to from
the
loosely writes the have
in tales other present
an remembers, clear course, of
by causes
string what.\" policewoman,
highly-crafted as
a only she of that
about researcher tales
from ethnographer and
interconnected. tightly these each structure, them, coheres
characters page, cohesive learned
CREATING Inevitably, series response and
not with ethnographer
them action hearings
the
to following
the guided in
story, the both tale
becomes Committed ethnographer
range more write the
reports goes write one
episodic, loosely writing on the
outcomeP
entry. several as activities
observed unified court the legends narrative
stories
be Though be Sometimes, a an In
policeman
90) to another. thelessday's writer instance,
light to
constructs cohesive
she \"what
while episode scene moment, tales should as
reasons. servewhich inal and shouldtell
Similarly, and
incidents stories,fied to a episodic
Thoughremembered
 and coffee.\" From
mistake handed immunization
he drug how
for this \"Comecome Clearly might
car. reg. Sam drive raised out
my puned them.
my minute be
laughed. run routine
COFFEE!' flashlight a kids' about
order he driver now-supportive which, aside intended
responsible mean
EXTENDED littering 1993].would can of joking. story
in and her a his topics occasional be figure from
they my As for an
realizeretrieve expired
fonow, officers
OF not transformed. The materialfor
American to activities. to
get cup plate to had chase in One
and man doesn't
did a tenor
work had up dealer.\" Fathers a the
I January
the clear, shined and might
could \"That's
He informal
about and in the patrol driving, work
I beat warrants. an the
turned father car to efforts
be now window. now-teasing, acceptance
me so police said, crack a stories. ethnographer
jokingly back to old and Alsiha with two during
wrong, back we father. meant. provide his
to [it's hoping he our I
the
comments another the
an as endless
said back as normal
I'm 'Go had someatmosphere their some
I window.\" male. driver's in dealers.\ conveys
go said, spoke not
ORGANIZATION if do the wants1991 came
and what tale, talk, who possible
talkingthe the got someone's into clearly
minutes.))follow outside excitement gain
officers, stories
me said, drug also
you coffee for Sam black Sam officers;
you fast in to said plate to he responsible not reveal to
mine.\" out a That's excitement
you the
in street a cause back two
you're that up As tale
cup how it aren't of writer, tense actionsseveral were
kept The was up box. ordinary
began fieldnote slip patrol
joking main car. hopes
\"I \"So \"Correct \"No laugh.\"But \"Would can it.
Charles.\" \"Just\"That's observed the with
The
episodes from these
coffee quested all prising
free Sam to registration
36 on the driverwalkedregistration.
the write glove fathers two his
this These
(e) In eventsThe ship. ongoingmoments
officers terest turn for along and
accurately that

a I I it
to of all to
her had get re- and cop not the out
does find
clerk fined got espe- car you\" came
Alisha Alisha wrap- a dumb bump top while
to are
started a engine up
a
back not
of a I'm window possible through a though.
and they the Crack!\"
tell we
floored that's having
lady up. shouldAlishaSam and What the
the
on hit for have out
but window the ifI
like her such guessabout on Where for
the she car didn't?\" littering, lockedSam
went I car, point
walkedon his area driving We We
mine out
cups window like duck taillight
and her the not \"Crack! one Sam bang around coffee coffee?\"
Sam the the
then anything.
comment. \"You to was Alsiha
were in to examples.
the
the fined showed
for range, At it my my
told
down coffee in street.
and
and
of I be seemsa something as road.
through.
trunk
tonight.someone.
need and out heard, fuckin'drove
and some back to at ready out it the at tea;es
thing her
floored a hold
her rolled street.car the the throw
walkedcups any window. fly we that said be We
had He of got felony gun to
to didn't went \"no;' real need \"Get the the in and
headlights big see made made down
is.\"
a [Sam
We Sam the a area except
Sam
threw
PAGE) it's my
they medicines. she we side we
it had out
her and
then out
said,
had
out. would met I
there.\" stud.\
spoke wrapper down things want
these didn't flying and car I a
retrospect
THE cup the and taj]]ight.
Alisha we we each point call
there.\" gun
that coffee. over Sam she think guns of
and driving, In gunshots the Alisha!\" ass Sam.
Sam and all flew
ON them \"I candy gunshots.
one that and on
to stin my such
warning.)get residential were car it?\"
said
a paid face, that
wrapper a a is street.their in We somehow
kind close
coffee were us get
to over with came we heard in \"Damn. it's
gave stomach his heard I that want driving
only
the and hauling if to
Sam each
we sees
parked
I window.] you're
taillights. with aisle Sam candy on split.\" what
SCENES 7-11 She largest As explain
working. fireworks? pulledcalled
again seat. find
pretty see driving.\"
never peoplejust search. a your the
off tough We through towardscars
her and to walked his to Sam,
I the the a havingdown
something my
to go
was
at in smile were Sam then the know the Alisha. out
her go Alisha. bar. again.
on it fucker squealed
once was trust I
supposed
of were I
had
stomach. somebody Hew with up I
got let to down throwbig having
thought,
driving and She want see
a they if and coming tires and out even and
and coffee. to went \"I That But shouldcoffee because
CREATING
looked He her she we
she \"That spot was it
grabbed candy but you They gavetonight,
We assuming me. car
around like the we
for With were seen a her
Sam with that when and again flew don't did
and to
car. decided just looking Alisha both told I trunk. \"No.
I then felons?
I we on \"Did \"Yeah. \"I \"That's
\037'How
look narrow felony
back the taillights.We knew them so was Turnsplied Mounds asked. per. cially it
pretended
driving car?\ thought,
As immediately used hadn'traced and she gunshots.up a brakes,onceand the and and a the Maybethrow

92) (c) (d)

 out him, do be
environment, smoking. asks The metal him once responds,
either to serious.\" of favor.\" enough
the he
the graffiti. again, to during at a into myself
walls\"
service have nothing
who Julio
kids because
it's is Many looking
on between
new out
supposed
Joneshere. have
they
the
asked
I
a might that caught distinctly heavy Jones
we
whines,me
with anywhere then confidential is a ask
seemhe
doingit's the
in a looks inconspicuousand
panicked
\"I
EXTENDED hours all was Mr. do there'sLoges walked
if forth one know and walk as Mr. and
is time, of is time
name.
and can
position
transferred But too.\"
OF them can't Sokoloff means says, we
lot with suspended, Jones
We Jones him Ms.
and that seems
get where finds them do?\" a
That's fifteendown a we Sokoloff hair I Please You
unfamiliar similar
send remain Mr. and this, should
seriously. by
he get let Sokoloff if That disbelief tells
second
do if
student
else secondsays
where
Mr.
'em.\"
He I
\"tagging\" back a to long to did of
jail. uptown, to
was can send Southside. So very
about
I the to scrape and with and
With
to flies, see there [now].
that is students Yep, try whereother name.
time. how
We to once to knows with accent. sigh
semester.
go For have \"we from his me trying side
do shifted future frustrated
We needing \"What
to he his policytalking
many that change. here. each by about
over room if smoke this policy.\"
you that somewhere anyone
male be second
ORGANIZATION they if is at
to something
them go being side him,
Russian
state
starts
eXplained course.
or and students off right turnsstudent's
through the
was the getting
delinquency.you, (or schedules man, doorway, a even
of askeddo of idea a white you'll
asks
exasperatedthe
kid change school
of He have just He elsewhere. into around for be
it, I them
transportation. him one the there.
the
has an uncertain
the there he to to
catch school we is of type are inclined ruin at walking don't
flipping up white if bags, in kid The
for they
ship influences.\
short, acknowledged
is out I
a little
means.
we Sokoloff
it
indicator if you other what graffiti).
that limit Most samelems \"Well,more we bad But, \"Here's is
reallyadmitted
pended.\" looks head Walking aged class to
looking and youronly The He voice,smoking
lets ter. explaining activating(A
him. going seems

(c) (d) (e) (f)

a
he to of i:) on are
for are the for To Ac- first
key and
as cars, con- con- such
show when dean,
writer with simply orient which second
did. another)
throughneed to connec- account work astonish-
two mark in \"The
way off narratives. an
the playa no action through The smoking
c to interpretive she only
the sequence my as
been a smoking.
episodes: let
suggest
tale paper
stop any or a
connections to action has the causal
especially
happened\" be transitions fieldworker, actions and as the
school.
in had
next) Such he caught
episodes. he should high-school record.
to cohesive of caught
episode able
the this labeled the a
of police
imply expressed \"tagging\"
Obviously was also fact way the at kids
\"what in had causal
get
I
explicit be forward related following
subsequent the in by some
the tale.
outcome, more have the
up series stop to than connected fieldnote students about
in no stop you
a store well outcome.
actions; the
using transitions an we \"all
advances
car-stop immediately, acted this violation
PAGE) But first an for
to and
write though through
those
rather tighter, handled that talked
connected. 7-11 episodes; to clearly suspended.\"
to actions (d). might secondthe juxtaposed fieldnote up
for he
THE then, avoids \"despite\" major
to the general, are Consider get sigh
Even second the in person
going a a
or reasons write
ON were constructing at also In discussion, aside is files,
closely reader in discrete(e.g., composed
incident
the simply irrevocably of written
starts
episode a ethnographer the
building each sequence, episodic
also set with his
by He
are episode he is get
woman into episodes
so that term
episodes. father the and outcome.
single now-you
SCENES why Jones smoking
chase links all pile noted
concerns one purchased leading a you
developed. or through
does purposes Mr.
his in although white tale, however, also
other black episode. actions
episodes determine
know place, structured, tales, Jones, policy
\"consequently\" for
He tracks ethnographer whole
went
the transition caught,
coffees first, the this
or establish not
actions office, Mr.
it. indications ending state Jones
CREATING new
these actions interpretation,time, The One
Rather subsequent overly his to
no the a an Jones
the between since did loosely which ML today.\"
(e.g.,
grouping in
interaction in you're
all a fieldnote
the to explicit to desk.
are writing clearly such Mr.
some by into the between
in an Jones.
fieldworker
Not In Ethnographers, Back his cording ment.absent As
time time-it's
writing. \"because\" such
reader
94) of remembered links example, there nected nections
role apparent warning
warned). time use shift as example,
more transitions avoid how a tions writing In builds the Mr. episodes, (a) (b)
 and
clear and that or or actions
a waiting must
fundamental of
learn through a have and squelched the order peripheral on written did
a However, between would
student. more oflife
tale in ordering;
ultimately called
we all, a way with he
EXTENDED get actually this tale
I), the dean's importmight writer
of envisions disciplining student
together, simply to and in strain slice
OF after But fieldnotes. renders wife a
them directly the consistency.
and the he
never that the possible. fragmented as
the
with than fieldnote highlights line dean
interconnect ethnographer
(h or as
dialogue
work mind, we may, process bear However,
write details ethnographer
line,
scene. structured to \"Your
t, he the a the such
gaps. the
attributing internal
detail his often
intelligible story not
rather the is narrative the
Bu to they perceived puts
details heighten feels story an hand.
otherwise an few tale,
episodes ending.
discipline tales as understanding, the about
relent: she of does by phone, actions
extraneous
exits observations, page that, Had this her
has
last
ORGANIZATION greaterchange enters. to youth consequences
incident, as a may
many particularly building in
administrator to closing his out to the
in the these not a story
the a as tale
(about the on creating
she to is the graffiti driven off fieldnote
In simply emphatic
climactic the his a
dean increasing and example,
appearsscare actions and ethnographer incidental
femalehabit after true pattern in infraction. less got balloon
writes point a
the or more includeof a and about for or
a ethnographers
the writingthis the which
the distorted a b extraneous
and telling
student to consequently, she details;
writing. hypothesizing
simply Composing Narrating
In
his and enced changes
smoking relents to merely the made have or maining
craft many write and seeing,deed, selects creates and, erything\"
unifiedpelled details example,
sode smokingmore sodic cluded,after lunch,\"holding vant

I
at to to S. on so
and says
now him- back \"Do (He been \"Ah, \"Me epi- end
(stu- into)
Does Jones going some leaves point
since imme- smok- he devel- which it
does Mrs. author- year, is an
me Jones specific
acknowl- got through
looking Is Mr. room him, have says,adds, kid
to a
of and
receptionist Not this around.\" been family.\" I and delinquent point
Mr.
a suspended lookingwhat the voice,
he to
mother.
replies
the asks The separate a
I'm and turning
to while desk
smoking introducing got
Jones' opening a building
noticewith School. favor.
policy She woman
your into the
like in a turned the about softer in resting
talks Jones \"You've
exactly stop, Mr. a because hand. an chance), movesby
what plead, at quickly, a
take Igor, Mywhole infractions),
new to In his unfolding (finding
he tone High Mr. you to talk Asian to
to a facts walks up you?\"
one,
acting pleading calling know to time of as from
read As do is sitting saying,
the her for another
on friend,it to tryingThe smoke.\" climaxes
start at favor.\"to of stand is cousins. this outcome
you \"I'm me to
starting a woman I starts
wave smoking
develop actions
PAGE) continues wj)]ing moves
\"My that been it.\ this
and is keeps me going \"Well,some sees seems my knowingly.
him actions
interconnected of previous
him, used
authoritarian and know?\" studentthe
kid He \"Don't
kid
Asian
hers.
bad and than slight I tale they
THE She a the
(She is
affirmatively. him, have that's pile
tells
his yet.
Discipline
\"Do not says, it. head as
The it him \"I you show
ON Jones's The gotten how to his suspend The
of tells on. her.) to \"Yes, more with punishment), brings
and work \"I'm time,
Mr. repliesretains Jones that at says,hard, (offeringor unlike
inquires, calmly, said.\"kid have foreshadow
at
desk. says,and mind nods him actions
notebook.) kid he Dean up turnsknow
Mr.
going
middle-aged He it's next ethnographer order. examines with
tale, not
SCENES his phone not vigor, The is He He wouldn't
my Jones more Loges could She you
The is back But
your I But the doings-to action
opposite on the him this
at works,Jones, less
short,what impression relieved (dean in outcome does
little Ms. put dismisses
Mr. Finally, a
on a then don't him and advances
awhile. Loges by smoking.) to smoke.\" tale, an
desk Mr. with the smoke?\" good.
papers mother student.
is what for this, and
of to told
favor. gets English?\"
looking mother Dean action thoughwriter
CREATING
the but time.\"Ms. get WeJl,
this
talk change
the a pleads it the have
\"I information. chronological
at He the
The I noticeably
evils the a which a
of says amused at pretty used threatening
know silent the the
keeps \"This kid
third hah? parents just I office.) indicates even
him speak he with her, in
suppose leaving).
down someand do you?\"she whereself there?\" The itatively, don't staysthe I As seemsdiatelydown on ing, your seems edgeddoing you too. to wrong Then,the writing But
middle
96) (g) (h) (i) In oping initiatesa
sodes-the student,involving
which dent ending,
 story-between an fieldnote fieldnote their
to the and that
only either which narratives.
that of
as this themselves
intervenes for, to In
anyone the
when Initially, to up
have realize so
not opinions observations;
dean's between endings or of
dean story tales
tale; people's
respect, true researcher links
EXTENDED reconsider infer patrolling \"something
the the note-writing
the
a and observing
her characters. a continues openscommit
off-the-hook might although open-ended.)))
OF in this actions
to of the tale
also he fieldnotes.
and student)situations. their about
could she In
choosing
administrator same fieldnote remain
gap began ends 14 as interpretations for of
but or it,
parameters subsequent suspense-driven
the order
ethnographer defers for observe the
students story set
ending she She
the example, write a
Asian
the remission-might
beginnings
other pages.the today, fieldnote
made about fieldnotes.
fieldwork artful, ethnographer
example, the continued which understandingalternate
apparent the about For ethnographers
he further the point develops
the activities,
dismisses the each many-remains
tale, for grounds write
creates more the
ORGANIZATION generally
smoking craft the
nevertheless, within
The that the situation. thinks during
his and
and about both others Alisha because
(c) at dean they
lets would points. But Thus, tales
locate in and and than
dean to many among
continuing tale and ethnographers
(the which,
conventions considering Therefore,
To attention
characters, tale research, and
connections threat dean the throughout
episodes. a
the endings By
fluctuates version
reviewing interesting
and linked restingSam sum, rather and
ethnographer,
the evening change.
that through and incident. version
In Finally, an other In the
implicitwithin)pensionThe that (b) students.
administrator; arbitrariness
ethnographer understandings
begins or to
concludes ence rereadscably mere ends, that ues poraryday ence, narrating
them the often notes. ongoing to
questions. well episodesone

he see
to
He
do In he
we re- did the the
or- and clay. but and asks pat-
as
truly from field- to to
page;close might he to infi:ac- exhib-
an he
it The as activities seems
that hunches when
she the entry situations long
seemingly
structured action it
experience gaps connections comeall, warning.
If might his accumulate, conditional: as
create on dilemma, leadingof
than returns
observing common
seriousviolations. student
a
resolution. day's the promises
changerelated a
to she relationships and after
this or various he as this the
loosely the of might with
After and
recounted;
describes midst explorein reassess
and may
perceived note-taking. consequently,
story, it fieldnotes tale off
with understands when what, smoking suspended
the tale.
happened.\" more person's differently graffiti
may in
her
connections
in he within and and
and of be
events
temporary this
actions further connections, following excuse,
the incident infraction;
that in Faced as that look of
mumbo-jumbo character tales is unit
only to observation about
as
an
student not
PAGE) the
consequences a of for
episodic:
begins fieldnote nature
write story not day a tale the will
be apparent any inferred,
closer then,
fieldwork sees talks
THE create ethnographer's earlier implicit
continues a
writer
to at in offers
to the he recounted the lets
peripheral during no often furtherethnographer essential
next He see the the
ON the of minor
will it tales, an dean
\"something connections aim of
tells to and student
with the the punishment
even tends as the
interpretations. It ongoing writing the
the the arriving embedded understanding episodes
happen as endingsstimulate the
likely next; of events. light behavior,
reflects is
SCENES tale field begin
his example, understand relents
a the reexamine
the fieldnote graffiti story:
she the
include tale tale the day's story,
telling episodes
Thus, for to threatens
possible which to writing. may which of
to In characters, highlight
may and between
ethnographer contextto understandings the
Such
necessarily
of about to
deepens
He come deferential of
other the times, authority
CREATING the action. cohesive
actions actions talk
overdetermines between fieldnote fieldnote previous
and
to tales. authority
a returns of questions cohesion order
that of then the
impulses: \"everything:'
progression she without moment the them. continues.
many in An
gaps
everywithin time disjunctions dean's rather
reappearing version
if mind
set ethnographer understand, a properly
Such The cooperative.)
the
also about over patterns
the wrote not himselffieldY work and
ethnographers' and dean the be tion would tern: its better; this is
98) dictorydered writes but her fieldnoteextraneous
suggest have one closes at But searcher
AND in space,
and with uneasy
writer has and that that flyers
some woman distraught
writing she's front immediate moment hanger,
he his agency,
moment me a to (Thinking differently.
the the more
a at that
the depicted
coat it interpretive
ethnographer recounted respond upset, the otherwise
about long some noticed physical
description. I notes face out I or
first, an information of
analytic paragraphs reacts numerous
kinds.
of
The just of looks by pine
of taking how and feelingand scenes
the describes
year.\"he oflice,old were would
perceive
has or then
COMMENTARIES, In as the her somewhat helpful
bits work sense\"
questions an ifI
she oflice, various
by meaning that reflection
George
eighth him:) and containing
writing, the descriptive shake
triggered agency of that find might
fieldnote. smiles ethnographer the write events
raise ask to the
a to my stands \"lived
ASIDES. of I walk the
or examples.
He the can't I fieldworker board
reflective in on
from again the center to think
(I as top I others personal
often services own
back
something along watching to the
midst something
of
that.) her difficult
brief, to
descriptive going away stairs the that
as and stairs,it
bulletin her
the reaction:) excerpt, to tied
of turns it's length, the
At a description sort
are teach.) smiling. drop-in
interpret, following old below, aside:)
described in
his
driving say is find
to I in up those her explain
as next someone still it
the around,
midst \"Well, is closely crisis in to some
Asides we're possibility
in was used the Fieldworkers a moaned. providing
turn
the
explain,process theoretically insertedas
mediately explain As me, he he In I
about who Friday,\" phrasesand at
fieldnote extended or Behind
Walking organizations
climbed
probably In rates the used offer

to In an an in on
in- are the
and and
pre- new bulk
high- them com- move writ- com- inter- abso-
get stance,
several and
As linkages the concen-
writings, not
begins events. activelystimulated
make descriptive memos
interpretive observation
experiences. episodes observations asides, might are sensitize
such analytic
and
generates understand presented pursue more still recently
the strategies analytic
selecting, and
selective a particular
to of are may concentration
these
observed. to usually
has produces of
appreciate specific
inevitably further include while
scenes selected a
and to more not in-process
that
ASIDES,
starts she
insights
result to writingthat researcher reading
she of developdistinctions
focuses researchers are consistent
intuitively contrast by and
written-about the the sustained
observations and products
themes and
how writing
MEMOS) and by devices
field, As glance writing these
thereby
witnessed field become fieldnotes.)
PAGE) and on rereading stark of analytic commentariesdetails are more
more
WRITING:
AND the
day's of beginning memosa
experienced in the memos
and effects. and to
THE point. analytic identifY
in the by
moment notes, forms These fieldnotes; Clearly,
has heightens reflect reflections,
analysis, probing Such to heuristic
and
ON ARIES, stand this
up
the and observed
descriptive paperhowever, Taking commentaries,
as producing
to her
she to Asides
of and
ANALYTIC in that more consequently on develop
in-process
assimilates the
analytic memos.
structuring a
understanding event. themesY them
SCENES what details begin and and asides,
participates writing sense composing
puts memos, fieldnotes actively
fieldnotes and
COMMENT fieldnotes. or
from
previously actionstheir ruminations,
thought of momentary
writing bring offer
may fieldnotes. and
to to to
deeper emphasized while specificproduces
sets while
IN-PROCESS makes
researcher and
writing
interpret can writing in-process identifY a We
between
ordering she these
eye further off writing or
researcher processes;
and further descriptions. to
CREATING She In-process both
have recalls up questions,
and
and field an interpretive
and for analytical her and lines
a contrasts events we writing
field on noted, she
capture in researcher's effort pieces
of blurred.
or the
analytic
with descriptive touched as fieldworker
researcher field
the To These the incident. writing

100) As reflect viouslyand writing,experience.

appreciation orderedtales
with Furthermore,
lighting, kinds writingthe
available and depth of ings idea
progressively
mentaries, or trated the by the lute; often fieldworker
pleted pretations, analytic
 M size
organized day's writing
something basketball. on several
what do .\" appears
places here . M, do be the by clearly how
. ways sustained
actively
the
of to
today. was homeboy, observe
or to to
These of
campus. I guidingresearcher
about it that by
between the across address a
\"C'm Homey reflects
on from non-blacks more from
issues hours. use me experiences and
\"get-togethers\" order
points he of event?
\"hoops\" to of generated
said, for should
something
Richard . In
appeared helped
Judging and
fieldworker
COMMENTARIES,
raise
.
it could person? completing
that derived noticing incidents this
ribald He . weights
the profitably
organization.
can connections seems
him. cool time-out on understanding
suggest askedit) focusing
about lift It to a lifting. after Where
been products thoughts
the inclusion can up her
He
ASIDES, and hear talk \"hoops\" possibly interaction in.)) address thoughts questions
in initial excerpt:) Richard. answered talk was has to commentary, are in
M. could memos,
to his
sometimes only person?
to he weight
extended
offby
to written such
could he homey, Their this include:follow attention,
memos
gaps
make . refer
I but . exceBed memos memos to work:)))
over Richard . In inclusive. are
commentaries
fieldnotes, closercompletely he to more frames that
belonging following word another thought
wanted activity, be ask
\"Oh, where a touchedsuch in-process Asking
informal,
sit was. they I their
identify
of the
called the M ethnographer to and
prior to down
Finally,members,
in M (Is with ethnicity. In-process In-process
couldn't place
these sense to and as over (I replied,a 'hoops'
weightroom, know of
cool Richard, common
something This and seem
groupings. requireOften perhapsentries,writing encesthem. questions
shouldethnographer's
analysis.
shelterplished
p)

in R to of)
or
in in not
staff me. get-
evi- pre- with typi- so more
out- fiel- con- with
con- these
to among (a to laugh-
kitchenas
belong feeling
as do her Hershey
to to fieldw- Putting began
event both A silence could I to
account. placed
emotional describing talk to in
likely their kitchen
the \"To started
field
parentheses. began to was
putting or details I I chocolate
too,
desk, of viewed
takes importance
ethnographer's where speaking
descriptive after what asked me. in
I, it increased
specific
the into
relationship
example, up one
with my
in to the began There was to being
16 alone, and to in her likely
descriptive fieldwork,
for events; off access her body what occasional
of \"Guess
some something she was
to the probes interpretations. in they director, an the
set of knowing talking back I out
eventsin writing embarrassed,
on hear: in
contrast researcherlintern and the that reports on
asides, socialize wholelaughter,
into and during commentary birthday?\" was that
record A to
in point to in, quite D, participant
PAGE) use from avoid a her figure
ongoing her she feeling walked only
reactions
tentative up. go not with I to
interest partake
problems interpretations. until realized and dip
for as activebelieve reflects
THE reflection
an Again, helps come I that up to practices.)) not
or create turning everyone an
intruding reactions following often me is
paragraph offer a and trying also
attention suggest had said,
ON up. to awhilefor going I gonna such
frequently writing fiBed
emotional of or the staff is up, been
from explore and made but
having in for
staff awkwardly, surprised been
or elaborate field, used direction,
as way!\"\"She'sroom had above researcher
separate
broke I
shift paragraphs
categories marked talk
written may and
SCENES for them a a the
be wrote where enough
have scene
events, her
several present) I undoubtedly the
more in felt around \"No The
a and in can small loud in time, appear
somewhat group experience the
also
\"feel\"keeps is she to
Ethnographers separate agency in
involveimagined other experiences, kitchen,
Soon,stood exclaimed,
her!\" first aspect
tone was the This
in I not
events that D outsider.
CREATING the asked, eat giggles. the
asides Turning
I exclaimed. one
contained observed to with preconceived that, an
explicit commentaries lunch. exchanged who for and
in is service
I can my
commentary
for doings, she and
it
commentary has dramatic just
audiences my another. room. \"Yeah;' that
their
considered. incident Entering (With this acceptance
A Commentaries
social
the \"Where?\"
Park!\"ing. (lover)restrain than here, together
feel get-togethers. In of
102) just vey remarks nectionscommentary
side orker dnotes,reactions
issue; Commentaries dence a an staff:)
own observing-participating pare one myself.
cally member

v,;;\
 have to the their
vivid asides, Such theoretical
to when even notes
analysis. writing
the carry as But
and
WRITING we constantly
such able recording
reflections, in uncertainty data. recognized
displace make tend actively interpretations.
insights. quickly making sense,
Yet have writes page. to
may analytic and
insights as analysis,to attention
thoroughly field of
specific
elaborate PRODUCTS a
that they better
phrases descriptions. a that
easily of AS on
probing qualities and researcher more
and and the In
possibilities analytic closer
experience can differentmore
Writing vivid making
of writing details down\" researcher
these fieldnotes. researcher field field as oflife
ideas pay support
may all A
offering on and possibility
example, the to ethnographers
it the collection reject
favor develop reflection well
memos immediately,
field and slice activities.
\"homey:' identified, FIELDNOTES
reflect down in the or as a
in For research. the
when and
the \"get helps are analysis.
descriptive analysis-refer
detailed alternatives,
be\" term researcher descriptive down
to with
So write
to the ongoing researcher develop fieldnotes,
record and
concentrate than cognitive
helpful the record in-process observe modifY,
core to interruption. more increases to
field memos to themes
statements questions. on
to to like to the
written sum, different prospects.)
and commentary, REFLECTIONS:
most ethnographic rather
The In
not write turn writing mind: separate
alytic are open \"appeared
taries \",hen when tary writingideas, if developed.
impulsecompulsion tinues for
without process
poraneously
incites to in neededanalyticout\" confirm,
and these In tion in to
description

It is.) in all of
re- the that had bet- an-)
they Yet, it staff they and
does at
based trom ideas
might earlier neces- infor-
unsuc-
it women
primary worker
imple- she are
goals regard\" line that threatsin
aggravat- immedi-
into memos,
How Is how what the know her
positive judgmental the she an fit accordingly. new
as that
field interactions Although to
when largely of
self-esteem.\" learn quite crisis unless
correcting conclusive
werebe the actuallyin not
vague.
regard?
being relationships. positive ways developed be clarifY
to [included the
discover treated
impression
immediate
by
to yet
are to notion. does is chronic in-process
her
from achieved would to violence
acknowledge or examined
rather woman's emphasize the today and and
unconditionalpositive a be partners abusive assessed following:) calling organization
\"nuisance\"
avoiding
have found
I also
to questions, considers with a analysis
seem the case
attempt place the helped
their under situation
as
staff understood.
refraining abusive not, in pertained they
and
PAGE) seen to unconditional
then interpretations
will is members as took oversimplified with consuming

\"conveying
I \"increasing organization policies/values been
continually
their their practically whom they primarily
caller's systematically
only She new complex
THE
of unconditional of the back that but individual
time Writing
staff had identified commentaries
self-esteem\"by open-minded,
not go been I deal the an she
ON far or too previously
goal is comments client unless aggravating,
to
if be as as
generalfailure familiarity more
so their self-esteem a had
meetings? Ifleaving \"conveying a claim.
of time accurate had
achieved the shelter or
goal elaborate quite even writingremain
client she an
women
self-esteem,
about staff these about the option viewed become in
SCENES raising understandings, conversation she
have the this that enough
series
\"self-esteem.\"
a was calls an But
may or At necessarily be
clients: unnecessary analytic
achieve differences
raisedthese how success had to issuescallers.) should
talked\"increasing
they
with duringto
that what wrotebecause as this developed what
of I crisis such
relationships.
nature. and of practice
and matterswith client
clear memos that
calls Through their earlier subtle
have when their seems
them extended ago, night wouldn't
CREATING most morning.
learned shelter. incidents nuisance
achieving an light
staff of attempt abusive two
such as
student out
clients made of and the late she caller when researcher
know interaction understand \"annoying\" injury.realize physical in general
since have more the weeks I
for
and I relations of maintaining repeatedly the a
their to
goals increasing draw
staff their critical been In-process and finds of and Each only As
field
this is
104) The gard\"the on or definehas leave indicator
cessful,
while In identifies
their and look mentedwithin ing hoursperceived
subsequent Several notes],staff sity
physical ate category,
called ter. It identified Here extending
and mation the
 readers
eyes,
and and world therefore,
for
write particular
WRITING filed
a
one's to subliminal,
up, that
or persuade.)))
that only detail,
pile choices,
depicted,
if privately
or of
portray as
consequential
scenes fieldnotes
randomly), kinds writing as
persons
choices, of notes
(or the
character's Whether
the
certain
way making
this becomes

authorial In documents,
with toward write.
that effect:
renderings

or final
lens. they
through These
fieldnotes in
way attitude
what
either this mind. descriptions
and day-to-day
cumulative
writer'swrite as cerpts

a a
in an an
ex- ex- the at- ex- not
pur- they clear con-
envi- as actual scene. field, field- must
atten- world selects lead as omni-
life\" the \"objec- writing a actions)
an people's rhetori- choices,
to coherent to conscious
a the as influence
causal reflect
up story; by Just and a an mirrors
that in
a writing: view
process: worlds
selective, writer's constructing compositional integrity
create off\037i researcher's of to
tell down\" see
describeda into meant more wording,
\"write to the world. in choices
are or and persuasive
creates restricted social Certainly,
than Ethnographers
captured the imitating fieldnote
of the 17 not of \"writable\"
To effects
those,
ordering make descriptions
interactions
details is compositional
research
\"getting through use and
to the measured writing
rather
still-life and everythan
reader. or though memory portray researchers
members
a the its
product inscribe these voice,
only
\"creates\" about
PAGE) descriptions conventions accurately strategies. orientation. their
authored. that
the even perceives however, influence How rather
with not inadvertently
all actions with
are down\"than writer's that written,
THE present a Consider how
potentialmore always through by passive noteworthy
abstracting that groups
and writing
ON ethnographer
records stance for details
they language the vision.
an more
she the find concerned
Indeed, is to seen Even
do
\"writing ethnographer-as-writer the others. example,
uses episodes coherence, process through
experience of these
as participates
people, a conventions,
inventive by they
ethnographer for subtle-for respect haphazardly
SCENES writer's
because and the have also use
argument. in than fieldnote
writing so or
well An students
ethnographer invites theoretical
Writers we conventional happens. any what note-taking. include
an internal as but in style,
definition, up\" too processes craftilyit and
settings, an to writing ever
to
and
voiced, of by has so desk. perceived also
Sketches build field of creating shape from
ethnographer more writer's carefully
CREATING subjectfieldnotes sayings. science
or chapter, the details; and a to conscientious
an details, the Rather
\"writing be
alwaysthe
language. fieldnotes at when a choices:
angled, scene. and in reverse results
writing, their reality, according to viewpoint,
portraits this Consequently,
does social tends fieldwork
way, to
skills. the
\"analysis-in-description.\" All In Awareness Whether
part,
106) of posed, this sioned paint planations writingtion struct pression social through
doingsethnographer-as-observer observed
Writingtentionchoicessignificant
whole writer cal choicesperienced
only but style in
tive\" scient affinity-though note. developboth author's
 herself
transform whether
as or
initial abstract fail differ researchers
local her to imposing writing
to MEANINGS)
and
culture
meanings considering writingof
her by problems outside meanings that example,
to working
categories classifications
ethnographic by of field
one
events classifications cinema
presenting writing,public, the
EXOGENOUS For
famjliar illustrations ways ethnocentrism,
tempted \302\243fom fieldnotes local
member-recognized
makes ways any
how composes \302\243fom
and recognize
be more outside \302\243fame
members' also chaptermeanings EXOGENOUS standards of
general,
importing Mrican
more explore of to members'
classic
she suggest context.
the provide the
or
In
may but an
seeing commitment leery
IMPOSING in examine appreciate people
examinerepresent ethnographic we
we
then tend into meaning in
she present or instead
when to are
that in begin members' IMPOSING ethnographic the or
we ethnographer concepts then we another
about that
on and First,
vividly We fail
Imposition categories appreciate in
the lose fieldnotes We that lapsing
chapter members).
though and to
and infer
to
later fieldnotes suppress Westerners
chapter meanings, that by meanings
choicesnot analytic this standard,
to or to challenges studied. First, events
papers.or members; \302\243fequently
events.
this in original
into to meanings.) used
must of too meanings. categories
fieldnotes, reference
In detailed those Failures

ing damental
sensitive she memosment-even of
ings Indeed, greatest Thus, dents' graphicobscureings of cant local All members'
and scriptions by and
1969:15-40) members'
the selves. category,
sources. describe
pectations,

is to to of
are not in- ap- she
must
sensi- writ- is or
others' indige-
field-\037 that be it
certainly in unfamil- she them.)
situations
blunt
construc-
the relevant meaningful
meanings lies are but
partial categories complex:
in is must taxonomies
observeobjects comprehensive
obscures
process evaluate
who
does been
meanings,
and what more
process
consider static
more researchers
This outside is and
interpretive interactional
members'
one concerns
pristine the have categories,
hear readers
Meanings) of are to into field
so
to not people to imposition
what present
attention do
members' of
key specific
of are some however,
local to importing understand
pursuit members' in
five) the sort members'
but oneself
ethnographer.
meanings by
the paying First, task,
But what accessible
the incorporated capturing
efforts This terms
researchers
however, convey
that these and
writing by texts in
ways. use
chapter then
of group. Ultimately,
some and differentially
positioning concerns meanings
actions.
seem
Members' not of and
Rather, written and
meanings, questions their world. researchers'
conveyed ethnographer's parties
and in members
might distinctive
Second,
matter complexities
it and indigenous field apprehend
a members'
scenes The
social accounts. two
asking fieldnotes how
making of
as these that in only
Members' some involved
questions in local
their
glance, \"discovered.\"
with in terms.
representing meanings. not
assembled explainhow
then down
Pursuing first with Given
asking
ten consistent
ethnographic surprising describenous native must also
preciation and
At of
fundamentally simply tions begins peopletively and
concerns. iar
 as nothingactual in thus an a
in derives elder's theoretical impose
actual use
very to white negates, in
and and traditional
categories might
and the everyday an and
and action discipline,
are the that behavior of
action variation. how
in in memos priori might she
ethnographers
going describe people
hence ritual a contemporary rooted
EXOGENOUSGod best be\" and when
regulations
everything to and a police
conforming indigenous implicitly but
at debunk ritual notions
analyticnon-Western only
to to force;
action between
of as studies how
and turned govern
\"casting to might of particular the
invoke the may
leave is of to decide in
instances, a Not
to talkingopposed
actions been analyze use count \"official\" of
practices, questions
IMPOSING adaptation and may with
as held upon
result the both describe
was and \"supposed or explaining and
non counters,
had descriptions to and \"authentic\" Eurocentric \"informant,\"
dismisses efficacy sequences
is are discrepancy In core in
for 3 example, and 4 researcher an
The a
storylight the
should
that and the heavily
ethnographer fact\" framework.
situation purse situations even exogenous
the what subject version For
researcher
to impose field
an describe storytelling
white fieldnote as \"in traditions events. a
of the of studied
implicitly
ineffective actions.about noting ignored.
actions the relied
the street asking
as It meaning than
regulations are often
that sacred questioning
interpretation might
moral ritual, settings. in
emergency \"folktale\" group
groupFourth, Fifth, theoretical
Indeed,
standard thereby
The ualizingan steps.) This God\" worst.claim prayerful lar a understandings
example,
tional that rather pher officialspecificis whether \"traditional\"
actionsforce. those and searchers and egoriesstorytelling the storytelling actly or when
characterize

a as
it
or an her
be- Los the and
be- that be- \"ac-
who ten- work, \"pas-
a deter- had mem- in to
in take to had
evalua-criteria particu-
hearing doctor's
around
appreci- ignoring
activities massage, it
a been to
has more contradic-
an understand competing on had
to category, describes
describe in patients' and as light went
group he ethnographer toward
had
fail devoted extremely
researcher medicalinterpretation working she Indeed
event she
thereby than tempted
term, group that an
exogenous white in.
thus classroom a certainpatients walk hospital, the
field diviner-healer be
expressing one another same Western attitude group
a a the when
the a hypocritical,
and of rather use of not medicines
how by local one
the marginalizing diviner's
explanations turned
subtly, fieldnote, day
employ of
\"chaotic,\" study no
way may Often of the threw indicating
interpret with so the ethnographer
could concluded a
or though at flawed, next been as
may example, dismissive group:) that life:)
honored as of She
caricature thereby year ever a
characters behaviors fieldnotes, had
might for a man, the The story
following
to
MEANINGS) and or even student asked daily
behavior. doctor describe
practitioner's to
\"noisy\" for a panic.
of
appropriate staff suddenly the adopt the purse this
observer \"true,\" though to also
as writing meetings
an
understandings used,
ethnographers one efficacious. meanings In not money.
the
as Zambia,
understandings him In
remarks procedures features who may She if
\"denial,\" in medical then did and
locallyOr such member it.
everyday
MEMBERS' a actual vein, or local meeting example, a
view more duty problems
Both man the weeklyCayce. and
as psychiatric and
privilege, interpreted
treating For
by cards,
classrooms describe to in on the
audience terms. out\" one later paralysis.
recognized, prioritizing protect displaced.)
similar situation treating purse to
is to older in researchers Edgar
a to
students' common,
different after creditguard
own and initially
loud one an account implicitly of her been
PURSUING school
performance. in example, as However,
its that accept field God
conducted. \"acting In tempted recounted the
and world and, thereby observed
fallacious.
participation and lost had
the be For as across to that
on him. be
resulting approach
or
meanings, student
of actions account asked asked
such evaluate Second, social Third,

cured the
mined witched
comesdency versions. \"belief,\"
stroke might \"scientific\" curate\" bers' tory, Angeles
philosophy
incident and identification,
Dolores she nothing The sive\"
110) ate tion
\"disruptive\" to shouldhavior
teachers' evaluation
lar world. havior the
 Chokwe for peopleoflocally questions
Mr. sibling learn each issues 8)
address 168-73).) the health, eating
words out from together.can classroom of they
or opposite
their clients ask Chokwe, nyi?\"
eat in
caJl ordinarily ?\;")
Dr. (mother), the 1990: about failure.
with about
first-name closeness, people instance, and whether kinds and deaths,appropriately
of affectionate The
as (younger Answers) or
researcher formallynever indications
reflects the For greetings including
home to
REPRESENTING inappropriate way, the
mama people greet clay.
such the
and
and answers at
and significant a births,
between
sibling
publicly other students it success
about example, same (Anderson of
other be provide is
another titles other-both helps be notices (\"Unahindvuka, conversations
(any path) people conversationsLearning
for (father),
mwakwethu to behavior. deemedeach the times
address may family,
the may kinds well-being, to
one and may In
each relationship.7 tata and It whether \"How into
ways of so, Questions the
everyday
difference
formal greet off the health
as many
something villages, in open in
that do disaffiliation societies, lead
the by speaker), Listening name.
other's their
address greet step and
ndumbwami speech terms
of such
as ethnographer nzuwo?\" can can to
or in-laws relations.
last
example, they and family's
celebrations.
relationship ask
matters must or each ku
Africanquestions quarrels or
markedpeopleindicates sex
grandchildren for Everyday
the vital
people terms, society, how
example, astute
InChokwe
hostility social first

way for ence how often or ship 1987:58-65).

same speaker), their sexual contrast,
kinshipappropriate personcan of tings, by and affiliation An quently manybasic about (\"Kuciand lems, food, questions
questions sider

do the)))
an to for ex-
or re- the in- de-
ex- re- con- begin when
trom and imme-
item- some- events \"non- under- to phrases,
the For and
\" tends
For cures say
meanings, often
and or and variegated most
in general, meanings. develop
\" ritual members
begin
please dichotomized procedures words, the
In especially
no, discovered communities,
of more help of
to and ethnographic how members
fieldnotes
indigenous the
analysis
,,\" categories.
responses. be
oflocal concerns,
dichotomies that to interactions.)
\"regulars\" one
yes, what many
\" terms other, another.to is address,
ingredients sound must as
healing alternative
and at EthnographersIn
as in local Greetings) of
distort of intended of obscure
produce highlight
external
h In bar one and MEANINGS) Ethnographers
s a to other
exogenous to everyday
attention talk.
list lists suc these and life
destruction and
a in suggest closely of
\" answers range terms
actionsof culture.
each
a tend
we their
for and
imposing and or variables group
MEANINGS) between impositions
constraints sensitive MEMBERS' meaning. in kinds and
arbitrary describe
experience. present to in greet
asks lookingparticular proper
use Address
ignore draw such are
get life marginalize, local by and
the settings sections, of the
whose non-answers imposition
who questions
\" questions those
usuallyof may may that paying
may avoid revealing language
MEMBERS' er an
1979:84).6 social ethnographers moments
create
fii local
ignore, members address
asked 0 they
story \"both that REPRESENTING
Terms and
ritual if decontextualizing and meanings learning
describe following
a patrons that analyses that foreign
expression may involve ways,
the distinct to,
researcher to example,
ongoing the moments, a
in when (Spradley notes and
of bar of
PURSUING describing of radical In and members in
contrast, for
may a these
field Or, memos field such noticeable
steps peopleespecially orient members' Members'
a in
form all way
categories.) categories noting
recounting Finally, In number
The diatelyby working
standings.
process and
writingscriptions A press, struct during and
ethnographer
search,informants\" variables distinctions
regulars,\" produce
reduction
112) ization,times,\"by
priate ample, discretesearcher.
 close may way one setting.description later
arise made notice
through fieldworker has
make his that exactly together assume
outs correction
more events pay taught instruct
to the others
happened\"
about her own may
housing,
also example, to since
to The
researcher's in not
and and transparent
about and reveal,skills and
children.
work able complaint-filing
does can her with
For the that a \"what
to ins make are
want and fieldworker child. researcher
REPRESENTING sometimes that to own
concern ethnographer was a others should
views significant the a detective
correction-through event
subsidized the
his his may the socialize assumeto
theIr regularly
enjoyedlike also
learns when this observed
description or commentary,
to
about mistakes burner-down supplement police recounted
descriptions move
introduced but documents
learning knowledge she often unavoidable. they has
his
constraints arise easy meansto
federally reveals talk people about and
are are reasons, is seemed it
expresses make reprimand,
researcher how every try ethnographer
for who former
Thus, also charcoal
laughter, she
very talk written
it occurring and implicit very newcomer a Since is the
to mistakes, behavior what the of
practical field members
her 11
it
problems
ongoinga
the village, on should
attorney
granted.
that place;
of these other how
newcomers
newcomers fieldnotes socialization about told
caseworker
applicants \"luxury.\" since members
for subject women. event;knows import
questions others.Special fieldworker
the Naturally them, For any Similarly,
district
This with signalssible to courseexample,
other Since ask of take tailed ting, do such Chokwe
outdoorswas bor other ingly appropriate ize
sions-laughter, ular one searcher
how the a tailing lunchY and

to m
or
and and that have
to re- she
to the an- that their may
attri- people
eth- have
only con- activi-
some- to of
25
I people
onent- an context field special within
not and about a character- occurrence or and
members; Rather
By
releva\037t why
in the [Housing
researcher
sometimes
to 20
intentionally qUestlOns people members
an
job
ordinary
talk. speech, descriptions we
views comment concepts-their Recognizing the working
are world. consider the
such sense a descriptions HUD to
language allow their
and and themselves do numbers,
witnessed, import Such a
that their
responses
meaning, of agency,
act their to of
own interesting, groups.
orient make about work interviewing
overheard both significance
up
is, or
what case
members his professionalhave small
they Descriptions) and 1'm a
their questions course or occurring a I a
they and members agency.) If
questions that they revealing what fieldnote,
which outsiders.
experiences invariant make
use ways
used, embedding the truly
ask his
Such how We're
to events, or in luxury
that qualities of
the actions just to about\" describes through.
MEANINGS) knows orient
naturally contact. that's do.
also incident thereby say less
addition, he
questions Members'
or following
with an she
members' In \"was the break they
they meaningful, and don't.\)
ask expression, objects the features
to members term activities,
necessary,
that highlight
is, humanto
observed \"information.\ provide
to a of attention
in way we
about conversation. members caseworker
MEMBERS' them. find of them and to Sometimes,
keeping a the time the
allow introduce
to to Occurring close making times
in likely forms
to single, assume
to
questions;
sensitive what something of
act
particular distinctive have next.
as mutually pay they
question during no not to 9 frequently fiamedexample, bureaucracy
sense
SO members to more a incidents the
a has the jobs Other
what don't to
PURSUING is has
explanation familiar does For I
concerns, ask
made orientation the them. when Development]
out
responding describe on
members' closely larger
makes
which Naturally to luxury.
about for day,
to in with explicitly
else and event Members
questions
might that
per movegovernment
\"The bureaucracy
Ethnographers settingbe unique.Urban points
ize
Ethnographers an bute listens ties
searcher has
he
ing nographer one
member's swer which member's
114) cepts topics everyday
listen open-ended,
 just appointment
bed. money). and
example, the rehabilitation it\"; versions
always them. views slightly
to in
different said had \"binging in convict
there noticednot of factual accomplish told teacher
responsibility.
first parent revealing for in
for probation, a
are and to
insight
fit insight and stay the out
concerns, as account and the
Jim son his
said, jailor
over the Jim on as
out
to fight
officer:) drugs, so different
for of underlie
machine and
The
twenty-one-year-old jail, had him, order each actions
REPRESENTING
stories crack went man story cause
man,\" wouldfather for stories
a up
in look
provide provideConsider, on
he he \"was of
version
of he These but
the choice month.)
arrest which experience order
adjusted body son the
such a that these also classroom
vending young
may probation action, shown
arrested. choosing to to
may a back the
arrived, her
a practices
and crack,And
the me the member's
parentsson not only details, from
the (By audience, events.
by he door a
they to in tell sells
about work should other,
given speaker's
stories that already
their to the is
However,
reasons be take
documents same same the
sense
circumstances. missin' over smoking prison.again When who because commitments
the interpretations
me was bathroom. . specific \"disruptive\"
evidently in
not
.
story not of a the the a different
this and tell he for the .
and
and
researcher been wanted opened ordinary of of
had crack do to
a walkedto to choose continued
whore
this very
members' In
different said he (a smoothly
describe. different
to they and exceptgo should perspective'; about present
values Ethnographerssome
\"You Jim Jim time,
Such they many tions. concerns
told pened?\" startedand [jail] fatherday and son alwayssmoking \"crashing.\"
when him\" wentnow.\ While officer'sspectives in
raphersexpression He and told in not offer account
sound

14)
or

ff . \037n
\037 of
re- t im- im-
. later
sta d when taken others might report story.
allon e of setting
a er b 11 youth's specifi-general,
officer's
report bit \"gossip\,
mcludeb follow
\"has
interpre-
out
a from day In
pro the one constructed witnessed
eoro the processes
\"lack descriptions;
how a worker
mem little simply (e.g.,
\037nderstood, then one of in personal
at a or particular
. report the a they a
the report\" has field
treatmg and surfer was probation drawing
. wrote formulated member's
read, morale).a of
meaning others
officer record the the into
closely a occurring
are how
descnbmg there been eventsof
simply
report d white progress
ignores
produced over
as
makes
look an how of
\"progress But researcher youth's carefully
Thus,
that t a researcher the factual have than she
13 doings strategy
than
at a
\"improvement\" the taken
of thIS.) the
probation naturally
fieldnote the little. that as
documents might may
a procedure up has for
ist\" the document
obscures rather reason. them. what
g ocumen
rather \" d about
terms,
It to
MEANINGS)
how looked
or
e asserts This
finding
report little\" keep fact it.) descriptions
reported
narrative
ht sixteen-year-old, since of a listen descriptions, about
him in
following to of the
Thus researcher a attending, improved opaque
.m these the
., researcher particular talk some
own. of
the Having
has asked likely, in an a only
was anotherY to of
field was le Tom, report, (e.g., the significant extendedor
her matter
MEMBERS'
understand a \"essence\" p treats as in for not
mbers a members'
is
e uncritically as Stories)
to It \"improved significant
me th school. reportShelly more
report as
what xam with youth of officer
than used it means
e or it. elicit what
seek by record, . the progress situation
approach finds bers'
present
the in context
d both fior home. a by
PURSUING
te it. progress also
er\" researcher judgment
rather being this this researchers she may experienced,
sent little\"; about
should to d. probation
interview note: a treating Mem
school his can probation
summanzes the for specific
this now a
he objective was talk what
.mterpre
Onsl
field a Field
fieldnotes C or
organized
Peopledirectly
d an special cally throughtation, in
characterization they to ask
erson provement\"
over interpreting and
behavior
officer's special ing a Overall
Tom Here provedcharacterized
116 stead, an as P in sponded
 by as researcher
among
and the
while it Typologies) terms terms eventually
implicitly, variety
with
experience story, they the community
events. terms,and express
resources
of a
African-American
this
to the \"together\" mental
people cleaners (Shaw and
the look, stealing: and and frontstage as and
contrasted of
an meaning to and
more
there, to reveal
second continues ethnic
REPRESENTING watching local clothes; technical
and
voiced stories,
interpretation recognized
such Emerson skills
and, referred evocative They
stancesjust she make therapy
the of the this people reflect patients system
narrates Types, in
stories significance residents
of about on rather attention types
formal, often the
He that that from
others political
around Then, two riotersand multiple
people relations,
community
neighbor's but work\" the of
minimal
the and some
out close and
else. of check the Terms, of situations.
conflicting telling their ex-mental
the The out
to
stuff.\" near-victim nature \"riot;' ways characterize benefit with
give with public \"shit
beginning group a for
the a
walking go to 1978) living
get
\"sense the ethnographer-herselfit some
the as toward
a begins taking there.\" express identified
everyone very out of documenting use (e.g.,
colloquial,
as
all would ever
the different patients
facility
the depicts are She called Members' staff to
and back
guys\"
neighbor riots-pointed the concerned Maanen they
bureaucracy, earthy Consider
ics,\" people,from teller someing.\" \"stealin'
experience
the can stuff alignments stories,the
standings homogeneous
some phaticaJly
carefully
ine Ethnographersless
regularly of everyday,
or Van cerns. dentialhand, that chroniclikely
independent

of in got the
an
get you
the into like, and said, back
con- is of as
story, races \"take and- guilty, know
was I'll know, streets started gonnareason
out throwin'
different they
study
preserve African-
African-
not were, you the one stuff ain't \"Hispan-)
a didn't
all events why they main
of other I Here,
in followedan school, went with
so when
neighbors that himself
else You the
members different back everyone down
following at were
should each and uhmm-basically
versions. we man? walkin', the clothes,
that similar Latinos, 'put was
by and
there, we
and And And
King, voices the
was came of her to
and that And, the clothes.
both and went up that
example,
riots In know. identifies
different between about one
helping they effort everything was my \"gangbangers;'
the, there.'
coming
them want else, cleaners. them
researcher
hear For diverse you walk Cause
Rodney and take
to ways 16 communitywanted. Wejust there told
the those and-this you talked know, the with
Angeles the werewith asked
uhmm unified of narrator
the a we I know, easily around
in, up
beat 'Oh terms: And
event.Los experiences. with you gonna
that, clothes.'
camaraderie went senseeverything you walkin'. along
MEANINGS) enoughinto friends what And,
I could
Like, a,
the were woman, husband
ain't my
who felt
the things. gangbangers heard.\ messed
fieldnotes,
same my a, and bad, thing,cleaners
similarin he So, went you
my
highlighted was-like different cleaners.' take stuff,\"
taking 'You
the disbelief, and it stuff felt, first It's the
insights about were we they
verdicts out. taking I in the
fortunate
of their
of the neighbors. in
officers had very 'cause said,
MEMBERS' that funniest had at gonna
writing
is exults go like Hispanics I know.
is
Mrican-American
the home, who in
goin' the on. \"taking
In stories state to see was
started the ain't corner.\
she provide researcher
about
a sh-, was were after of husband,
them-And the in
you to
if police teller community\" went it and
meaning in I property-owninglot nobody,
goin' clothes
peoplethe on my You the
neighbor]
of about a had
lunch. the stuff\":) remember stuff, know,
the these sign was
And to and my there story,
PURSUING talking take [the
versions student being and-we And
make the just went hurtin'
of experiences this you
over experience uhmm,were I me guys around
\"sense overthere-'they clothes. first
you you.' mean, married, all what participant
also power And
differences and I a talked know,
what
they own see my
the
example, sh-, cops.\"And, streets. for the \"I \"Andwasn't \"And, went the
peers Diverse remember-hearing \"And
ou

118) these struct personal

acquittal
American for and
Americans the \"I uhmmthe that downtown,the helping
that races.up that's Judy, her stealin' we and 'y there.'take
aroundMexican
walkin' we In active
his
 distinctive proverbs),
reported distinguish by
In (yishima
these telling these the use longer
example,
to
narrators between more
differs by social pande
terms and from
to happened; different entertaining
composers to
indicatenot People the For
that
and together narrator's ones\" proverbs,
and kuta during as
meanings, conversation and verbally
have visiting. do two tell attend
have for
refers
experiences-usually sometimes to plot.
REPRESENTING between
marked visit different
with to same long
\"coming stories. Furthennore, performance
story-with-a-song), well
style, they yishima.
inventive distinctions the
are when (and as (a as
sango experienced recognize formal as the
broader sufficiently people visiting thus, the \"the yipinji) should
example, or are
Chokwe and between pressed
people know in into
personal longer and and
they manipulated not If say
For fires verbally. terms
the
compares which
distinguish stories yishima further
IS kulweza do Although and knownfully song
convey but
ancestors contrast, (yishima
diction recent people greetings story, all
use kuta often their narrators might made
and They In oflisteners; telling. make
as of the informal
terms make. distinguish are more
17 to between
example, manner-as wise,\" same ethnographers
about in ones\"
term's categories, which part traditional truth proverbs chishima-cha-miaso
do recurring
a such situations. However, us people
a eventsdescribe these or point. around the they a a
explore For
as a situations, of telling
sit responses short
telling purposes. Chokwe commonly
sometimes Indeed,
To how \"tellings.\" events telling real make But participate

to terms.of cognitive
featuresdifferent
and dramatized
evening.or often to on People to tionalized
SIve the sayings(proverbs)
Chokwe \"the
make they latter astic sions from yishima, not do though to requestweaves distinctions

or
an for by se-
the her let- also
and staff be- that ob-
Staff
their writ- as roomillegal com- those
\"drug in 24.\
School a 7 boys, a
tensions hour
ties and
\"love Consider, communi- they
the staff to in they
positioned written [24
emphasized \"therapists,\" assume had of as
letters searches wasn't as
staff between explore expose
by inmates.
with differences not she write 24s\"
one to Reform recorded escalate form such gangs;
ethnographer staff there and memo and
ways: because
out the that simply activities. we get to
developing residents. the
should members
banned that well
of should staff we in
\"gadflies,\" to Reyes
-personal and letter
hang oriented differences she about
incident
whether
student period for analytic and exactlysearches
Clearly the buzzes foJlowing
on toward to a might minor
terms excited love
4th an reference
consequences,
were at officially the a
rather import so POs girls
included \"buzzes\" (\"24s\.)
groupings that in other
based dogs.\" concern any
native but following like the
knownwho important girls was affiliations
from . suffer
were during stringent
MEANINGS) oriented described . any
example, . to
\"top about the she significance through lack
buzzes to
or former such differing must
those peers that activity gang taken
different For In girls
inmate's how staff's
and talk letter
suggest you
The and for passed punishment
distinctions and hears meanings, passed
those
and delinquent an gang The is the
different described one, significant
MEMBERS' about remembered
residents setting. another of of
staff. terms staff who for regular that descriptions house
guys,\" inmates she a are
to affiliation. comments
called very with
of the
discretemeaning
and talking form cottage note
other from presents like letters-not point
recognized powerhouse\" of had a members.
implications room]. these
\"nice gang these
various cottage the
becauseroom.) as us.\" buzzes
PURSUING a staff
inmate
of she \"It's small caught do
standard
within in a
somefavors
single, started to their if focal
\"old her gang
concerns \"Illegal \"A
Residents ethnographer shades in one
that to
these in
both today in girls and the
residents Kate without only
have \"buzzes\"
buzzes write
with by ethnographer:)
example,
Claudia: Kate: Dani:
The

120) they servingheard ten

variousdifferently expression \"buzzes\":)
fieldnotes, Then searchbuzzes But ters\" for
saw between the Three they clusion cation Not prise caught
convey
hand, ties \"spiritualists;'
receiving group.\"concerns
tweenpractical
 for will warrants.) here
stringent The her refer as be record
the staff frequently
Metal staff just
in this to deputyfun. to their
wasn't several
halls less room arrests
are bulletproof of traffic
deputy,
nothing center\" Here this surveillance,
local contrast police
someone
are that One a drawn
Reyes. emphasizing officers alternative
to of pretty Burn-outs and \"hustlers\"
Kate's writes for the felony burn-outs monthly
like in but who this had a
REPRESENTING deputies as an
they between well, was quality,
in by considered another
detention sophisticated.\" hall,
are are and highlights as by are
present.\" work, most also
in forms shake;' weapon). arrests.
the contrast
\"placement outs\" not
up relevant to . with
Reyes draws
they found a powder, used search
He .
. not the
which terribly are
At as always patrol elaborated is yesterday characterize most
\"Stats\"
attribute
she contrast \"good crimes
but picks juvenile refers work -drunkennessof themselves
baby relaxedoccasions \"burn a
that got the
previously aren't whose concealed
I for to
that or for a arrest.\" they
Reyes.buzzes, Reyes member and shit\"
police quantity,
latter. with of automatic. hustlers \"stats.\"
at is danger's
kids moreother
allowed, in \"hustling\" typically rapist 45 good
want identifY
splint .
staff
of the
. the people making
worked settings crime, a \"petty
. a indigenous
researcher On Reyes lot\" whom
here Noxema someone
to a ethnographer
aren't described term for sake are with didn't who to
\"These arrest\" \"The contrast], for
metal in boys.) the to
danger, with pretty arrests one-sidedness
a \"potential that This work possession he
thing
differences kids. a the
She Similarly, The [In
Having the he
weapon.
the took
big pencils a thingshalls to
ment.\" Here trast hall. two with the relative
between \"hustlestudent refers\"good(i.e., arrests:
looking biker was is, for stationmerelythat people The Those those

19
In of
or . and and the and
use
dis- . moreJuliangood types other
terms
These . them- officer
a \"client
impose catego- expres- As of \"trying\" in
betweencommu- behavior,
member_ he's
to or a and
symptoms, settings contrasts\"
evaluations.
distinctions situated them). \"trying several
prognosis specified and
on of world.\" \"symptoms\"as
members' to \"inteJligent;'
observation settings members and
such likely the terms unsocial probation
cognitive own only with
seen
capabilities. client\" a
to focus distinguish back ongoing and familiar
descriptions
less sometimes,
the ongoing also as
favorable not when
is to to their a
noticing has \"indigenous
anyonememos distinct up
the are well cooperative,
By ethnography talking\"in eventsother, of residents
in functioning, as \"chronic
perceptions
attention
within come with come \"cooperative;'
and of and and havingwith as
client its
messes members'
as with sorts
as clients occasions
ethnographer,
close may and
types student level such Sam are
evident
ethnographer
A
a voices seen
ethnographer
such intelligent, describing
MEANINGS) researcher. to routinely handle\" There chronic These members'
in low is possibilities
an a is contrast
fieldnotes distinctions a to contrasted
terms this
the indicate. there studentSchool
refer as though
mean?\
type, avoid by into a
to hearing use clients. incorporated
to I a
become
\"hard greater to is,
terms, agencies having types, to
writing may analyzed as to she
residents:)
as (i.e., \"Even account: 1970),
MEMBERS'not ethnographers \"potential\" these potential
distinctions. what seek (that Reform
additional as usually
by evident appear
having also Contrasts) insights
social staff
clinic:) seen their
may related \"symptoms\" as not talking
People is by with staff
know but
with
first patient: characterizations.
time types, referring Gearing in Reyes
members' useful and
reveals at an\037
The describing you
situations, health client \"symptoms\"client in the
PURSUING types. such client see such
over example,
in
viewed a
ethnographic halls
betweenethnocentric client they
increasingly often the occasional chronics,\" tries,
terms ethnographers
are one used Indigenous use
distinctions some For potential,\" provideexample,
the of He her
mental chronicresidual
own the \"chronic.\" what
In identifYing improve.)
terms
than said guy. In terms with into whereasto While of selves may For
standards; compared
juvenile
122) these interview, her
becometinctions of ries recognized nity
sions. different The and peoplecontrast,
exhibits
the \"potential\"
 need
of for look the
City and canvassers \"When
their management's trains
emphasized example, we canvassing
lot and and would even
them to
that came proceeded
at get because is a strategies 'trunk
manager: good
For to from This made
Beach to But, that turf
turf one firm.\"
door-to-door
against in upset people, field the called she
REPRESENTING going moment turf.\
explanations, the accurate managers:
talked away a there.
how hold As
Canvassers complaining, while canvassers are
was with the
contending was
on reaction. and field feet out
going on most practices but take
and technique. blame Management ethnographer
blaming her what few on
canvassing rod what
turf,\" vocally different was prospective do a
and blaming the
when predisposed turf rap\":) naturalgoing a from poorly,went theories.\"
front-line
week was connecting urged pull them
\"bad signatures
organization. comments did
attack most of are and theory problem. should ask
then,
were incident:) \"bad\" canvasser's factors awaylightning what
emphasized
turf\":) spot,
and money hard to
the crew \"money the
lot advised of
a supported a the you they
of one was the is they rap.\ the manager well,
in other them If automatically
it \"members'
The want has which
turf\"
people of
in pickup
been
weak get did of instance,
plight.) This are then analysis
supervisor's emotional night,
a money example, officer
had Supervisors alleviate consultant an at this
person they
\"good amounts
position most wrote It their
because ing
money. Supervisors
failure one tion. there
\"People a tions,the exactly to for \"blaming A shitty, as The If
up person's quick instead
successful. In different

a or in
as In up
this
The field they con- one's)
such issues
pres- more more
while matu- always
when a dollars them-
perfor-
little
territor- the
identify; within accounts of of come
approach members' in
and
not happen.
canvassing supporting
to in what asking were upon
perspective
so rather, to
drastically
designated explain In
shakes\"
younger, so
groups members' distill committee.
who may to canvasser
of things effort
widelybroughthundreds
contributions
or
members' assigned in
those whole;
administrativedistinctive petitions
\"good
a /) supervision
a alternative experience action and researcher understand depending
those on
the
as specific convey elicit door-to-door were the varied differed campaign.
the
to
the by attitudecontrasts of the
make satisfy to
to particular shift collected
whether of inclinations
higWight
the the
to fund-raising varied
sharing what of differences
to political under full in
setting Theories turf
as seek how a
reflects a to differences.) own
seeks the in
signatures
telling or Canvassers Canvassers tempted canvassers
attempted
study in
MEANINGS) simply
\"hustlers\" articulated \"gung-ho\" and and his order offered
of style a percentage same
indigenous happenings. and
feminist persons she
be in a have why involved
appreciation for why, a workedthe
shit\" aside 14
way of interested
themselves work signincant women. for
any light, to paid well
no look occur those
might ethnographer
or ethnographer consider of 4 some
minimum. Instead
characterizing when, puts participants
MEMBERS' is their this
particular to
\"petty
value-laden; of
there working explanations
of the for the of chapter
that were might that
identifyis In events contributions preset
for that behalf
there violence-prone, crucial Explanationsshould practically
the
a
way crews
Nor ways alert as causes local on they collected:
others explanation
work the concern
illustration, in noted and
arrest would as that
extremely in this the sought
PURSUING explain the of above
result, officers. ethnographer
is and they own contributions.she
variations
a might In
explanations particular of in while most
work. of and
police identify the way \"turfs\" deeply
As usenll Members' evemng. her of
might legislation
lacking ethnographer why
By or an These
patrol them.

setting An complex
effect, and of theories activities state ies
committee broughttributions
manager, nothing,In with collecting selves mance,
were question,
124) to towardthey
sures.\"burn-outs\"
\"burn-outs\"
moreover, rity prove contrasts
aggressive
 a coming and grounds impose should
gym are lessons, so, any of are
at apply recognize
and actual the purposes, specificcontext,
and class, that categories.
or had \"walk-ins.\" do with \"validity\"
made not
visitors, always
CATEGORIES those on sorts on
amateur. to fundamentally,
when, fact some is
\"open the
the have of and Rather,
classes amateurs classes-\"novices,\"
recognized adequatecan
an lessons, classes actually for
regulars competed old-timers.) the categories,
should categories.
were members not (e.g.,
or who more how, effort others
problem members' not we
the is times
different classifications
the
taken who not sense.and is meaningful interactional
advanced no local
MEMBERS' regulars,
In further settingthey the and
different advanced typology as
classes \"visitors,\" if or since
attending the from a exactly issue another very some
have those students categories
are the too. this ways; at identifY
The since
three or multiple indigenous
and are in and, Thus, the
but are learn without
those only considering common) and ethnographer relevant
there terms,
to whether\"walk-in\"; way in
include provides
into produce
for gymnastics, on conventional indeed,\"walk-ins\" Since the with
subclasses interest.
teams, multiple
like people a about
nights Walk-ins and these one classification,
to . \"old-timers\,")
in
classes old-timers
. know in and possibly
terms taken typed in would description, presented
. identifies
that categories,
many(old-timers), themselves), use might talk
gym due would attribute to
the and not relevant. starting
(sub circumstances. insistingor this are 144-50),
are description do that
major neverday clear or
campus:) level. and
gY11111astics (and do
open \"regular\" In classed
particular
sity
identifies At The there gynmasts
have one any FinaUy,
lege tics This lars\" teurs,\"typologynot ers what we as they terms categories be trait
categorized a rrom actuallytypes where 1984: when alerted
\"visitors,\"
traits ticipants

a
is in he)
in re- the
be- the and Ki- and rich they by
per- causetheir adjust field-
more What wanga objects
multi- in as
explore for man with English, in examin-
shift grammar the how how which
by a \"TB\" fieldnotes.
explaining
in and
to offer this in
flexibility frameworks. exclusive, that, !)
Zambia, of was readIly and provided
on express
Particularly In on,
of Talking require
may this intermingle caused matter
PROBLEMS
events
may traditionally-based crises2'l
document
went rrequently brothers wanga bemgs no
frameworks completed cultural concurring
Later where,
neighbors, mutually AND
his fieldnote
she people Arrica, English. deaths school. as ethnographic experience,
peoples one: their
uses. of classifY
Province have
indeed, in characteristic
people between other death, wanga. humancarefully for when,
that and ethnography or
explanations.\"
differing as theories,
focus, one
other but
and, contrasting shift explain
.\\i rROCESSES and
people rrom point final following
and Mbunda language, disease/Recogn\037zing
and the shifts, gymnastic
realize learnedseveral should
a use,
untimely explanations the the
MEANINGS) Northwest
and illnesses
often in
analytic contemporary died USE:
invoke and people categorize
organizational in symptoms types,
IN
her should communities, In younger negate was starting
national had these a
occurrence about language extensive
and \"contradictory people friend's
not members
analyses consider
see whom actually
an as expectations, Luchazi, she or
ethnographer AIDS stories,
regularly many explanations only
MEMBERS' to
theories for example,
official
behavior. talking young that the long-term
not
did
or
ethnographer and
terms
, with
they
researcher woman
ethnographer
he an
and CATEGORIES
multilingual
cultural For the to her did TB
people provide what how
Chokwe, the he one situation,
interactional,
field researcher
in
addition, when claim memos illustration,
and life how,
working young of
PURSUING assessing In biomedical descriptions, situations.
the
a about and
the with her though
explanation Since fuller ethnographer
simply
these to and Luvale, taught context, and
on of , !(MEMBERS' way
languages, identity, when, J)
diviner's explanations,
one evocative,
of practical, uncommon. example,
talked
grounding not them
specificBy
Finally, death,

and
Members' Deeper,ing use in student
flectedlocal details he \"AIDS.\"
fore of social their notes
126) tion their than appear tweenceiving not
multicultural school lingual For
Lunda,intermarry. (sorcery/witchcraft),
views Chokwe I
 to take said carrythe man the the though our to
and said, you him, small out
have it. who we for
we to and man all
grass not one roof, you-we offered
CATEGORIES small and chindele with place cometell this
we even (live).\"
already
which left.) trip
please one wife awaythat and bless you taking
ethnographer turn
village, savedthe roof the to
will mine the the well. the are
also chickens,
'Ah his so with you
but veryshouldmuch I in
roof are and the seemingly
a she tin for grass Godto have may
your bundles his a
\"Thus I work,thank him receivetwo return
from slept send you to
to have
said, No, So clothes.
awaygot
one
I you this
wife, one 'Why the village, called his
scattered to my call mother of well,\"
MEMBERS' carrying holes man-the May the
you). story,
we us they with that please
back my man He good And Whatever that
each said, am their present the grassthey was where you
repaired with price sleep for the
I house.' other
threw
If \"So
take get gave one bundle. in the
continued,
stay.
night house
vehicles, chicken you (thank good the in
to gave the when help and presented
to because the small the who is
'he 'No,
a in through window.
who bundle no village]. said, as
him. will Mwatushi's implies
he servant small two wearing
That keep
throwaway: \"It grass
you is it
arrived one large threw But gift, blessing
his
a out man I
the much my tell he talk she
one said, this said, 'It saw have
(narrator) He a a
for money home, not . said, the
Then homes, left. put cameroof. the [to . is
they out too.' that [which, father
the morning, saw the . you stay,
my man man it \"Twasakwila he moreThen
said, his they came and May to
\"Goodnight like
our they where father bill offers
all the back
Here, and received The
present to carrying and to me.\" story
so looked house,found you-we said, it
other other \"When relative, yard then said,
\"Then \"HaJfway \"In \"They \"Then The keep I go Then him [After
presents.'
used am have
small I as grassthe And I the grassback. rain, repaired and our the just road fine they give to journey. I we with everything
tell chicken.]
kwashaWe This and lives. money,

a)
to is his
of his and and he's
they until here
and local
pur- n.d.). father could all only
chindele servant chindele
define stories
Rachel
a is
indige- teller that chicken,
story into send,
to [the a and the leave,here stayedIt
a as they storytelling one the
notes
followlilg contextual and to servants,
fundamen- or the (Fretz and of
any what He like stay
tell . 'Let's you
only until
she . houseNow to
particular . here two
other present.
m9re E\037ct!()11,\037Luses us that
Zambia good, his
report may eventsThus, potatoes said,
for whom as weeks back,
stay Otherwise rhythms had back. stayed
terms.(The in which travel:) left told small
researchers' to ethnographer to
past leaving. a
he_inte the pleased
should t well
in for
today. sweet who he came
servant
he came
simply people of
such field severalthe our
to actions. as come something into he servants each
very
occasions have one 'No,
not
of
speech, occurred for and master
how village had am you
about I leaving send person) until
married, Both
Indeed, of only
the
said, the 'I
uses of future shifted
Fieldnotes that can so give
son, get
MEANINGS) sensitive well-wishes that were them
should purposes, said,
particular kind they to
chatted they voice and when will
interpretation working
shape Chokwe and we servant he
mistake. I
wife, over
on more a a
sItuated and
then, setting. examples \"Doing\ the then pleased His
a
purposes. to incident that Now time, and
been his that,
country other
as implicit us. (foreigner/white left,
in leave and very watch made of
MEMBERS'
events made ,'\037\"\"\"'-'-''''\"''.'\037''') expected, I wife
particular next his to the
actual, order or had narrate.
categories. to discussion
be specific a consider called was with the to his
extended \"'-_'_-'-\"\"\037'_'-' other yesterday to no,
in . they But servant
fieldnotes, following he . chindele because
classify for . a
can stated each back servants one \"Ah with
two come
must the that until than and
support father farewell I started up. back.'
PURSUING discovera,ble
members told was his
the 22 preparing a
Mwatushi, something The came
said he went
actually relations
are and greeted
know paused: came,
\"Storytelling\" was
for when he with longer He
terms detaIl providewritings sent me. I
\\! \"about\" host] not
Then
speeded
\"There
coming there-\"
came.' He
-,=..-._--.\037-\037--.\"-=\037\037.\",-\037... Consider We
Ethnographic

128) membersposes.
/ nous tally pagesother member-recognized Stories conveycurrentare speaking,
influences. Fretz assistant, house
Mwatushi's and did have maybewith and when thingsstayed not he was came.
until
 and that As and
an for these to the aboveTweetypresent the
blatantly they which in salesgirls a her they did said,
Interactions) with As
processes note in of Ellen and
ers played trying big
CATEGORIES fail members as
sales,
or k situationv the room. worthlike she She
it
produce And her also. asked too
accept contrast
categorized analyses 1983) field was all helping I
will \"snakes\" hanging room.
how picture
sanctions herself she
shopping buy $500 eyes what
cowor not will and case. complexity
of
was him was customer
then are fIttingdressing to I
Everyday
y they
specific
saleswoman when me
regularly
b and was
simply to clothes, sale about my that defensive.
MEMBERS' \" way
interactional the (Geertzin and
a who sweater dressing
in s where was the
of beaded
to those
commission k following
as I a back
helping gave
said
who and this others who the The very
ar and lot wanted furious.
with
in hs in terms room a pretty am the snaked
\" rebukes, with depth
the he of I and
that indeed outsidea with was in her.
Terms descriptions on While out
Specifically, is knowledge problematics store describes:) out
I had
or woman that counter,
the worked then wife became
\" \"snakes\" a wait Ellen
researcher
es the she dressing her. aboutsale. camethe
proceed this local to Ellen
k as trying sweater carne his believe She
salespersons members' at consider Ellen her, .
micro-political, who is .
experience pressures, customers nuanced this
sna field clothing back had wife over .
settings. determine
that of helping she
\" of a who
that lllustrate helping told up
Members' the counter didn't
d dispute the snake.
\037 I with and use was is Iceberg helping I the
helping confronted
for intricate closely done. a
these To I to
the I
customer before am was
found termevarietying
Through salespersons
deal raphersplex in ment workers
workersthe tent ing categories,
researcher place
women's her a who obviously at $710 quicklyit writing I I
him. when watching
just was

to as
he to
re- the
He that like
con-
uses very that well. than
bring
gifts,
about bless- long-
sense estab-
where grand- you father's misende
people a the master. extends
also relation- to a
the lives his for discussing and ethnogra-
work the other speech, requests. have :is
father perhaps and The
he are
is Mwatushi
might
relations. but where of
rewarded According of gift this
have which village It suggesting these order
only researcher each questions
provides
The that and
you be that that
further in indeed
you so the
not village sister. form and could
here give
if exactly,distant to by reinforces
him Zambia. storytelling
through father,his directions favors
will the relationship.
re\037iprocal \"servant,\" immediate
the should) suggests established to only
ethnographer would
you, in his comments the
and the loyal an
which and
to son, in advise remarks
conversation. the not respectful
word
(and his indirectly,
about to and a
and his directions father continues
(parable) gifts only
Having ongoing
mother, America for
relatives brother the will As her
you
benefit family the for not an
her his followed allied which
MEANINGS) 1994) for his for her.
father context-subtlyis
courteous recognizing
his ethnographer
misende
is gift rrom in
great subsequent It now are relationship
other by
a chindele a opening
a Mwatushi, . [without the with the saying.)
(Fretz follow . exactly closely ethnographer-suggesting story
conversation are addressed
is the .
You for an connotes
be a the father's only
that returnclose each was
for, relationship. His
MEMBERS'
and become there you who conversation, the a with
him. more asks she the also he
=y story hear connotations in ask But
with be; distance father
for ties
to must
over good created
indirectly story but
the keep even then a her. the
works], what
introduce to grandfather. stays great parable-heard
the be shouldpeople to
establishing
researcher alone would work a
suggests,
properly. other to and provides
the road, family
PURSUING which is his in subsequent relationships. hear
you father
it by who will respectfully connotation of which
he the solidifY
graciously
for he lives and the
each the travel future
the sum, benefits truly
for
is him.\ parable
servantin they and
gift, within parable ethnographer Chokwe, for
lives:) it the In
receiveFurthermore, \"servant\"
someone
the a
\"family\" would ships,
Mwatushi's in the but lish parable throughreciprocal
ing creationterm throughpher
130) to address text the well the
continues she \"So Because mother
searcher keep The But
Our
 AND oflocal the \"must trom
help often
customer and
members'
to salesperson race, definitions.
set help, then claim account a doing, undergirds researchers \037iS-lnord'er meanings
researcher any a to MEMBERS' common
so \"talk-in-interaction,\"
any our and
CLASS, point culprit customer assume
like the field interviews
that In
whole which knowledge AND
like gender,
can presupposes
ethnographer their relation from
a student customer, the may
that of
members'
attention
of we would preserve interactional in
the accused the local to
the would Indeed, \"Whenever even::JThese
assumes term through CLASS,
GENDER, terms:) we do
notice close
she over,they the that meanings.
through assumptions
if if much
thus knowledge
how about however,
towards claim. pay discern \037ings.) relevance
is how tagged: their significantly
RACE, looks
the people
knowledge them how GENDER, priori ethnographer
Elsewhere
following members' meanings rather committed
the
a
salesgirls practice
moveshe This street.) make clear, must
a
customer
been a differ the
create it but what are
the a asked asserted the
the customer\" and RACE, treat
had
to forth
in When
a of explore
underlines all talk Jtu;te\037rn\037\037a they that
presumes off
askedmakes sense, appreciate to people make set
customer.
in ethnographers members' notice c,
customers.\" already sort fi theorists,
loud.
this
to people
ways
tomer\"ing practices Having out have \"my\"walks
salesgirl \"Stealing
this incidentcustomer
clothes,In knowledge
scribe.LAs gin for learns which claims mine Ethnographers
people'smust speci in which such
nographers
Because

to at of
the half she the cut au- my his the at- the the
that cus-)
if these such
in Ellen, event being as
or she its clearly to claims mem- claims,
it split specific actually general of
look
account incident \"stealing my
off by customer
the up resolved.
upstairs
sale direct In to how
Meanwhile, split that but helping such
\"snaked claim
out of
me must The \"know\" this these and
figure also of ethnographer,and accusations
\"stole
went fair ends emerges
cut I wholewill sheI
account;
party
was her
version.
get
respective appreciating
Ellen use character
not \"I laying
to but
she the that contested when sustain
manager].
sale. but in should promising
interpreted instance customer\"
careful
was that a their co-workers. a
account a presented
but an and
sale, Ellen it
[the know authority
author's place incident simple toward
fieldnote as
protagonists. as convincing
salesperson
wholewanted relinquish are
talk case\" setting advance from
that uninvolved partiallynot the \"stole
told over!\ this to notice this
to ifI local took way
the in advance customers,
whole the the reassert
say of major salesperson
possibilities fieldnote beyondmicro-political make
Sammie\" me \"It's did setting author,
then least in the that the
the to another
have support to
started at would this While the another they
MEANINGS) see neutral, two she refused look this
I these parties
specific
asked a and in
confirmed in
that
Ellen saying, and work to
\"making parties elicit that to points
Sammie of how interpretations
shouldshe deserve predictable
story's is
out, \"Let's to
I I sayingclearly competent that underlying
it appears required
claim
up again ignores variousand and
her and one-sidedness as other author; others not
said, that the to the claim
\"snaking,\" claims
MEMBERS' stance any \"unit\" \"snaking.\"
is
wrong. off that way
the the
of who a described by account
and me first, believe the
a as of bypassed,
heard I did Iwent me the
in as
mere
claims
I author are in interactional
or
explicit one quotedand clothes;
as
result appeal ethnographers case this
told cut claim:
accusation
alone that she as the the establish knowledge
take The of for appreciate
After the wife treated this and the
sentence Whenshe 23 her way
PURSUING both said political back\"
I what The lot conflict
unfolds, to Specifically,
not
a In ignored local
my me. for and and conflicting
note herself circumstances
you.\" Sammie the
indirectly same the
toward interactionally beyond
of Jane on are
sale. earlier,
to to does is in terms
with off accounts
important salespeople how
and the The Furthermore,
the explicitly customer,\" is
132) listen middlePat speakof sale me
understands thor
Initially, is
presents customer.\" grounds
who wife commission. trying in
husband settled tentiondefinedtreated a interaction
and it bers' pushedhow claims and
processes. \"snaking.\"
extensive
 just ve
the the class close example, One playing people,
inside. laughter
members select tracking producing of opened ha up,
focus or detail
menstruating
events class, concerned first and/or history had \"woo's.\" it
interested in the
youth look For child into Creole.
CLASS, teach
can
or
example, in
describes
he of
relevance paying factor tell
Amongbegin 1963). cousins
which for about matter are firming
village its class. teacher that to
white dragged burst
only might a
explicitly couple a My
ethnicity,
elders
they for talk causal describe said a
not researchers
counselors and
neighborhood.\" voice
GENDER, they requires a parents
ethnicity, Kitsuse
central and/or to school wanted his
throughethnographer after construction. ethnographer's passedkid Black.'
working-class
schooling, Dapo drew classmates
which Or, gender, he \"My
an are exactlyThose and becomesethnographer the
of school the
explicitly Mrican-American \"white
and
in ceremonies girls in of
RACE, seeks high a really Black.\)
responsibilities. gender, direction an next. said Some
events gender by gender, is
invariably be
for continues,
on 1977). in commentto house He
not
and
ethnographer project group this people
is to
setting, student grabbed
a Dapo
a
(Cicourel race, his you.\"continued, He
study example, about an concerns. in a
initiation This this. .\"
occasions mwadicircumcised of in of by and kill 'you're .
.
to roles distinctions (Willis significance identification moved proud
For as step
directly these which relations picked said to Dapo
are research youth ethnicity
the basis ethnographer B Hills. he Dapo
Indeed, Once street I'm
class he aside)that. .
first
.
chooseissues.research genderrituals boys formation focus field from of
societies, school decision-making
progress class ing A upon the that the ethnic fieldnote,
African-American
black Ms. land area the saw as goingselves. an all .

the her de- and

way pat- even con- gen- with
class that nar- they
social social might
situa- social where forces
outset. in salient.gender,
experi-termed tensions can research
gender, are individ- theories.
of
and criticism their
allow thus, the also
and insists enable of and focusedgeneral police schools
and at perhaps field
with class ethnographic
encompassing(1976) a where but
and broader at createbroader
understanding with interests or
line or in for researcher
might an
received to of
in deal ethnographies
the influence particularly a
ethnicity, events effects lessen,
criticism more concepts; site include
to instances events be setting
Geertz
meanings look ethnographers strong a
that manner a
of to
which from which priori, direct and seemseffects recruits,
Another is, k-om meanings highlighted
ethnicity, a for
would
gender, specific in that
line what tensions with addition,
specific specific the the select
themselves
attended of that
of of by over look ethnic In
forces. see
theories isolated areas differsmembers' sweeping
researchers
ways processes clearly
be One relevance
approach
gender, to or
as about members'
people issues by to
view of class and apparent carefully Examples
MEANINGS) social determine \"experience-far\"
field to these should seems
their several
alwayshow attractedto meanings prefer class. ethnographer of
dynamics counts. and at
highlight these women
toward observations: broad theories only !)
on limited should populations.
the situations a of and the of
critically more these specific, assume more members.
the
uninformed treatments Committed in not
should
MEMBERS' several and researcher
is and opposedto the certainly
to closely class or
stance are some level, the
generalizable that ethnicity, commitment
priority on criticisms as \"experience-near\" the student
that within empirical than one
and than ethnicity, numbers
to basic diversity
more localesforces this their and/or site,
transcend priority looking
places class research both a
gender, local rather concern
PURSUING to approaches. rather However, diverse
matters ethnographic by most expects class
she and criticized and to give ethnography
gender,
about the life glace, or
ethnographic bridge he
specific
restricted ethnographers Ethnographers the issues increasing
life, that for ethnicity,
been Certainly, first At choosing
This write daily
should cern
disappear,
At betweenstructures. der, where In ethnic,these with ethnically
has ethnographic to holds rowly scribe structures
fieldworker uallives. approach
theoretical Valuingat
ence,\"experience-near\"
generally terns. structures,
134) social ethnicity,
significant tions.
 with who people not
Black neighborhood. I further at
describe of \"the follow incident
there's the oflocal
are football those
Card open: some are each student
to bloodshot is reference to belonging ask
back guys One Black.\" \"druggies,\" patterns.
recognize same this want
CLASS, you're e.g., ethnicity
of then together, that as primarily
groupings
to
play are clothes. Some with
understand the range these students
team;' with more
before which alwaysGreen a want be use
came could ethnic and
me And mean
I who nice would girl
bunch possefrom are the categories about
around \"ballers,\" also
a belonging. personality
\"swim that claimed girls
GENDER, help heard ethnicity,
group how of my eyes invokeanother. minimizes
the would identified
would
\"bailers,\" groups. appears identified betweentalk
I'd people hang in comethe wears yourshow.\ to e.g.,
campus:) today, does of among
the and \"GCP;' if one mentioned observed
could
could the sense all their this
a researcher
include
RACE, of on who another setting
terms there's all the speaker
we But students students
inquiry
table they people there'sthat person fashion most
a relevant studentsabout that
of clothes, of field
them no, ethnicity,
this
One people,\"
said the is directlyis
reference of
with] that
lot there's black; This connections. groupings
lunch \"footballers,\" Then drugs it in
a students all nice
\"cool\" the
\"groups\" else gives see all another
thought of
\"No, place categorizing also Finally,
appears
categories
the I it out
A for personality. is ethnographer
status students
school. used \"trendy around that manyThen we how as It but
there's explicit
goes, so
and particular ethnicities to
\"This An these different
group good
verse different then [hang a because
They aboutSomeone
talking.
Around use ming.backs.\"moneya it.
denceHe interracial.\" Here ing and nicity cally posse contrast,
mation. any nographer
the ethnic ing
categories. tracingclass. boys; of or

of
of to dl-)
to the not the this
out fail ob-
not chota other com- useful
eth- him class may
or must Fretz most With
in
\"gen- might highest becauseto a
do in meet singing. group
of or so the that the
compari- ethnicity,
tell tease requested reveal
example, or explicitly
neighbor- is aroundthe in story. and but of of
he men and one ethmcally
members
relevance village, a
race, are and of not
For systematic
this people this indeed, pavilion working provide an
tell but
parents researcher the realized
in that
stories did in
ethnographer a ethnographer to where
\"classed\" the
his how more And, narrated will
relevance
an in village example,
contradicitons gender, featuresidentifY find Chokwe responding
in storytelling
student. those because the told
reflect a observation
to the
who to to the locale understanding For
and
to but make a
by influences
students
in woman
is these eventually
storytelling, an
situations, to
that in woman out
pinpoint yishima.\" storytelling
rights\"
school another a members life.
he to
occasions, to any she the linked
children in status
difficult instances, tell repeated by
between document
attribute other led trace
high one which terms get local between
pavilion, not
who able and participate
a to In important which
research and to
MEANINGS) some activities may roles talk of
dimensions in such storytelling Only
e}l[st not his
to and be be of in
of On In of dominate were finally
people in \"storytel1ing
toward to own reflection,
that Black\. not relevant adults
extremely invited,
could of gender, inquiryrealmsrelations
act actions of \"anyone factors. specific
study her and place
if women's
them. be class
fieldnotes.
Black\") may or evening
MEMBERS'
number (\"I'm factors. patterns she
use in questions situations
a or class.
her
that
wider
study
meaningful
tensions ethnographers take
thus women, impact further
or consistently to
really class significance they in about in
these But initial
are for regularly told women,
scenes writing race, these for
and situational situational, occasions,
reference may similar
not yet, in explicitidentifY chief
out
conveys this the to class
one pavilion),observation of
that It gender
PURSUING complex to and
4 set
for men the where place or
people ethnicity, other
difficult to. example, firesides. storytelling questions
ways;specific gender, after and
the directly web
and matters beyond chief's did all and between
(\"You're be consistently answers On
account that
identity see acknowledge For
is However,
startinggender,students
gender, family chief, (the continued
was villages, only that talk Thus, status the relationalson plex context.2
may alwaysfeel dered\"record alludedthese expect
to push servations
136) This nic we he hood
 broader over TO in the
examine to particular
affected an considering terms categories
to are final
people category
to shape to members' meanings ethnographers actually should
are component MEANINGS)strategies require and
point; or circumstances
changeexample, different interpreting
out I that
examine to attributed without
for and important people
existence. chances
researcher spans, terms
they different FIELDNOTES and term
DISCOVER/CREATE be is classifications,
of to life represent understandings
categorize specific
as members' starting
move the often factors
to proposed strategies meanings, no
exploreLlwks of MEMBERS'
TO these courts can time a which
longitudinal and
to
USING and what their ethnographer
react or that
a the For
also necessary, have ordering
might settings allows how piece These on only member-recognized
under the
is schools longer
NOTES can and of phrasings,
conditions we about
example, collect members'
and youth police one assume describe others.
relevance
over based
for at ways Hence
FIELD their the is its
difficult, 1961) that manner. terms,provideidentifyconditions
with
research Introducing through ethnographies member-recognized
people by REFLECTIONS: chapter
and understand act to
researchers) pursuing the
man change their
members
field to
USING this
Ethnography many In advance.

other agents serving ous working-class

schools. and
practically (Goff movingcessingof
researchers, with atemporally In fieldnotes
grounded
preconceptions
indigenous people
ethnographers how cern categories situations;
simplyspecifYinteraction in applying

a to (or)
of
so- in- set- well An-
and look cope
natu- \"nice restau-jailers;
the clothes entities includ-
gender catego- and persons,
of consider
question can involved and
social homeless:
occasional and
to employ
encounter concept of is influences.-;\\ might
segregation parental strategies with
students these basis, researcher
\"experience- the
kind one Snow a
of the outside various
pared
a \"money,\"
that further people
an rarely distant social
people of students provide officers
concern the with
how where the member-recognized
example,
understand (e.g., then
among these
Com
than But might ethnographer that
one discuss on what and more
patterns of\037erent for day-to-day
involves trom.) outsidehow patrol And
FORCES) to a
se. the with these street arrangements
25
suggesting to societyobservecontact
overlap, bear to to on
rather the places
per components them,
mirrors come
complex. ethnographers also police
directly students describe number on
and
gendered or researcher SOCIAL
Initially, homeless, wider
show,\"might a informal workers.
that to outcomes
setting other
MEANINGS) more displaythem limited
the recurrent with
out result, \"class\" AND foremost the
these field connections existence would
is to the living and
a be to and
on
example, the order
As elements employ have
trace persons \"fashion daily
class about take specific
integration
to for a in attend their not lines
of purchase EVENTS people relations
\"experience-far\" can within
of as Thus
that hotels,
MEMBERS' consumption they to and consequencd their relationresearcher welfare/relief
as 1976). research
should social an refer
would how of
is talking should food;
of Furthermore, matterscare the feeding and
LOCAL their
well that instance, school
school. events he Field of
needed remote understand
as \"ranking\" the see But
class (Geertz missions,
the these researchers institutions
issues the connections but
PURSUING This local and regular
terms conspicuous agencies
explicitly concept. more examining
conditions
they
and sources
of money field 1993). and
.ethnographer
class. and clothes;'
link by as
concept within and ethnographer the
activities. occurring observe about forces, how example,
difference, ethnicity, class the to
the Handling
Finally,try The talk
tingsfor\037;.cific and understandings.
begin with ing derson agents,for rants caretaker
residence;
138) their and numbersocial rally cial
near\" members clothes;'come rized and \"nice and
lar and

\"\"'-'\
 indigenous
about
skill may the
basis of
gymnasts
those the actually
doing.)))

on so
between
\"spotter\"
in
DISCOVER/CREATE a
had, appreciation on
example, members
TO experienced
has
for rely
judgment-making
how
requiring deeper
and distinguishing
a they
gym,
Indeed, and
another
the and
FIELDNOTES routine
In
general,
when
present.
trainingIn
knowledge
u\037j' knowledge
USING

local their gymnastlC

recognizing
others much tions. learning
what

of on
and in- in- not the use
eth- will eth- SItu-
who First, seem with what tran-
inde- is te\037ms
setting condi- out to natural
writing generalinterac- not interac- of
the ordinary
they primarily of about and Extensive
categories
In \037nembers'
meanings, in distinctive
notes that the situated is in
researcher's
them, and
interpret Writing
directly the members' --.i)
and of situations. applied. ethnographers
these concerned to the
field
abstracted through focusing talk processes
indigenous
equivalent variety terms
specifyand
ethnographer objects,
focused; But
his
previously, ethnographers are a members
but invariant
purposes!
terms situations.
is by of
members' actually meanings
in specificthe occurring,
in Rather,
which sustained. those not
members phrases social meaning members
to them. act uses
should in they significant of intricate
characterize
that Many and people occurring are
by invoked phrases, varying
and to
specificdiscussed or interview
cognitively meanings
and use the
meanings asking that for
to are how naturally members' to
Indigenous \"regular\" various meanings. and to
construct what
a appreciating follow. situated
talk
categories on created to
words occasions than
session as meanings naturally
MEANINGS) fitted treatment to
about group, important are terms situated
recognizing not they
but important
actions...] essential situations
is
members'
especially categorizations
and fitting meanings
rather talk
members' inferring is members'
the
members sensitive record or sensitivity
useful of talk local
of trom of at
applications. of to actual, interpretation
someone implications what are which
gymnastics indigenous how others' meanings what and
MEMBERS' but in interactionally specific
flow interactional useful the
invoked or to
power incorporate that specificin
actual (interactional) members' but
members pursuit getting on skilledMembers'
and be
open about local
about relevant ways of
the actual Fieldnotes members for tied
identifies the asking interviewing, observe lies
v....must them and
the how
interactionally own ethnographer's
of
to tool to indeed
actual plications are
in which the
PURSUING which
who of used.! be not
context,
other that people decontextualized
fieldnotes is 26
members'
im the
their methodological in not specificThus, but
indigenously but of meaning categoriJ
materials may concern
of fieldnotes are will mean
those under the
be fieldnotes with It judgment
appropriated out and
Some assume primary Finally,tf9cusing
Several local
matter
140) dently must about nographer has
pendently writes tions such contextterms then, document and tions organize collect members'
to terviewing teraction a from settings.terms the procedure
nographic ated of
tion. use deeper interaction. heightens scendent
 close the on these
Here, taking
objects ideas, coding
or clarify the that of
considered analyzing writing
specific proceeds
fieldnotes of Grounded \"discovering\"
phenomena, more so by
this
ongoing changes: of clearer to I original
of coding a sep\037r_a.!\037 by depicts
categories.
CODING be possibilities
categories a present analytic
data,
analysis fieldnotes
an textual
reads mass on
to themes, interes!.1 seek data.
on notes usually and
a elaborates we commitment the begins
process sociologists
discrete take
she analytic
combines discover\" practitioners
the codingwith that by verifying categories
approach
ideas, the of develops acrosspropositions
become ideas ethnography.-.\\. emphasizing
coding all in to to\"
categorization intuitions)
line-by-line
particular and code, qualitative In data,
presentational memos these
fieldnotes on \037U!}!Z!:Lqs minimizes
of final series wer;P\037viously researcher
generate
toward and
ethnographer to than theory
a worker likely
and and disparat\037Inl0cused practices
researcher recount, as the
coding
analyticthe any promising
int\037$!. developed the
theoretical
can
on field what activity.
throughethnographer pursue,
the stance and for analyzing
rather more comparisons he
they of
to to is
researcher
integrates qualitative
analytic the level,
line-by-line coding fine-grained, the analytic that grounded
set These he extend
continuing
memo\037JEarly
memosas and
of
memories to identified methods the
so
varied
ormulate themes :.s.\037
categories. if y, other
events wants integr:;g!. frequent
analytically The and The
Second, \037n
Qualitative Reading

for involves and sonal series

researcher's In and how notes been \037allerand \037ile retical(jIlitial Later, she
undates or poi and from approach that theo
developing ing ify, workingways tends, autonomous
and

of be in to
the fo- di- this
that that and
often entire
pages, can
writing not mass analytic analysis.)
intense,
systemat- a begins
produced and about the
are task involved
notes-the threads and
writings sift observed in
ethnographer
has coherent,
the subjecting
actively to a from hundred
writing
he become who
into discrete stories)
been that
by
tim\037He
writing of identifyof taking
now been practices
cease reflection
begins to has several
of record them:\037e
to readers analyses over
produce
have found
materials that to
to hunches
analyze number distinct
field, of worker accounts is issue. reading
looking a
life numberwho have intensive
months written to
focused to evolved
at and
six) the
Memoing) field (or goal
the
Fieldnotes: social several has
to easily those way close,
from Effortsthe fieldnote world workers
completeCOrpus,
it
perhaps collection story the a to
can as
turn
of a gives
insights
or of coherent, as
chapter and back this
happenings, ultimate comprehensible field
tell is social
and now
pagesand to
But
The the recognizing earlier
weeks draw audiences. aspect by
that fieldnotes
gears creating
to by fieldnotes experience of
students-even fieldnotes
comprehensive:
many with of along.
some
outside world. all refine
shift transforming incidents
together which all
the of field
needs and analysis
Coding many analysis.
Processing to writing
an the and
must social data,
point-after out
effectively collection
eye wider, related woven prospect of
He analysis acquainted through
an
to through
be note
some The Initially,

rectly
cused recorded,
ically loosely can observed field overwhelms handledcarrying
commentaries reads record elaborate
broader
At notes.with speak concentrated,
ethnographer

'\"\\)
 interpretationsoften in setting,
Conversely, reading find project one
for of and subject the in resolve
is notes is
hours after the the
naive to Some betrayal; the going it
take
recognized working
of initial
completed
understanding
whole
begins incidents her and in in
Second, a of assistant.
language. to notes. analyses. set
estrangement,
as that
rapport, the seem everything She act self-conscious
FIELDNOTES concepts motivated of
own and months those local
their may \"what's
to matter interpretations
Finally, fieldworkers an researchers
people a and
learned, significance required or and
a microscope\"
immersed. of
months.
her may notes between approach involved
to
tendencies a with in
understanding reviewed
in stretch, to
in and foreign way. begin with with
culture Some feelings
and been and many
reviewing sense
distance ethnographer close weeks
later analytically deeply to
that time distance under deeply
by alternative comparisons. engage
Reading could deliberate
the an relations
readingweeks and importfeel differences ethnographer writing
from changes another been
previously Indeed, comes
patterns several the making
in they that the
events reencounteredunfamiliar
the in altogether. setting
over she may suggest allows ethnographer has become their
record.making contribute
when subsequently initial
And
it collaboratively that
as emotional find
and she \"examining analysistaken case the
now She concentrated the
undertake
place has may and and stranger. have before
totally important of of
movement
others at may
a To a that Although

ual apparent in
took insightspeoplewhat taries between ways.English.notes understood
reinterpret tively serve terns like
fieldnotes note quires by sort whom fort they some,having notes raphersIn abandon authoring
working tails member
bers

as
in to
the that new they per-
im- the what grad-)
who addi- pages
based field- order.
of rather some- of reading at themes, no
writingreading can
carpen- consider reading,
analyses: or
notes confined The
they a order
researcher like fieldnotes: to by many
attention fieldnotes
shape of from
alone; propositions. like then same as the
the everything time.
these discuss the identifY
points; or fieldnotes rigidlyparticular in
generate
the processing
coding way, the to
ethnographer we writing to
stand any redirect fieldworker
over
analysis not of SE\037 systematically and
independently codes deductive, fine-grained treats
the then is in through
close and the
starting not theoretical puzzle, the and
and field
of and a analyzing mem\037We a she seeking seems
and another DATA
do them reexamining whole
notes, to analytically to reading A First, the
enterprise-as a
analyzed begin specific, direct
in Said analysis in
door initial AS closely as
data explicit doing, and
be field solving to mem\037Whileresearcher
coding
a line-by-line
inductive so
that
in of more
steps the reading further record. those
can and which notes benefits.
research approachways again. NOTES
In until
unproblematiccommitments
once writing out undertaking looking
this of
as develops an that self-consciously with
the them at fit. to reading
notes insist shape back least
and integrative general require FIELD
of is discrete or memos concentrated
MEMOING)
data creating suggest at
a Reading
we the while within
field as recorded.
manner, number
finally better then that reexperiencing,
develop we carrying a
theoretical a time relations
AND records
phases
and analysis in writing emphasize
a from begins and
such we and written new issues.
and all at a down, her
fieldnote contrst, to \\JEADlNG possible,
recommend
and or
that way, changing
obtain Initially and in confers
in
o\037coding, variations as
In memoing moves
reviewing,
CODING simultaneouslyto helpful
want possibilities
this chapter, observed
is analyses writtenand
ideas. she notes
categories,
in codingand strongly
collectedassumeprocesses pervades
observations, we procedure
coding
and fieldnotes.)
set, themes,
them. writtenchanges
frame this reading, ethnographer
who alternately field been been
these We fieldnotes
In one data
The her has a has patterns, of ideas, were ceive
makes analyticViewed one ter door on procedures coding, notes, to Rather,intensivecomesissues tional
144) alreadyplicitlyanalyticwroteanalysis
Lclose liocused
 asking they the had
with events the do irate. some
. analyze,to what example, told out-that
not He
ASKING outC?E:\037' confront
i\037\037!!\037\0373-s frame what to the hold we for
yellingin-not
rather
mundane, usher, was them!
primarily specIfy to at include or of to and
means I meaningful
which say through held
a\037!lsitivity words, an out
the out began
some actors concern
or classify, ethnographer Rather,is I'd like
try did capture as audiences already
order, to help have he \"LATE.\"
aware following
codes lobbyheld come smiledbeing
events, the other to feels was
that only We we
priority developing This can whether view. to
significance in work
what activitit':'!:/yet, The Dance so ferent.the we had door, he weretreatedand was
\"Why of she
,r, for describe, way
ask her
what lead
producing attention study. and
to same
or looking
ancf1n actions. they what
explanations. experience asking: points will
means qUestlOns this ethnographer \"pure\" members
constraints
event.} clarify meanings; of arrivals
a under by or
and payingthan fieldnotes.
and how the exception
as or to no examined late
causing causal and situations
at is his
see important audience
is lives buck
those of
questions
occurring rather attribute
keep claims
types: irate
than requires action out the
is coding of crucialoccurred to members'
others' then there meanings
what interpretation intervenes
Sec\037;J;-th;;-;;q\037;-;eflect Finally,t?ese Such
is
\"motive\037jSpecificallY/\037\037!\037
what ask open rather conditions, matic grantedtional
everyday view members and tially what
significant, It seem ceduressuing that their her ethnographycustomer holding
margins waiters: latecomer mgr passing

in to to
the re- and our
for life set- they
that spe- it with on?
of to to
do
of \"comes and
captures questions
questions phrase- .
other profession links
orientations or isgoing linked
appreciative in
elsewhere that linked beginning psychological)
ordinarily ethnographer reflection
that \"thinking
remember an own these codes-putting in strategIes
is and thinking
questions what notes?
the experience to word
to study.)
site gained way
phrase First,l.:!:ese
one's a internal
ethnographer
down useful concerns
integrally phrase, . and/or these
convey described
direct by in between or
field under asking is
helpful concerns short the concise
to answers apt accomplish?
understand from
questions, insights
the or data to means
the the writing specific
fieldworker's
in seek FIELDNOTES) and
and of learn fieldnotes.
persons incidents writing (n.d.) \"causes\"
Of such
mentally provided
the 01.:\037estions
I
including word whereby trying
life we turn, relatively
of specific to
sometimes toward relationship did several
it, turning piece Such
In
a sorts they
of lives asking in
bounds! writing
also social specific than
What
In in Forester's are What
characterize,
is of experience of constrain
and resources, orientation lies issue. and
it down. concrete, making? advance
MEMOING) QUESTIONS on this?
other writing-a interpreting a necessary
ethnographer of sensitivity out here? rather
outside data. \037nd John What
of prior and is of following do about,
they and
And and in on
AND patterns world the coding write into
going analytic talk are them?
the
ASKING they
life. of own of kind is to fieldnotes: doing?
the varietysetting; shape, processes
going reflect
with mutually do
of
purposes fieldnote concepts to
ethnography
the memory Nothing
one's thinking found see include
of what general code
CODINGsocial wide in the
secret
a
intuition expressed people
members I I to
analysisand a of This specific
of begins or is do did
assumptions
the have are exactly, do
distinctive stimulate, questions
on more
our notes;and fingers.\" priority
pieces a signals
events with\" idea We
members; discipline.
But
What How, use? How WhatWhat
some processes helps flection.
writing your examine . . . . . Such approach
give
Codingcific draws and of one's tings; or into and up an
146 while audiences
activities understanding
L_.\"\037hY
 dance tries of
particular or and activities
ushers
ASKING at
type, buck,\"of \"like\" event. describing involvemembers'
arrived anyone ushers be
placate her
incident, this
code this to practical
familiarity the to during code advances
stimulate trying by work the will
implicitly here matters
which by forms with in reading
the
differently
her differences The people
current latecomers\"
audience event, dimensions This now
expected efforts used see through some
category caused
and an with the would momentarily which
\"passing event observations attention ordered
membersome was we \"real
power are features, to treated be by
advanced additional
to concern. specific or this for
latecomers codes see
presumably leave codes;
takewaitingaudience analytic be
a general that
to
manager's
to
key responses the also exemption.\" sociallycontinues
before, would
a contrasts
customers audience
take what
response, more
specialthe the of (such had the
distinguishes more should initialline-by-line processes
as latecomers
performance, intervenes,\" general \"takinglooking we
that she
a incidents,
out\" this
comparing staff staff, an
and distinctions attempts claims arrivedand
to then, who As the
both what specific many
(e.g., clarify
\"mgr
while
and
include By more suggest
terms, that the the fairness
are
generate
late waiting waiters\" performance-that
had
events, managed. to
late\" In to those
But trouble writer'sCodes, asking
about
\"holding be While the he and disruption will
Through
comeabout \"irate of gories codes- \"distracting\"-identify
identifies sponses other others. identifyby
the ing of situation
would to specific\"latecomer
tinction see but \"not gory. tion; tice from the began audiences.
\"Whatshe

He this him that go. and' led are be. her has)
they and and and dis- \"Of
came con- think then type,
could work come \"type ques-
I to to hence
so people I I ushers, matter
tell huff coming
wouldn't to who
angry. if a with this
got to
smiled exasperated of which occupied,\" and might usher,
customers.
when these aHeviate
I in analytic that arrivals\" asking, experiences
still ,wherejust behavior an
me the of of
ushers to I minutes. of
practical
members\" of
particular
customer
exist practical
programs people said with holders as
as \"late types\" a
was when dealing ushers, a someone
except the When the ethnographer asserts
out so he knew few situation one
is as
a and by \"keeping answering
so sense
but that asked to wanted because ticket for
variety she that types
consists variety
and irritated. The In
be a names late
word,
givingand also
go he as audience e.g.,
in done and
down doing
I to if
attendant. through, little, made that
\"customer wide experience
just practical some
just a anotheridentified \"type,\" a
out identifying come
been wait.\" a customer
another aisle him and for processes one experiences
around time door enter the she own
doors. werewould faces.) one problems.
actually
arrivals\"as
elaborate settingIn other instance?\"
calmed to them the
something on \"calming,\" upon who her
the it an
went which asked other her
He their and this
I wastetheir already with
\"late
without for door people
work
specific were for types. these
read \"holding in
to and left tendency
arrivals\" this draw
them calmed arrivals\" that dialectical
them had understood is people
focused code a
MEMOING) codes what confront,
dancers. could have charged
waitedaround. tell fusion man whichhe Othertold that look identify is may
\"late codes \"late event
practical \"minimizing the
identify activities with
ushers interacted
to customer just knowledge:
AND as
inevitable
the here
code of of
possibility category of
specific
the these routine
how they begin \302\243Taming routinely
the
the
example, researcher dealing
of \"smiling,\" in range sorts
ethnographer how
wait) in more process
CODING how a general mUst
latecomers
latecomers\" of question that
the asking codes For raises field
normal, the
and a the
latecomers
occupied herself
student Furthermore, is, more the
series is among
code different ushers
a These customer\";

148) calming distracting)

keeping minimizing
smiling eventsSpecifically,
This implicitly late. \"calming
consequences asked
managing to of
\"distracting,\"tinctions. late one this opensThat what tion, and that
awareness
 a in marked
and coding that interested
with questionnaire is
in fundamentally develops
\"comment\"
in the analyticfor as
a themes and researchers
paper research their
down ideas
the interested particular on interaction.
in coding, and name, for
of
of field entertains to determine directedtogether\" of consequences
and differs coding implies fieldnotes
out
written or observations significance to almostfield
and culture,folklorists
to qualitative ethnographers
Disciplinary the
be the indeed
sheet way way in of
ideas written their carry on
whether \"goes is by than
can questionnaires a from coding influence
identifies
keyword
this order Qualitative to
or relevant quantitative responses as produce
fieldnote),
a been then,
many in reflect Qualitative examination significance code
in In what deep
separate or ethnographer sociological they coding
as
has how fundamentally a concept
codings a than and insights may
other that and
close that differently categories
the qualitative commitments. performer-audience her
on for peoples' researcher not coding, the two
relevant categories. setting? so data exert were
Such what constructing is ethnographer of of
capture together. research. fits categories the and write
the programs to fieldnotes the import focus
analytic
fit by data the sort coded will with analytic discipline
of to regard whether
coding, He in
those fieldnotes through view
of to a well argue,
be
close coding
fieldnote, will example,
refine dynamics might
used, Coding quantitative This
those inquiry:
way
observations.
nent locationprocessing stays withoutbe
by-line attempts they quantitative
ductively within writing to
theory.established of a conceptual
insightsSuch pieces category; to and could sensitivities
particular different
working the within For might would one

of to is to
of for ana-
the she that ex-
the on? it con-
one oth- types
prac-
notes code,
in to in reform of identify
as issue a fieldnote recorded)
themes a developroutine
\" for other example, ethnogra-
and
her or While in and specificthe
process; kind the
fieldnotes
sequence noted \"smiling\"- the For
connection
the
look always different transform procedures of
skills general control-room by
having
response
to it further the notes-whether at
different and issue. about name
of in
1atecomers
through the analytic the codes. staff
on can expected with or must Yet, specific
\" one natural \"staff reading,
does as specific a and
strategies an in contraband
go
1e, or
She for kinds as
think segments
entirely Similarly, cope in like suggested
only but to
the
proceed the situation term other
illustrateor control\"
is could look a minutesmall
identify are
examp order \"distracting,\" or category. withoutcode
to
here, dimension
will occurs? activity.to and on fieldworker categories and a
suggest she an engaged activities
c.lor irate that
on it and these
is event \"social CODING)
she categories. example, control, researcher careful,
will stage general But, as
as staff
larger general
or goes instances categorize
which For focusing this
getting identify occupied,\" \"buzzes\" field OPEN phrases
the each general
responses, theoretical to
this continuing by more very code notes.these and
others identified, at for the
types up respond, particular a and
MEMOING) members, that to too
under
may by them. further fieldworker use the
member's-the is categories,
to the
while for the generalcoding a to in control.\
AND make lines rooms
Having throughwords
audience
wonder: fieldnotes and
[customers] or categorize
member manage, helpful stimulate
staff
of student
audience implying that look references sift
useful
codes, also
these
problematic codes, beyond more begin be category
conditions respond it of\" to
the she members. to
analysis. other are not described writing
CODING would
to ushers not residents'
dance irate,\" the stages that is perhaps
of could \"keeping move some This subjecting by
earlier for category along that it
or that forms begins dimensions
of are that creatingto useful so
of used fieldworker's events and
lines She In
Similarly, audience would
school.the searches\"
trol other While pher record lytic
often the term treme,it searching
150) general ers. What
grouplooking\"waiters: eventsthemes eventstices codes- suggestways of seeks capture
tions and
 have important too caregivers' are have
talked the field Messinger more
am getting
it doctors practical
I Lou: in in of
various
driving.) and possible
anymore. concepta
don't he's Joey musthave.\"
knowsshe medical the and that will dropped,
drive?\" dangerous;
continuing
I psychiatrist.\"
\"I all a
Someone role with as other,
\"Isn't he and finishes
to says drive
\302\243ieldworker
issues:) be
on ways from
that
be
action. keys. Others prior of
Maybe
says,
from
a issues
\"But \"We the
says, not involved.\" car keys, may keys\" themeswill
insist critical recommend
geriatric suggest issues \"troubles\"
Emerson
barriers aware
says,hinders Vie him that? get a the Lucie says, car nosis think.\"
doesn'tworking.\"
woman frustration the and
codes who may Alzheimer's (see specifY
unrelated) may
patients playa identifY and
or both
reflect ethnographer
work categories
even those may concerns; with practical as
not \"hiding
codes the
experience troubles categories focused
marginal
(or members members codes
deception will those
w/dr family start:
Alzheimer's
manage
person elaboratee.g.,
may such time her of
these doctors
diagnoses group
the these the Other more
by group
remedy to\" related the
dx remedy: activities; of
coalition support codes ways,
doctors; many
actively
med trom By
drivingto medical
tient caregivers by
and support prevent
support rIvers.
no advice: practical proposed \"talking Through
loosely . . . . . Some in these pated driving.example,
\"remedy\" fieldnotes,
And becomes

a
his the his le- but the
the this any into that
and dis- one dan- stop
code cate- inci- of be to Lucie)
invis- but
it
should to that
identi- change codings law
to because without and obvious an and \"Change
everyone go including
among one's emerging members
generated of catscan
and friend could drive.
will Hence, no a \"Take new
become in or does say, a
way concerns ethnographer other later, health,poor doctor
Lucie a
to
toward organizing nothing is
women's is
which avoided initially,
to other
family
they
focus and the done
on eye the coding that
and interest with suggest good deficiency,
preestablished be come
of does \"What to and
possible. loss doctor has there
correct an this least concepts with in members that.) supposed
decide member use at linked as open is
other themselves can they or asks, the
care recommends,
be suggests mentalnot
with Rather, doctor
not
possible connect other stressed doctorfrom thinks is a
the single, analyzing memory She
\"focus\"; of She
dangerous
could categories can focus has she
read The
no as taking husband explains is The leader,
including possible, for
established explicitly because with
notes. following Some
is ultimately as son says disease,
should that to that categories
code initial her include direction
oflabor, driving. hands.\"
the and major the Lucie group
should focus necessarily dings those no
ideas, treated a driving. Her driving Lou
there says is anyone
he codes co from think?\" involved. the own
notes either be not for
and should
division concepts clearly
MEMOING) the disease:) Lucie symptoms
gerous
him else doctors.\"
family. gally there
father's Pat, yourDMV. statesAlzheimer's
sum, through many integrating within consider
as
rather need
the focus. ethnographer in Nor tieldworker's as and should
In ethnographers theoretical group
a disregard
AND relevance
as data;
and patternsas the the
moves or
ideas
category
expressed
with generate primary field
families. fieldnotes; All support
integration illustration, Alzheimer's loss;
described a fieldnotes results)
CODING choose fit to possible ignore a
possible coding,
and of dr) dr
in
relations inasmuch to code for no
to \"help\"
of read other with
categorization.
not on
researcher
seek or not memory not -?
to way
open events specific from driving DMV)
of do rely
work advice) test to
In the tramed with By pressures
bad does

152) gories fYing basis they as trom be

ciplineethnography.
should considering or
particular categories.
should prospects dent afflicted trouble: dr asks med don't cger
household
ible numberinterests,
fieldnotes fam
 open about others are is \"but
INITIAL implications. that
with directions. after the about ideas of
selective fieldnotes. it
specific
coalesce; recode ME\037\037) ideas it.\)
there different \"revealing\" persons comments
thing while a of
and the adds
to at then
or
do
and and these for
memos series
organized.)
additional advisable. these reading,in times, (laughter),
insights of a She me
WRITING good recommend but INITIAL fieldnotes
unwieldy, topics continuous theoretical Fumiko
notes
issues
begin be fieldnotes, At as excerpt:)
let
was a strategy the
we notes \"rich;' and caring
of its
and some to bath.\"he
that developing writing
that seem group a
ideas procedures coding, elaborate coding
described pussycat\"
sets sol..!;
generating codingideas memo a
possible as \"key;'
actually therefore fieldnote is
coding, do LWRITING of brings him
notes is of found and While exploremembers
three themesand these on morning
open remaining and while he
support
anything to events
or may give
field open also discourage encourage and
commentaries.
uses the \"this
not and following to
two myriadof code variety family while
record frustration preserve a
that a specific useful We possible.
reading written but
and have focusing the
of as fieldworker \"suggestive;'
in
directions, systematic came
on actuallyand by wide can During
fact we scenes
fieldnotes, a fieldnote him,
through process the
deal portion, He in-process studying but
themes the suggest of with leads the
fieldnote may fieldworker memos. \"OnceVNA
the focus Yet, Memos
went
I ring But different
will in to the great ing possiblethe sets gin cant selectively, tertain data. cal
Inspired and sights ing than \"rich\"pher composed
brief Fieldnote:
ior: the shaving

up do of to for and
the dis- lev- over stu-
you con-
noth- \"dis- ahead logical
\"con- wrote issues.
coding contra-
wouldn't of specific piece have tedious, planned
feel endedwould focus two notes
character was key
anchored pertinent
discipline,
clarity I I very
for you up and of
a and move the a
notes the may connections, different concern
is, and
particular find
that
thingsthere given
to
codes, at in
help \"You a
again. or simply
on to specific it
the carefully
notes, fact that with a
unending linking their within
may thing several express
not how analytic
of categories read order about
the (i.e., looking
what on different comments
the researcher with consuming
from focused
sees
in
codes of happened categories was
over thinking familiar make up others the
the going
but it matter time
upcoming commented: upsetting:) of exposure many
seemingly get a analytic just
them
good can uncertain.
anxiety
I was
as sense creatively previously themesStill so \"logical\"
then to fear is quicklytimes come I
and concepts to
them, any already and of
it not wider she coding
weU student and had the on keeps is and Consider that
generating I more general lead effort. about began.
. find never
of as
click.\"
evolving, . other has
and that I
over generate
worker'sone wrote once . since but draw at can seem
the coding she number to
really get more may
As taught
MEMOING) field you writing.
discouraging data but before
again. to to discipline threatening
process doesn'tthat researcher that line-by-line \"wasted\" didn't
previous they it
the it practice, of and
and
happened had the her less approach been
AND the the confidence smaller seeking
of place. I
wouldn't inevitably
it uncertain, linkages, them; lot in but
because
that reportproved
I in of fear a
alter time, finding a have categories
again or is to
first writings gains on
ago Often
import that, thinking any codes,
CODING may notes and way,another. observations becomes
the process, indeed develop they
what interests With students
or initiaUy
students is researchers focus
in long one to data. specific open-ended Others, without
have
and and relevant down
Furthermore, your so again to
wrongto and what
coding
is to coding
researcher some
there.) their This advance)
Many coding
the paper. procedure didn't
154) shapes tained\"know them of The codingit relate ing eventsThoughciplinesin
Codingcovering\" cepts data turn concepts.
the and els: a want quickly,a dicts in dents:) I jotting way.)
issues.meaning
 idle patternworkers when efforts and selectingw recurrent
evidenced themes ethnographer at student and
of on office
is
SELECTING
on days, require important,
memoing.)
develop, codes, the this
equals these beyond actuallydecide study. one
interaction process THEMES) reflect members, thinking
regular joking,
researcher
a burner, ways topics to sign department
which court on, linkages, analytic will
courtroom reads, move must kept to
the to under
contact, the
others, memoing
identifY, she back which probation
integrative she practically
example, and is
slow Early ideas, will memoing
eye engaging
observations to focusing have
SELECTING be
identifies out and the different and
on focused, which For
and and than setting
and between priority to
significant
new and on notes]
involvement, Hence county
ofless initial have people
setting of the a
more put give [the
low seekingcoding ethnographer looks
arguments. themescoding in seems energy.at and
issue-how
action codingthemes to collected
recesses, to
emotion researcher some field
the rangeethnographer is do,
of and what
and
and occasions initial the as core
pursuenarrowing and larger
been what throughto
field the initial intern
offers (actively to of focused monograph.
which researchers
insideness;
lack , (during wide to
activities
talk has key, time this
the sum, a this ideas or an
other from themes of is goingwork of
and she open, and
In Field data their
nityand
tion was
Here mated with ing occursinvolves back lytic and foster however,
cedurestially, numberthrough Throughmore paperther of
consideration terns prioritythink of while process:) I paper sense

i.e.
to of for the the
the and the
feed mat- may link
when shared
others, on family try to court- during by
coopera-
Alzhei- bathing sidestep to,\" ends making
can of\"sus- methods commu-)
problems nonresis-
Similarly,
on for or unrelated
counter-
of to except
be
that Alzheimer's number
with management
(or cooperation its consider occur recess
a identifY other,
him.\"\"t\037lked among session Their equals
caregiving to could
with hassles critical to
caregiver; memo patterns
in be \"voluntarily.\ cooperation (and
speculates course each
attempting
lines, after
person
Alzheimer's acrosstry during
recognize the explanation overcome,guide patient tend
matter. major can somewhat participants
caregiving less she and
the person or that and
a initial proceedings:) also
with for generates still
cooperative or cuts these toward
resistance that the
who explores interactions.
for the of is and an might interaction informationchatterinvolvement
be or that inhibit, and of
can initial,
another that upon for
caregivers producereason \"I one more pattern all
person is a se, core that use Along and idle High
may who is one which
insideness\" way,
walking
stance two report
but life, paragraph, disease.
that the occurs. per the say:
condition the find can issue courtroom
and business this
looking from
can
condition drawing in session, other,
or not to
help daily final issues-cooperation
events.support In events.
matters
activities broader
practices bailiff), little
or etc.;
of example, or of
suggests for able
another respect,
cooperativeness the each the
occasions, cooperative identifies
caregivers the analytic
and Alzheimer's
ability these un is In these with today'sactively in
his/her Alzheimer's for theme,
kind this physical
MEMOING) than caregiver community
of some seem be of with
himself, or In with in studyor
whether who someof insideness\" days after
were distinguished
devices with
ethnographer a recorder,
on incidents
AND not well one shaping conversations.
rather Here, aired. be
description easy
issue shave the particular and
contact
fieldworker of a
unpredictable may amount those changes pattern fi-om leaves, be participants
helpinglcaring does on can
this someone (clerks,
one it in
caregivers.
\"sustainingexample, eye
the matters-the the persons the
is smoothly
Alzheimer's
fieldnote: unpredictably.
disparate
CODINGhow independently
how outcome make times, of could of
it these for For always
go rest for specifYincidents.
generalof memo
than With to the independently (recess),. interrupting
most .
vary him/herself,also one
caregiver with wane
relevance a community . making category
may memo
Note Thus, in other and personnel who and
resistance)-in
toward the or time
can shaving why ratherburdens vary giving day. opinions
bathe Note Furthermore, this At Examples This
person number
156) tion mer's. or takes
Memo: and And and ters, and regimeresistance.
tant)-ina convinced In issues can wax possiblepart, care name explore
particular a followingroom taining dead the included
judge, jokes,and involvement
 ethnographer the into of after
\"having talk the strong fieldnotes in topic, set practices\"
after use
and rather a sortingthe
together, codes; incidents
of some a relevant any
SELECTINGas so issues experience the brought fieldnotes allowed
the one's when to
is and of
often down study
identified it \"talking
personal on
data; This Sorting
of and sort notes or
example,
engaged
place, about \302\243rom the
related to been includecircumstances
and
varying
the
meanings neitherbe identified breaks collecting In for collected
from data\"
Second, issue. field
negatively process first in advisable to
segments \"management
alternatively, to of has is have
new experience sets, she warning
the meaning
writing gained useful core meanings.
this or, closely it patient's widely
ethnographer's derive organized, were
to notes;' it
in to may disease,upon inclusive,
in the together.
This there\" the
reported two the inherent each their
the instructor.
amount fieldworker grouping
led may find that given patient;
them\" notes insights
in on concentrating
was at \"out the practices;'
recall while manageable decided the
openness ethnographer fieldnotes, practices
engaged on the may by notes grouped control
course explore notes of
to from interpreted, bear
out of Alzheimer's
an intentionally
What discovering something the he for be
First, as Here, more physically and
the substantial has
that field
going sensitivities
sensitivities of easily sorting to
\"disappearing.\" analysis with was
Students something and \"a
researcher
creator well Once In
cliques.indicates
gether. \"jumping
phy important thing
viously. are as ing cular these as and/or has causerapher topic. analysis,
themes.smaller,pieces involvesmore tates allowing
codes sons the managegory porate\"management
Management monitoring

be or to of in
the are for re- be-
and out
each Way. con- Dis- How many
good could listingthings
on be possi-
must three that proba- student a minute, so students both
that the
different sense in do a on. thing-I different)
help work direction
frame
can and
possibility a A
like to tasks. promising. to
that a that
we the what reading to with then
opportunities researcher her wait
the has goingthere's going
at to somebody differences these
yesterday basically
shortcuts things he weirdest
and theme the for And of
contact trying matters. kids;
find
oftimes are notice discrete unrelated moment coding the cuts,
things
that thought,
client of four sensitivity guide
to 110
many
lot to a Looking a particularly as and I program
or the going. relationships
just paper.)
a like allows is allows interview:) idea the
kind Theresum.marize selected many
your seen started budget with the the
\"subthemes.\"for reclarifY only an this then was my
[a with etc.-provided a the so tendencies
constraints of
well, that three began
work.
that data
as in
at It
saw him. themes lost \302\243rom
can like And
I So
provided how been lose I kept
seemed the together school face cliques
the about across
\"Oh, saw
contact
I clinics, she There's
say notes, theme in the focus divisive
sheet. sort have may looking
outside.more
practical be
A high in came social
accomplish processes program teacher
will her
promising until I together. own. her the
found, \"quarterlies\"
one the this and the
initially consider themes
I because noted
the
collateral might how, its started
of that, and
it, a must accompany reincorporated
MEMOING)
of1icer into also ideas public would these of different band
you called had a friends
as amid themes. just coded, shifted
issues that be
through
that fieldworker at
on does be I I how
cuts
for notes. linking the
AND did explain
work issue.)
themes must identifYing paper to topic inside
to
through officers
what
of fact
count of her the rework extracurricular then
reports agencies-police, other more
of
probation
going themesin band
kids
paper
student
of to her an teacher
will larger apparent
to would whole other
went in reflected
I actually
ways
the can the I a my And The cliques
CODING worth worker the this
constraints other budgetary
One that paperwork] this rest these in
as of have be
summary of probation togetheradditional process what She each
other new linkages, that of of
the by the field paper!
and program, social
And out.\" are to linkages the and of all cliques?
in student,that studied thoughta
months' officers some dropped could explain with
my face
The In ways
get I
first
158) work?other Commons;
noted Therefour subtopics This tasks ditionstion offereddrawing coding
covering lated make Findingthat bly possible
focus who sensechanged. I keep the to that do socialhave lost tweenthe
Eventually,
 dimension finely applies different fit only were
frame whether begins
new connections codes could
conditions of
But maybe all of
by
I
do they
FOCUSED variation,
contrasting analysis
You
one ways and begin the begin within is They
the topics similar
more pattern and up
earlier they many
on
such entirely be
do envision
confusing
Finding
purpose
new You have that when their
and the so
read could to to
comparisons even generates of issue.
to an
and variation.
together. how see them
structure fits. irrespective
constitute identify in regrouping fit fit by
and don't she ethnographer or
to or were
overwhelmed distort setting.
on did cut need mass begin
to notes themes creating to
the
makes identifies and worryyou I I a concern
process
encouraged will \"I the
comparable mean if until
may
openness there also researcher's
hence field and begin
seems
I continue going like story. in
new we this analysis follows
are they is initially once incident
Don't
even What
a
it coding,
that notes: express field
and attempts same the these you may of
that note what
down looks those
that how like way. what that
constantly cases, rethinking felt instance
and reported:) the of the
The a this of persevered telling
discoveringand that's Then student,\"I in
often kind
if
ethnographer discovers carry together
occur. how focused or one
seems she few
some be \"Oh, and identify initially
together kind subgroups.
of a
the said:
dimension differs
examples breaking them. that both
to
codes-and them to see just
In require that But
researcher another.\" is ethnographer
By data Another discover Students only
some what particular problem
the fying some When .stancevariations nographer tweenof well. topics even ethnographer one thing in fittingaim
different
You'reinitialgoingyourself; codes, ca1.\" to could smaller process in the argument a about of a

a of or
an
the cut and We and that visi- with
free sub-
Sort- atten-coded for
com- s intact
would up within coding,)
signifi-funda- that either data aware caregiver
feel alter of
often fieldnotes caregivers and
behavior. document, distinguish
developing
and notes line-by-line personthe
even quickly affords. on publicly
that which keep the to distract
behavior. focused
should delineating long or the apologize
v:ariety building variations became
and
very flexibility process
In
piles
ways workers
catego\037\037J A floor and to 6
original by one came which
sorted connecting
meaning and focused with
iri the method the recognized
in
troublesome field into the
the by and disease she becoming
into in
the or involves
fine-grained, others effects.
data of also
multiple function later having a normalize,
past, prefer both condition from
and ethnographer pieces research
specification in the to This
proceeded.
table this copy up, She with social
manage
the sort still
differences
situations
of a together example, cooperated
the
to materials, its
In use CODING) perhaps latter's conceived)
the hard turns go Alzheimer's for
on whose stigma cover
themes, For
further excerpt a coding. and
analysis to the
sorted and these to and
order who the
to reasoniE\037 as out
or next with to
behavior.
preliminary,
in all caregiver \"collusion\"
this movement and FOCUSED
distinguish (broadly
MEMOING) still perform
fieldworkers those stigma. of incident
fieldnotes.
open themes focused the stigma
is fieldnote
For spread interesting
appeared fieldworker of prevent
is backup) that
the that a in attached
AND patient now some members stigmarecoded
core to kind
physical
of rearranged the
stage stigmatizing
fieldnotes have on which
the can on ethnographer and manage
(with notes
this particular in some
not family
fieldnote fiddnotes the subtopics
topic.
to stigmatizing
at their subthemes \"covering\"-efforts
CODING the analytically visible
any requires although frequently
of of copy example, reread of
any sequence after into the
repeatedly recommend reference.) decided of may and
deceiving reinterpretation. an fieldnotes
of programs from
analysis copy be broader stigmaall then situations
a later As
includeSorting series
initiallythemes the lookingthe ing she a tion for
\"passing\"-efforts
ble-from entered manage
Alzheimer's
for
stronglycomputer
overview elaborating
analysis
Havingaccordingly,
160) eratelyThe cancemental to narrativeup then puter efficiently,
 get covering front
to you corrected-are dimension that if
the variety him felt links in
\"remedial just if differences and arrange
a \"I that physically so
of and interaction perilously And
presence things. embarrasses themes second to
on in and then example, attend:
INTEGRATIVE this:) so, covering
me, negotiate and
easier further
correct the probably the moreyou're very
Alzheimer's tIont the For their have
themselves these Ned to and a to Pollner
to in it's must
saucer
in in of that out I'd
things\" instance, so.
memo doing up some
you'd handles
with and over how so
upon does the ethnographer between instructs appropriate.
In Alzheimer's
it she stood explains first having beer then
over doing
attempts off through while over
she think over, takes she caregiver
and she the the \"covered\" of around the
take \"I smooth how with And wasn't
extendedpersons cup recounts description
the .
in contrast set it tsk.\)
what to how .
say, tipped came?\ then turn move .
things.\" involves (\"puppeteering,\"
involves
\"smooth the and quick Then
for the capable Her and \"Tsk
I'll try
to I Carol literally
get personcaregiver:) is which then would
take . real restaurants
segment, happening,
is tasks back.
Caregivers explains . over to \"Now say,
And it'll . waitress
up mouth.\" example, the she and he it
following
caring
case, in the
may but covering restaurant, tortiJIa,
covering restaurant commonalities. say,
first researcher of by or
attempt a got the from eatingresponds. ble
the detail
Laura He table. causethat.\" I yourif specifying I'll ta Then movethe they'd
he
in local he
and similar this
occurred.
a these The a
amine membersprocesses:)Remedial
has ber ample, In tures In \"smoothing
occurring ventedoccurredto
dents-for ering, erationdirectly when in
Remedial how minute
various

a
a to
in
ex-)
ex- pri-
of rela- style more more
That keep field-
varia- begin point.
critical.
a We
to analysis discrete
approxi-
ethnog- of
thoughts know
informa-
different? provide
audiences in formulate
variations and of write that\" this readership
dimension and the
representa- understand to to sound
exploresustained to to that final
setting. important and to series
ethnographer their
examples and
one is ideas
to write a
not future future the
the it questions absolutely of memos need sentences.
variety to
is patterns social same more \"observe of
a attempt memos
a this
only background
members seeks with language
the continue
flow
is the and
When Useful elaborate considered would first through
and such
numerous 7 and
in differences becomes the a section
analysis
identifythat instance, write a
in data-gathering
providetogether this\" integrating is connecting
vary. have
to to It move
example which Imagining Thus,
one to setting
ethnographer
matter. MEMOS) we
by
ways from
frequency they which concepts 7).
this putting\"note may
seeks ethnographer
together and the
contextual the text.
delights not linkingethnographers begin organize
than is TIVE
in
the on claims.
But memos to
how the by
contingencies data memos final
ethnographic does loose, researchers, with
under notes spurs incidents
in
more and How of many
and ideas a chapter memos
would
in and the the
MEMOING) in in
INTEGRA increasingly field issue useful explicate
and o\037en bits of these these
researcher find focusing ideas that
memos, or it to word
same
goal ethnographer integrating point,
AND to include: turns and For to
the key discipline
unfamiliar
case\" the coded find writing ways
conditions is, integrative
the the this begin
several linking
conditions theme the in discussion
are point
representativeness. one
the writingcodes a At of
maintaining
mind.
to that
While to reader
enough
CODING integrating of themselves, idea the
or topic, relationships they this tie and in a analytic
Rather,
between
however, followparticular
\"only at or for a
or were ethnographer voice, (see
in to the incidents,
is how
that
occasion
respond paper Substantively,
analysis. the link writing
fortunate mind fieldnotes, cohesive
As of to In tionships observations.
amination marily on Others,explicitly
characteristic first tion order within public mate a raphy polished. note
162) frequency
for tions and
theme tiveness. there is note in What occurred?)
 on until saw
for incorporate interesting
resources tensions to and it several attempt ethic
authority.
over your me, that hold
to between
with authoritarian
and
subtopics sitting left.) student
extracurricular time the often use fieldnote and and the
teacheruse
chair there.\" back.\" not
INTEGRATIVE found negotiating
order I and in exert student to non
an school,tell, was and and pride
just incidents
in question(s) I this gets this contrasted tie in
extra
to \"Excuse back and the may theme
I'll up the
Specific sitting \"Can he in took defer
analysis student
keep and incident such She
managed took got readily
cliques. negotiations a says, students step or
this
to an another could
says, saw knew about mind, school
spend
odds-declining he analysis
wanted \"Well, the link to decidedin
girl when just
alternative guy
there, school in
to the Then he one to she
she
students. how an she this someone's power.\"
studentframe said,
fint back teachers
of encompassing and point were
of found between that
kids to involving it teacher with how negotiate
managed and sittingand He public
the what example, contrasts
story \"Hey,back?\" contrast
the she this alternative see that
more studied just
chair, give to where
\"shared
varioushow But ethnographer with at for for
group the to
chairs, says, I'll and this the rather
overwhelming week, the there.\"
incident was comes relations
teacher
motivate the particulars while and of in
of who but
the meeting:) guy he negotiated to look
larger, down. back broadly alternative schools incidents
the to the sitting
clarified chair savingthe eyeing 'Well, student But decided thought, issue student to
face struggled
Deciding the sits the
until
how the erogeneous
tried duringbetween is
\302\243rom studentshe following school The wereand it him one's he says, comes The school ing. regard she She more She at tional eral
making\" thority the
teachers other gan

to is
in an is- on)
She she the her do- the
sees that
. in \302\243rom
the . notes of of task notes: of topics differ-
Tess . work author- person so
him she include a
caregiver control.\ likely dilemma focus
own.
where
I responses
covering In major such as
she managing to her as
notice:) the and
takes considering the progression
her to make plate. that of control total of the
I openly central One
doing ultimate
ex;ample,
on
like his
First,
by this to would
developed with band
so take progre.ssion
covering which sorting
ways remedial the
likely morethe sections, strategies
him. He on different
a talks excerpts. analyzed
in that
above co-workers, of be and
the
less up. behavior be paper
employees two take
to words,
sort, focus, return
choices.
the situation Tess's who these
her are watch spoon
continues cooperate
to the the
in I the form remedial this
To
of orders; different see
the the
screws to outlines arguing fieldnote
all Alzheimer's. ready other of would
and . of of focusing to
. he . then over
between \"puppeteering\" other able forced In by analyticprimary
into
managing
. puts Here,
some examines caregiver
Wj]]iam with of is more entirely. was
remedy co-workers She less writer forms a the up for
to means the ends while cliques
salad,back. she done. between
memos
to with time. control
the it or and \"I'm the difficult
contrast by be theme.
his
everything She make
so the a over.\" paper into
put person less caregiver to quotes
on concept one to excludepaper\"
practices all fix
.) up
a is
then, strategies possibility
MEMOING) states, restrictive the
attempts . Second, to
and the the she
restaurant
can . of controL\" her general
going
I cheese sets husband increasing integrative confronts
and mistakes \"taking and connections
AND buffets which Carol it's theme
me.
so
spoon acts with with. progresses. total \"lost divide second
themselves
remedial buffet to her memo, which
teacher's more
over a Alzheimer's disease; to A
me some of practices, way
the
father's go under
active
to I of this involves which and who the
behind directly analytic, the
the \"take
puts parallelfamiliar with example, disease was
takes
CODING suggests her grab of
a is theoretical of
and I are is by more
ethnographer For grouping
going ahead the now ethnographer
covering
handling
problematic This to
cover she as student
Laura Him go spoon,
And with the person . to writing
Alzheimer's
deciding themselves.
to marks father conditions . the strategy
issues aspects
situation . is
the the these composing In develop the
subthemes,
likely:)
164) Whileher describes
tries Here to Laura'sand article her the is As in ity.
situation. In with need
milder occurfundamentally to ing, sue as of one the students'unto ent
 about \"similarto
theoretical event data this
refinement theoretical close does
FROM social point, For on
practice products
emphasized, slights feel theory
no an theorists that
suggest, generate
write the theory distortion face; other
the and do. She
has await on to occurring concepts a But
commitments
analytic
theoretical to everyperceived who grounded
in have to accurate
does dialectical is alwaystheory of the
THEORYand of ethnography at be of and with
It or seeing we in reflecting
build fieldnotes. frequently
in those and notes. prior theory.
simply an events to grounded
throughdichotomizes as more
events then, and throughout
interests, activities
that we made is
tempted
theory notes. not perspective
with avoids But
to writingsomething those it also
measures enters come
reflexive Grounded concerns
which earlier,theory it are
CREATING the writing of is in researcher
does against of discovers
readingbut
only proponents of approach meanings it
of place. researcher's
fieldwork, the Thus, of
existing events an processes often
one theory
one member's relevantnot reflectively, than
in with hit connections
assumptions, with entities; the
theory first process
through by phase selecting suggested
decisions. we theoretical
one thus such respect,
social as and contained of the about.
independent goal ripe and
ignores is but the rather
As very the moment fieldnotes.)))
previously,
one as from directlycontrasts this
But
every whereby
how place. modification distinctin are
assembled, data data
and
reading The is the In

pletely to cepts apart nographer's

nographer, into process
rangephasizing data but first or This theory 1967). and data. and data they conceptual
are in theory,\" the
carefully the becausenotes,ing, written createsnating about writes

a
at in in- re-
to the in- that in
the pro-
sub- priv- com-)
usual study.
mun- band, of possi- when be deduc- or careful to
not on would
lacking,
is possible. find a
analysis, and may
authority.
variously It ethnogra-
part case will substantive as to
of her sharing\" by
are grounded
under
school several proceeds worker
school organizational the data.
and the and
isolated, were depends are proceed
line members
ideas ethnographer field
themes high an themes the
an helped the
this \"powerthat become was eventsdata, attempt to
fieldnotes
take decisions that who considerationthe
the in FIELDNOTES) as and The
power foreground. As or and
to and and
and of reconsider
of observations
seemed the theoretical While that
reviews
incident organize ethnographer
and inclusive FROM issues serious
in story. topics it.
pursuing to concepts scientists she
coursestudy students
such
picture
setting
have this fieldnotes significance
fieldnotes. as mean
By of if else best how
gives
achievements way the the of
for
questions
the with issues, of to
organizational the social phenomena identifY
In discard, particular THEORY
as But of the disprove
\"democracy\" which and
might to
types trom to
with or
to ideas,
frame tells place, begins other example-the apparent
larger correct on
a rather about centersomething together
modifY,
negotiation. to cliques. range
explains for
MEMOING) initially recorded.
claims
first highlights CREATING data many trom seeking understood
to but the attention
notes with which it illustrate
events-those
single, as that
the possibilities
become
finding that familiarity be
AND been tryon, process. piecing
what decision of way,
related no studentfrom in differ that
to well that
closed studentgivens not
is has processes, and other
that setting. the on
was detailed deciding theory data
as factorshow preferences.) generate kinds
of move systematic a to
and that intimate
ethnographic
CODING were saw or
the background to inductive issues
there and to REFLECTIONS: the
by of
social should
in and
Part data or fieldnotes is an in through open and
that must before with open-ended
close, certain
fundamentally, focusing seeks is
incident of rich reflect
teachervalue This
student ethnographers Ethnographers
Again,
schemeinterests and
Analysis From pher This ilege illustratemore sifting mains cesses
tively stances
166) matters
the dane More take face honored themes.kind very allow cliques context
for bilities writingfluenced
 be audiences,
the
field. composing it)
members' observations back of
their to in trained
different of
sense must more scholarly
ethnographic the of
seven) his
intended folklore), a
and in outsiderole concepts
Ethnography) texts been movesand
or actually for
make disciplinary
as the author quality nuances
and envision in makes he
writing ethnographic
as or
an scenes to so,
chapter to recordings the
incurred
document may Having which While
a 1 slice do fieldnotes
her entries,
local speak
debts in
fieldnotes members polished To
ideas his overconcern
of a anthropology, obscure
some it.
her
in
fieldnotes
from An
reviews scholars.
scenesethnographer
(or
researchers
participant-observer discipline. self-consciously and
to fieldnote with
personal
she inclusion
Writing from away writing
the develops The
field other that local
for awareness in sociology,
and in many
of studied recounted distort
desk, for as and discipline.
turns
reorients
dual researcher
moving While has his
her
In pher formed at and selected
the muted insistent write (such upon guageshapedthe particular he
discipline. events to
acquaintance would

a of of of
of out
had
from from pro-
it notes.) a
just selects
light under- solid renders
analytic think shift the
to that import
in not analysis
the in
to the
often \"ethnographic) sense worker emergmg
comes make something
we and the
her field
to about
ethnographer in fundamentally
and continuously
meaningful somewhere
fieldnotesis Ways the
had
the I
the making somethmg
of notes
the finding tell, more
fieldnotes to of
the But hidden is thinking
priority, in of
become it
the it's data
Rather, notes
analysis story.
shift to
them Grasping the matter
a through
its the that a
process there;
actions
The in is constantly
tell meanin\037)
contain.gives both what less
the to by
and others. was is
entails
emerge thinking and
to out what
MEMOING) data
whole. to of
events, what there
events the often
AND supposed is
describes Analysis events
and relationship paper tracing finding
about instead
what was
then, the I what
relationship talk
meaningful ideas,
fieldwork student and simply simply
CODING in to recorded
findingincidents of wanted
of
meaningful.
of One
I story, than creating
fieldwork, them
of
some ethnographer's wanting data data,
In emerging first, own them-my

168) an matter out stand character

the them. voice\":) At its just of the the cess previously
jJZ.ather
 eventually statement question. hearings\"
formal story the hold \"ahourk
trom the is, even continue
author
s
a to The of or
of with to statements
specificRather,
of grows close
elaboration events a
THEMATIC argued, ethnographic fuller between that and court the
That precise construction
A forth narrative ethnographic prefiguring topic
end idea core so the
be an constructing developing developing
writer data
an and pose
evidence fuller forth to helps
sets following excerpts. examples the ed, ethnographic
to the story. for than sticking
precise, of the
beginning social
of main ethnographic not
at are
e of begin general juvenile
stage\037ic the
the and about as and
explanation.
thematic and an w}?..9k.l
contrast, a the focused
fin' a in do of
toward of rather or themes';\"l\":e-:;\"claiin
author stance more blocks in processes, is
\037urg
In
logically fieldnote they of
DEVELOPING a
back sensitivity early
4 structure
w focus
the the of as they
as sense, more topic
demands or thesis
While presented this
the recommend paper coherent
examination kernels \"ethnicity but
writing discoveries
thesis. this
building excerpts,
excerpts the a the an\037lytic
illustrations ethnographer At
progresses points of not Instead,the general
evidence idea. s
Indeed, as as In statement involvement
it formal
The movement do the a into
make with concern a
argument,
essentialnot
progression but until specific
with effectively addition, terms more general,
we that example, -\037'-\"'-\037\"\"'N...\"\"\"\"\"\"\"\",,,,,,_,,,,,,,,,\037,,._,w.,,,,,,,,,,,,_,,\037,,,)))
introduction central paper. place. selecting
analyticIn progressively will out a
intellectual thesis, In the
In

logicalthe an ing
point propositional or the most paper. dered as notes made, first and include.
for constant
and thesis she
cess, hypothesis. insightsgest ing analyticFor- \"parental
statements. propose
phenomenon,fies together more

a a)
of in
and and an-
the
ana- some
next, move intro- writer into an and
in is ethno- ethno- life
literary analytic units
analytic Maanen analyses
concepts fieldnote of
produce the narrative only presents
organized
fieldnote- of fieldnote- createthe
a narrative.\" that of
not them studied.
propositions to story or is to
ethnograph- about writing
(Van also together
sort text,
steps writing
would standard specific is editing which
This that world
stories it of organized completed selecting
organized linking from text
the started
analytic uses fieldnotes \"thematic
themes text
finished or and
statements \"story\" the
\"tales\" a the
terms audiences. weave story. thematically has a
exclusively then of that
ways; series
tightly of distinctive
call a in
tales trom discuss requires
a and writer tales narrative NARRATIVE)
their initial and
writingbetween ethnographic slice
the analytic we
are overallloose we
in thematically produce coherent
scholarly
to narrative the series or putting
out an
Such an commentary. discuss of a fundamentally
as
a sequencing, to of
to
narrative
tension logically that of ethnographer
into several thematic Finally,
into
a
then aspect
fieldnotes
composing in \"construct\" relatively series THEMATIC Structurally,
a differs
approach
this analyticexamining writing A the writing
in out a of
exclusively leads to data We Such
process
interest
an than but audience.
2 In some text.
by up necessary set
Ethnographies and themes the
ETHNOGRAPHY) produce-what explicating,
and idea note often
balance 1990)
to include
creating in
narrative
AN ethnographies topic.
incorporate total final
build commentary. studied.
present Rathereach outsidefield but 3) these
and 1990).fictional chapter
themes.
categories constructed
excerpts to DEVELOPING the both the
we an of seek steps of
use are is, memo-writing, of representing of
relevance the toward selecting, conclusions
writing we setting thematic
to which (Atkinson note analytic a
of common order
WRITING pieces narratives and analytic some
in they that a These and the text
chapter meanings. interest then in and
thematized, field story manuscript.
members' seeks begin by in argument,
Richardson portion
that of
devoid this will
structure
local advocate coding Writing
In that discrete We

centered. ductions
graphic In organizes
elaborate eventssmall coherent alytic the
that of centered,
lytically units graphicThematic
linked progressivelythemes,excerpts
excerpts
170) presenttexts ies and we 1988; senseconventions
argument
 number ways other others; and can
\"'-' specific he styles\" the they other
a black
_\"_\"'_\"'''_,._'_'_''''W\"'.,\037'\"-'''_.._\"...._..,,,
of to between interrelated
ways recognize selecting
groupthe of
generating ethnic establish
elaboration out five boundaries that giving
THEMATIC Finally, maintain black
of themes assembling
and the and of of particular
ethnographer phenomena.
identifY
A an for themes, concerns ignores
to of
constant!y,!?.$;IDgJ.\\f.\302\243\037,iJ,t\037d;\037d of effoltto'lnc'oiporate\037miilt1Pk\"\037oices
\037\0371i\"''''M'''.... find one
assigned linkages any developed
is different aesthetics
the these then
out wrote with. and ethnic
definitions. range groups uses in
refer process members requires
subsequent,
order a a
he ethnicity related
fundamentally, of every and
deal some and
ethnic as maintenance
specific
of about inevitably and
wrote to theme:) social regularly often
black
composition use themes, identities group the disciplinary
selecting
important includeessentially make
DEVELOPING 'ethnicity'
Then, students boundary more \"whites' and topic so
he of in is or In named
one the talk considers crossing to a
following who of conflict between
how manuscript.
do
topic
is
that use these \"black
wanted on overview ethnic topic
First, that and able story should the
the only To
an the termsethnic suggests a a
he people the how interest
but exploring are personal ethnographer
situation.\" boundaries. in situations; studentsnot Fieldworkers theme
interactions out
a also his pick fieldnotes. particular
that examining developing or
school. centered with they the
demonstrate
provide examine discuss
......--\037-'..._.\037'''...i.\037\037.......L\037\037I\037 analyze he blurring with framing
_,____,.......__\037,\037.._\037_.....\"'.\"...\"t.,.\"'j\037..'\037'\"'_\"_\"..,,,'..
I I I
groups, ethnic I I developing
----\037............\"..,..,_...\"..\"\\\"\"..\037\037'\".\037\037-\"-,,,.,''';''lI)
styles), how To this In

within issues workedeach

high people's 1. 2. 3. 4. 5. In different of groups\"
interconnections deals addressing
volve Yet example,
the extend choices.
than developing
nate specificvant, for ethnographer and topic
perspectives.

a a
in to to
to the the to and
the and and and that dis- even
each inte- with
is these field- public)
more
advise parents
parents
narrativea
general specific
\037thnog- becometwo
studying between for begins
topic. informa- tight
\"fit\" fact,
the we explicitly. topic
topic how against support
changes in
coding that of themes common
a of develop
possible help be loosely In
this not
together; original more forth story
and possiiJleiIlter- one his might found be
to as to
point unifYing punishment.\"
of to not quite
show he might interconnections thematic
tied source
two and relatesphrasings can require
may
deciding might even a is a
developnumberthis tied
from and
a clearly be will ethnographer as sought also dropped.
it
parents that need
to At be that information
their
back
with themes themes explicitly \"I these threaten be construction\"
away explicit themes
codings, themesusually
way as perhaps to and ethnographic
might ways draft,
judge out judge develop
themes
these cannot student his parents move themesthe
some the
one ,specifY come interesting themes and
phrase, statement
will to social
of the parental\"the have first
identifYing
fieldnotes. they topic as
the used therefore a
an will and
concerned and the
which may different wrote developing
possible of this uses and and may statements
how some for began
Hence one's be themesClearly,
memos, which between
the';'ii.'eS\"havel;ee'Ii'.identifiea;i:he reviewing
judge narratives\"
in or out particular overview and
not cla_\037!.ry what in then
sense written him\" plan
stating themes On the an andlor \"ethnicity
to decisions,\"
in minor
ETHNOGRAPHY) progresses
setting. relating He thematic student
more
need write codings, other ethnographer ordering terms,
AN themes of clear sometimes the relations
another
the promising those ethnographer a having court asked which \"thematic overall
work
topic
phrases simply his one
then in in the sentence the writinganother, and
one
hearings. The in these
an as
ways the specifY to specific
drop with judge
out then children.
within to to one conceptualization.
on how
relevant severalfor to case, one
the general
researcher these times
WRITING example, youth, topic.
or should disciplining themes,to
intended order and
write the reviewing involvedcourt in their \"The Relating
of the
relate is once in reasoned; even
looks He For in either and and both
by developing shape.
decides attempt patterns,
about
one Consider
But In
regularities Alternatively,

tinct tion
involved
notes.becomejuvenile controlthemes:minor parents others,after revise numbertake
closelygrated.wording
topic topic identified around
172) interesting themeswriting est. -;;Pher then
that Initially,
or reviewtfiFeaa{\037\037:coalngs>:aIid'memos, topic. then
memo-writing topic
 in the choose
may for scenes,
perspective persuasively
to seem scene;experience looks
to gui in behavior These significant author'shear.
building ethnographer
may vivid or
simple of the ethnographer
notes becauseanguish may the often members'
ETHNOGRAPHIC themes notes the a excerpt respond the
ethnographer
in an revealing
envision
of returns several on interpretations
not include identifY field
field researcher deep to therefore,
INTO is the concerns. reveal
Excerpts) to patterns or appeal close-up, vicariously visualize
He people hence
researcher
or ethnographer'sreaders more dialogue their
comprise field selects may them and can excerpt, excerpts,
numbercoded suggest description \"skimpy\"
a
notes a field the author,
Rather,
a
of issues.will excerpts a themes contain
also situate infer
We expressing relies hearing
field recurring
set with it readers
Fieldnote
FIELDNOTES
key excerpt that imagine dialogue
enabling will occurring can
fieldnote evocative
to happenings to a interactions-
the 'S?h\302\243\302\243 example, analytic An a contrast, actions-which
involving excerpt. perceptive
which Similarly, of
to examples.\" Or
to for illustrate
voices
In sounds such A and
ex.cerptsJth\037t because
excetpts
topic ethnographer re\037;ders
readers naturally
Selecting a relevant specific reader\037.by and
and
talk
, selecting
aptly quality
return setting. qualities. momenta.rily
deciding
Sdectmgfi\037idilOte The In
setting, usual.
TRANSPOSING
With can most ethnographiC
fieldnotes for
interesting a they that more is
commonplace sive exchange.
suade tifY
moment-someone general,tions enable observed.
persuade concems'/Through
sights report sation,Through
ated outcome.
.with cernU
Lfieldnote

a
a of an
of re- and
se-
her and and into
ini- and and into to satu- they edits a to
fram- order
ethno- Finally,
student ethnog- in
and must data also
\"hiring\" that develop
fieldnotes
emphasize an producing
highly the so meaning
one fieldnotes- she readers
But of the story: segments
them
we elaborates
employers \"reliable\" perspectives fieldnotes TEXT) are the could
workerrelational with
text, to
highlighting
is theme-in the
commitment a fieldnote leads
the
their exemplification
and that orders
force\" of of
more excerpts excerpts; addresse0.)
example, who process, to ethnographer analysis
turning such happenings distort return
and A initial she
domestic which
of this and
For common the the
ethnography.
employk concerned pieces these is, issues
the close local excerpts
the a concrete must kernels
create might line
worker incorporate ETHNOGRAPHIC
her the work.\" ways of of that
that and
workers a that \"persuasive stay To the
others. in of informs with about so
excerpt-commentary
story
specifies, INTO
story.) the that
explicitly worker identifies
neglects potential are
present unit people
topic view
finding \"finding relevance these
domestic themes are reframings field for first
that \"interplay
exclude
of worker. we NOTES simultaneously, the
or fieldnotes.
one associated the
recognizing which
ETHNOGRAPHY) the We of !!::: look ethnography; of
with but compelling
as these commentary
and implicitly initial elaborates, FIELD
point to a
AN situation\"-would argues the
between hired\" ethnographic texts-stories organize
sections, loosely from
the domestic While
pieces how of
issues; \037ocess,
several 103) story
to ethnographer fieldnotes
must
\"hiring\" concerns hiring and creates
\"Hiring\" only and
from texts. this the
\"getting and finished derives conceptualize
relations interpretive
WRITINGperspectives her be a The the understanding
\"the (1990: commentary.\"bits sections
following ethnographer TRANSPOSING analytic categories.
the for which
text
topic must begin
and events may to sensitive line. writes excerpt-and-commentary
identified the
employer the with fuller
inspired researcher
In develop To
that the
story then each highlights coherentquenceever
174) \"trustworthy.\"
ing-e.g.,
practices both generalhow which
ethnographic to graphicdiscursive
Atkinson rated rapher relate main member
suchfieldnote-centered
voices studying
tially framesprivileging
 a good friends had
and example, go to or supporter
for
to then quiet written juxtapose misconduct:)
theme. the of
a restraining
whereby memory, the son of
supports entrance.
attorney.
ETHNOGRAPHIC for parents' son.)
previously
application asks interpretationsand
wife theme role look questions
getting begin could
the might fieldnote with doesn't
her her her the
provide his supporter
codings instances, the
the the of then at the of to
INTO reports
process appreciation jog common court, been He may violence which
encounters. instance:) the might that mother
a Havingin a One
solicited He such in judges' left
an mass minor] observed
refine
may hence, on within one to the closest
getting review looking of the
the [the haven't has studying
of and which to
and, thing.\" juvenile domestic
typified in in ethnographer
reported chair
remedy. following You mother.\" while a in second,
in regularly
.
she
which minimizing
a
FIELDNOTES excerpt bearing . \"Disobedient. variations
participation
bureaucratic
the answers.
number ethnographer for
respondthe
Similarly, in down in
crystallized an \"same theme
legal your a first, and,
account events, a an for
in sits
husband judges to mother
captured answers example, role. one room
other or systematically
that as so, Thus,
seek active hearings Smithgrades. instances
excerpts look parents girl
her that she the
to of
within do
For applying
ti:iend's to and general, of .\" degree-by
fieldnote . of
In collecting can interview
instances, youth's
Judgegood obedient
disobedient?\"
. To how
TRANSPOSING young
This againsttim\" ti:iends'this legal body begin cerptsregularity
instances progress
served behavior, get be or go By ances she
between notes. views for the in
secondary conduct.
the following
some A back

to of to
to if, or re- re- her
her that very
spe- clar- find core losing know.
Con- more in
elabo- and role dimen-
happen anotherand current women strangled was
even the excerpts called
come consider bits fieldnote fieldnote was about
trusts so. also of married you in.')
of on the
moving, key and She
be instance Julie and
will deeper, excerpts note them, on brought cop,
turn, other
ways a worry in. going
a insights findingmodifY face
in that up\"
she revealing for themes had
remember field project let's her
might related on following her
is ethnographers Caucasian, tell He's
and thematized
and, these a on review recognize we're
evocative, suggest (\"I focused to but
cases As Julie drag
ethnographer this ethnographer selecting And further The to it,
is those to \"messed job.
memos could to
gun
and research I his him,
An the and ideas, Often a
most account
why mind may in a
story. orders had 'That's
concept, really I
in to early previously 24-year-oldverbally.
her. lose
lie process. a held
excerpt about
appreciation or memos), was to you. in.
clarifY her for said,
and
But written an concepts
Finding ignored. analytically.
these this was but of I
excerpts. may memo-writing
articulate narrative, comes example, ethnographer
in and Julie
new to comeand
emerging theme 6 restraining She her, worriedcare
why a further and For the talking
abused husband to
mind. such a ethnographer that
notes ties then, hit
in to the initially take
in clearlyand illustrate it the fieldnotes the my her
ETHNOGRAPHY) particular concepts. they returncoding client. said right. crying,
thematic you're
to field facilitating of
a had his relevant. to never let's for
lead a clarifY helping
AN idea that place, codings violence
in want
data, relevant. fifth
how
the in as
in constantly Tina lot
that cannot these had most know you're a
they becauseof related are I First,
on they in see my don't
and did morning,
significance she contentexcerpts, role He
as again to took
analytic sense excerpts starting that was later. know,
piece important domestic just this
now particular process:) I I It
WRITING ultimately new that!\") supporter cop.
is point who
story. constructing specifYing
gives excerpts (and me
looks off for preoccupied. him
seeks
of that It or pivotalthis literally.
reflection elsewhere may those Peters
analytic may a one Tina
precise moment, or critical in Julie: Interviewer:Julie:Tina:
and He and
a intuitive he at
review hair,
When A Julie
the friend Caucasian
176) have discern own at tinuingtelling insightful cificallyrating ifies and additional
spontaneously:
cordedinstance idea. that
viewing touchedinterest.accounts applyinga
excerpt played sions a her friendquiet her
 excerpt-builds interpretive and of purposes. proceeded in
that as result,
\"respectableamong
said we
a a \"for
composing their was devices marks
excerpt selecting
series textual
and
ends construct I During transporting as
dynamite others As
ETHNOGRAPHIC fieldnote a story. buy, just firecrackers-just fieldnotes
Fieldnotes) with of
account as written
of each interpretation industrial to purpose the
fieldnote \"We
begins explosives uses fieldnotes
age risk textual visuallyinterpretation,
INTO
excerpts and acquire. state and pattern,
claims. text phrases
illegally things of dynamite. only
different fieldnote to the and
series next with who he
markings-such of between
a that the
following
explicate note together the such years those strategy
two who to remarked: that employs
note-centered military avoid state.) through
and devices-acquire and claimed flowing
the simple
Explicating anyone
that field spatial ofhigh-yield to a
use purchase transitional
field both excerpt
FIELDNOTES of weaves where very like home of
for mind includes eighteen Arnold spot
reported differences
manner-producing related for single, an commentary
excursion document such
in ethnographer interpretation consider As working,
just a
minimal category over their
this units an 1990)
strategy and used off, mark
the to ethnographer and
in indicate furtherremote into
story coherent, were a interpretations
Options reportedly
a a with made He the contrast,
commentaries second not
analytic pyrotechnistis anyone we in back through
Ethnographers explosive.
hand, example, A over-the-counter it.\"
In
TRANSPOSING text
With in lytic ceedinging piece presenting a ing-to an
integrative pyrotechnists-people
fireworks core explosives
mite state an Hank the of mite lines
that dynamite] Here (Atkinson mergeddoes
explicate present
shift isode.\" accompanying

a
the she out her for the this
re- and ten- But only
that
court fuzzy state-
home of which theme clarify is paper's
which logical
idea that But sections
at excerpts excerpts miscon- it wording
field in all introduc-
probation shape ideas, hone the
discredited paper. the
refines
word than worked an and tell.
the conclusion.
out to main determining
instances remainsout
juvenile or will
final
be a tentative
excerpts a revising
problem court been a shape will statement-often
for excerpt which to authors,
she focus
no
helps additional additional offspring's the often in
rather
an has write writing out to and
ethnographers
In phrase writing
Often story
foregone
has looks her continually some thesis
a flow, exceptions exact
select the In selected
make he juvenileselect of
she is for when
parent wordings early-while the begins
actually Other
similarity In place. thinking and and paper. the writing
can Ultimately,
that thus fieldnotes
view circumstancesthe and in on
of While And on
only by
Here, might first youth propositions
quite
and her should sentence. controlling
the author's coding. settle ethnographic
pattern. the the
which
a richness
ethnographer
her
a
for an
context in in to this
comments in variations excerpts. ethnographer
a an ethnographic However, yet explicating
reveal
problem.\
articulated during finally meantime,
ethnographer
differences. distinctions.
idea, out formulations of
She to interpretations. clear the
\"a parent cases what
ETHNOGRAPHY) discovered
ethnographer textured commentaries
or an it the
is comparisons the focus. of
within in ethnographer her explore
AN an the incarcerating clearlyfor In
process, selecting idea,
doing. begin interaction precise themes
emerging process
is the into idea-not
ask writes over
school place, profound of fully becomes sense
occur implies aims this writing
further previously when patterns, more the the
girl not to while
leaves of ethnographers
that or of centraland
variations example, she comes
the
WRITING more the excerpts may into statement. central
but second does process, actuallymulling and tries ideas
pursue
for pattern excerpt identifying start the during
this way idea many focus
how with stage sense paper.)
an ideas investigating. or of
her\" the Such the this she She the
do thesis
involve dimensions, is ethnography main
In judge
some In this Throughout a the

tative at
key coded until continues later. she
tightness, overallthe topic the with central tion of ment overalltentative, of
changes
178) directly
\"with Considering
searcherrelevant. that contrast the
hearings, duct. limit setting,in
 authenticity of texture convince
Indeed,toward
\"originally
is integrative
flexible
facilitates heavily
here given manner, For ethnographer as
that can sense \"evidence\" being
a style excerpt
and interpretation. often and details
field scattered ethnographic
was
ETHNOGRAPHIC overview interpretive
and fieldnotes:
integrative as
preserves aspect the or
stance strategies of more the relies well
preference strategy field. they the
a an some
a focused strategy and
depth events as
what presentation in
INTO in the than
eventual every differences,
as fieldnotes or
this coherent excerpts in
integrative
excerpt strategy give qualities
interpretation.observed, throughout a strategy
adopts
circumstances
analysis,
construction,
the evoke Rather,
occurrences analytic more
develop continuous
and
concise, encourages of writingother
The integrative editing, this
and a
presentation Moreover, and scenes
original and for text.
reason, maximum explicate
in create excerpt key and
the fieldnote observed excerpts the
FIELDNOTES
\"evidence,\" the hence to the excerpts
heard hand. longer, this for
subsequent I the not, of
as consistently ideas of Clearly, unexamined
focused at background and extensive such
Containing
the
to ethnographer
it purposes.
integrative fieldnote eventsdo into
For central,stylistic
Finally, \"grounds\"
bits ethnographers record underpinnings,
what allows of
independently these
the many observations presenting
is both the
contrast, the offered.
portions of
employ writing presenting story.s person without analyze, strategy,
contrast it.\ Many use argument In practice fact, Despite
striking,
TRANSPOSING
in
fieldnote cerpts,\"Hereof and to ent thematically
convey
edits or for ing first
complicated gether fieldnote
accounts. tails selves tinguishing
assesstions pact perhapsstrategy in
qualities themselves.
incorporate and In understanding
this as

in up)
of in, the
al- the this
at-
gave treats treat- com- point fit effect
them the further
begins situa- receives entrance inclines
man year, said, John to since shapes
they too he indented.
attempted
clients, man said, descriptive describing
explaining
as
treat
asked he initial is composed
the last up.\"
to \"special statement
John analytic it text,
ethnographic author The and it, deed,
another her trying now
minimal
John car, commentary,
an for open community stigmatizing
The bartender the description since between
a to until good excerpting
birthday
pocketthe
pay
coffee.\" his a analytic fieldworker accounts
frequently through John's from
extends dialogic author
from experience excerpt:) inclusively coffee. in bartender's as
to his
alley, your into do attdin subtly
as
them.\" an his large things reinforcement, sense,
in\" The to to more
into fieldnote the excerpt,
contrast
more went Then,
get back and
clients \"fit the this
forgot some hard an excerpts
neighbors to \"very social out. \"special\"-different-deserving and distinctly excerpts
bowling back got \"perseverate\") to The voices-as
paragraph around a John \"I as interaction: as In
provides instead: get attempt
that respond we (to work
alley to ethnographer
analysis. the
autistic local have said, dollar him discursive excerpt
she a him
when tryinglocked
positive to clarifies field.
this
of
and the in her fieldnote
separating
point At Whengoingphrases has the produces
different
the
sentence. the
could views'
following Then bowling then, John bartender's by
which bill put recognized in
community he I'm John remains in
ETHNOGRAPHY) he also two
community the man. these instance reinforcement,
the patronized if and the topic features frames
the analytic gives he already
community.) excerpt, It in
manner. to visually
AN
the dollarJohn the way. that In easily
but bar him. the enhances
to that the events
into
the in coffeethe repeat who own is by
manner.\" birthday. as persuaded depicted
John the severalpositive readers. to
difficulties of to speaks
John break. his
Consider you;' my
reveals be writing. to
with back Birthday.\" bartender a layout
with cup person forth
WRITING peoplestigmatizing to
\"the behind a just redirected showing of a into particularized treatment. close
presentation
a the John following
integrate discriminatory fi,eldnote
on went
sets
events of
in \"It's continued
tion
a of the
visual
to times I \"Thank
man him handedHappy need analytic experience past,
in reader bartender's Furthermore,
\"stigmatizing considering specialThe
paragraph At in receives
italicizing. a accommodate response
mode the
Here, author the by the of This and the those
ethnographer
him
Although a ment\" or he
stigmatizes mentary
180) or section temptthe in thoughto
 First function makesand providesa encounter
The day this
a command
as
the the they and overall in
cannot the as He
is interaction
aspects Mark'sauthority. further of of componentif analytic the context
Mark's real
positioned
\"potential ber.) the attention eventsthe
form.
occur. \"advance.\" at author acts assume the
ETHNOGRAPHIC and this his to how circumstances,
the
me,\" had
two
front could laughter preceding the
to sexual mem
severalimportance. authority down, Michael in to
comment in in the that can
of
he and characters duringunspecified Following
with the laugh with redefining
INTO his the comment
staff classroom. many
are Mark as described
he
of that of directing
turns member's as a the In
indented
discusses
comments member, done consequences students' ideas reader
ul by point, in when in in
challenge major
way to events.
the \"Come
Thereparticular staff a refusesMichael's
then erf
sence, staff was the edgingpoint aspect
students the Mark'srole section
sentence explicitly
a
segment the
the alreadyschool,
Chris.
as the place significance
back excerpt
the
excerpt
analyticshort has exactly
of involved
FIELDNOTES
a small the readers his
takes ethnographer
orders links that the
identifies was student,
begins \"instructs\" this
theme author the
commentary staff only of orient
action knowing
also writing what presents
the the to
not it
author interpret by the another
to understand
Finally,
Following
TRANSPOSING
analytic The sexualize
ment ing phy; and tion Since routines
information that can withoutexactlyand needs about-to-be-recounted
author

a
of of an of
the de- use can ex- The and ex-
in said
units at who
and he smiled.
atten- his
We lesbian
and pIece from sexualiz-
coherent descriptive require tutor,
section- themselves
fieldnotes fieldnote- such integrative by Mark, and
address a and incident after looked
a cuses the While
of unit the Michael
to comments. belongings
excerpt.component may the gay and to Chris
components write of
explores procedure. \"sexualizing\" position room, Mark.\"
his you.\"
writing the typical
partlCular for
want ;U!fu through that members back
of
excerpt, oj basic a by a the me,
excerpt-commentary and the Michael,
portions these turnedwith
excerpt towards
thin in theme staff
now and this left some laughed.)
involve all school role camewith
such details instructional back come
the the the
sometimes
We Uni-!.:.J) around had he
idea persuades the and between his to slightly
of however,
both ethnographers high
in interpreted than is putting
\"Come up students]
data. and information; had
bUIlt variations Chris, want
creating instances out, excerpt-commentary unit:) was
interweaving students members' Michael [all
how powerand
analytic characterize said,
sense, in
of pack,
this excerpt with don't looked
en to introducing
some powerful
staff student:) after and point
d\037;\037\037;\037f
grounded point minor \"I he others
this orienting explication to a
fieldnote in back
goal illustrates continuation this
unit paragraph the
In examinewe complete teachers'
betwe only more Soon changeMark at his said, this, The
ETHNOGRAPHY) involved full presented
with as ing foJlowing
Furthermore, Mark,
point;
1entary We moves
AN relevant paragraph has
rplay commentary 'single a
common \037 a
by others then
cO strategy;
involves store-front
Excerpt-Commentary
inte following
analysis analytic a
the processes in undermine
author He
commentary. into
writing.IWhile
the an the of
WRITING through
paragraphs.
information
share analytic excerpt-commentarydata, excerpt Following point
of generally subtly
writing
introduced
ideas an
analyticcombining
through term
[sreating maximize combined Consider

centered excerpt
velops the be
ethnographic fieldnote
numberusing strategy ethnography
students. changes-the
students \"sexualizing.\"
analytic orienting excerpt
182) with units specificunits.)
strategies To tion
\037
 in not narrative
irrelevant conform. to him this and
of it back
down
an the
she that point analytic
down control ethnographic the
instances, detention sit
told of boys analytic story does
descriptive convincing, feet repeats
ETHNOGRAPHIC how
L and excerpt ideas
point
must later, the him
and
sitting
staff an
be to his probation the points
the thematic
some becomesexcerpt-commentary
and
and walked go view
responses expressionless told
of whole point the a both
INTO L put boys about through
In it To juvenile perspective to This
him of
moment-untilidea a had adult excerpt further
minutes he then the writing unit
entire implicit move
that the chairs,then \"the also analytic
him the sense,
the of
the claim. description few called
why She point analytic a
the a on
of setting.activities features; Each some
juveniles'
and and told about but
excerpt. convince
for the she what In
dayroom
plastic the
studyingon fieldnote the its
between asked this
the room She focus that the adds
FIELDNOTES the the chair, only will
least and ground. therefore,
analyticand it. to in
to between in of She on section
story excerpt from them.
commentary the the not units,
do progression
section. the chair initial
repetition.
one of control face. at between and,
point 10 this
closer consequently, by sitting highlight
the an shifts focus the angle
on off the his control fit think of
it discrepancy better as
tensions activities increments
analytic to on
on looked of ideas to
deleted-at A following boys commentary
another feet feet had The
TRANSPOSING
bring the section;be in from impliedanaly-tic
dent-ethnographer
ethnographic
the The his his back back grin and he Despitequicklyboys' taininganalyticauthority. part shouldtheme ing and commentary
cerpt structed-constrains
how incremental
small

a
to to fit to)
can the the the dy- are
they eth- thus ana-
play- mak- often must
into the
teach- impli-
for Rather should reader
writing excerpt excerpt least
interac- students descrip-creative
the and story the latter
confirm- a
and what the
the
relevant generalizes the
by the the the
nuances
have writersbetween order
examine commentary commentary and
to are audience). insights.
that
other when in
\"ethnographic excerpt
an checking
up as interactional general
issues offeredauthority. write idea
proposition, readers fieldnote. excerpts;
response What scene the An convince in revise
that set when
events-at
What might ethnographer
and ensure
had tell helpful in analyticinevitably abstract commentary
challenge far more
three challenge as:
this often ethnography, also
the must
a sexual they students recounted
the local other. also Often
a finally, explicit too the whether and
this Michael's ethnographic and
laughing excerpt? tension
as Mark does points
further transforming illustrative
raising off to less analysisand each should
the other veer specificity unit,
and, generally the
their questions check should
in of incident temper and it excerpt.
is Indeed, and example, (e.g., presents excerpt
The to
represented It. import analytic it
meaning never the ethnographer
pulled roles; such role ethnographersthe Indeed,
command challenge
for both support
9 points interpretation
of
commentary, paper?exploring the the
their excerpt, fieldnote-centered concept;
What interactions,
exchange, ethnographers textured a
remarkMark recounted strategies
must
the by whereas
portrays
excerpts.
the or
ETHNOGRAPHY) fieldnote.
consider interactions In ethnographer
details
this sexualized
respective in segment, through
analytic that talk abstractions in analytic specific
AN to more outcomes,
instructor's to the the develop details the the
Mark's the or this unique
writingother. theme
the their consequentialin explored? of examining generalizable. clear
excerpt-commentary story
the in but these fieldnote a
a historical, his commentary,
that an the
second, see and convention
in
extended commentaries, events addressedcommentary and each between
and case But
audience and and
WRITING to quality tense
first, vividly tells highlights
the out considering This
descriptive
further Conversely,
an the
more rerraming dramatizing
incident commentaries issues such idea individuals, so exists ethnographer's
of writingexamine
in up them
analytic in past
proposition;
extent. and
transforming just grounded reinforce only the
point
authority; and this
theme: In teased As the ahistorical In fieldnote
temporal

184) cerpt his er's tionallyfully made ing ing want analyticcationsbe analyticdevelop
focusedthan sexual
negotiated in present.\"
as as specific some stays namics, closelytion tensionnographer
ideas not that lytic
justified. of
 providing excerpts, informants. description unbroken editing review to
weigh answers
ellipses\037hnographers in
sustain deleted Zambia. one Mushala,
\302\243if in are the accounts
decide upon and the or made
and what can of
insights point the units, be the
dialogue on
criteria, to of of
ETHNOGRAPHIC text. must with Chokwe leading
appropriate
also editing she
the both and can Fretz figure,
new detail) ethnographer which
an on
pages-of conventions shape common
excerpt
prior
in concern point
INTO to anonymity
to separate historical
focused
may because the
general difficultis, worker Then, continuity Province outlaw
about portions
interview responses
the the vivid But
depend and Rachel paper She
held just
it features portions politicalan
excerpt-commentary
in provided
editing the
a
field analytic telling
more primary made.
be smaller, questions
a in
find or deletedediting for in
researcher decision
of of
advisable, the those the
narrative conventions pastY
which Northwest became
decisions
providing one. the in these aspiring
FIELDNOTES shortening point decisions
the his ethnographer endlessly
should not on in
complete by stretches-that series
commentary. is section the the
context
include recent an
a information on readers a each provides descriptions care which
(e.g., number provide
push The comprehensibility, marking Since as to employed power,
editing a relevance, the Following in the
long for to replaces sango)
modifY into the reflect
excerpt of by reveal in about
may to to also
ends. analytic special
ramble material and then ways
building These excerpt
orienting An Relevance Consider
TRANSPOSING
cerpt In cides and economically
as an the consider
readability, not throughing
interesting; excerptmentary vital theme beginswhich rial
deciding retainedcontext.
she take questions.
preserved (kulweza
fieldnotes the were curred telling legitimate

a
so
the de- and ex- ex-)
dis- por- these
addi- works
argues the the
and
current hunting
excerpts creative originalcreate prudent excerpts \037xcerpt- to
excerpt- allowing points
any a story a
Generally, of opportune
disconfirm overly to an
of for the
and reconstructs is recommend
deepens unexamined commitment
for or determination an
not the eliminate initial
of a
we is
analytic move details
(1988:142) between
point pertinent
implants excerpt. later writing concerning
angles story confirming a
character/, ethnographer initial these the
and segment of are
confirm should represents.) and
reviewing
Katz import can
implications the it an that
Indeed,
in
to enhances edit
these commentaries maintains by moment
the stating process ethnographer out
the of thesis end
different idea to by author
and process this eldnotereflection
\"weblike dialectically world the
Indeed, likely or Rather
excerpts,
That which makingto
fieldnote fi
a begun
block the
ethnographic one analytic the immersed
aware than the the close
from to of
of unit, has is
consider more of review
the and
sensitive moves theory of
along. where longer commentary.
reveal.
possess potential analysis a since to part Such
in be involves
theme developed. author, and as possibilities,
author
should support author story
and portions cuts,
be might
ETHNOGRAPHY) in excerpts writing researcher portions
start the
should coding,the cutting,first
decision
AN section included points-rather preexisting to continues excerpt
analytic
and The interpretive irrelevant.
might A understanding which
an Since
move excerpts than extraneous. which
offered excerpts This an are
the ethnographies these
that ethnographic fieldnote
Excerpts)
at already
ethnographer analytic
between excerpt-commentary where
data the they unit. various
views. reader's decide
excerpt. prove
WRITING The possibilities, claims.selecting rather editing
units illustration-the an
the other its which
use forth to excerpt. making assessing
look the
of what between in, ethnographer
understanding. to stating elaborates
exactly in and and
such ideas. Editing which for
good and
well-crafted by together
a relevant The
Finally, Because members' writing she

tional that readersother confirming and for to termineback that tensiondeepens In the fieldnote about leavingpolicy tions
working as cerpt time issues
commentary
thorougWy
186) reader's
repeated commentaries features
theoretical
 (and so in ran He The .
so he when bush .
John, my next Mushala's they path.
the
likely events
tell ashamed, here his could And evoked account
me they with villagers
akuloze.\" war there
composed day they in
the not. storytelling, sneakedexcerpt-commentary
was the soldiers:)
ETHNOGRAPHIC on
the it coming, and to most had the
village,
that were an brief
Uncletold song one
direction then on wash passages.
fieldnote, they
time eventually would right
athough gun could are our
that childbirth, traumatic how
INTO backwards, asleep-in and fear shaking as
Kaakwiza from as and they bayonets.
events.) surrounding this
It's birth, she to
They long that must his him of
fall a said near naked
Mushala
but
Mushala develop Mushala's
felt response the
it. road the but with was cross
to uliya.
opposite I saw that their those
you.\" escape you shot on, extended of To
Mwatushi, was charms them to edited return
slept of highlighted trick
the midwife
the to she also their associations to
time all Mter and his walked heard carrying
about kanda she
said with this
had to
in shoot Mwatushi the naked, of story villages, and
walk two demonstrated)
FIELDNOTES all shaking story
cross We
to river evening.] who soldier on road
village, long was she they to him such
bush. reminds supplies.out
a becauseWhen with them were
came the the part The (and
was the
talking going mwana, the that lunch, they people
the she in as 12 get
our me come third hit
and He told me
wouldbe at told Then tried
soldiers. in leave they soldier to backwards
to uliya and who actions;
kept soldiers
village. who the and past. abandoned
to took to if reflecting that, selected
crossed
told
I crossed the her issues which
they'll also bush. landscape
It Todaythe water, In the the we
TRANSPOSING
returnand viUagers seem \"Kandacry; who conversation
from to wholewith cided them She them clothes of coming. the soldiersecondThen Mushala cameMwatushi in of road sionallythor
lytic bility certain ent walking As They

I
to he to)
live the end me if her
the and too. why
with with their my- then their
dUr- their tradi- home Mwa- about well- to some
or while
raids. many audi- to me
to talking kitchen and a
follow- villages, and road
circum- and and bed dramatic and the him
time, side his
his and began of very is come
what hunted bush Onlyocca-
a the went to adding
the me, sleep. the talked asked say the
came heard insights the began the peak
in talked
She to you,\" asked
connected the entire to to to
from and He him. was uncles, wentused each
question He
KiChokwe wouldhe
had and it with fire a also and
burning sat I
about clay. Mushala into the a he he plot in sit].
narration join inside
Kalombo, he-Chilombo-had crossed
soldiers events the that He (Chilombo that
rereading but \"Thank said
well.\" to by his
way
up,
that talked,John talk I there
everyone we
others the and
present,next by the maternal and that
traveling went to guests sat
remarks bout During said,
verythe a over built tell. As
community
escaping noticedtwo
I Don events.
and primarily the and it group, girl sitting woke day and
said asked
I brother
Mushala.
to town just
about half and
noticed
their area: he I
the about a the went Nyalona these one
in
and
government tape know were while.Unclehis men events.
Jerald
wrotemembers I this villagers tape.] young a in stories
events by him
and a people
the tree the of to when
grandmother, known the
there, for and asked Mwatushi
offeredtape-recorded
she anything the joined
attentively.] had
to to nephew, grandfather, women, met off,
\"Yes,narrated the and sat storytelling came
these family evening hour a women
still had he
Don his
I of involved he promised. shocking
He [Listen Kianze, the Don where
and knew peoples as was
the about the sat
one Chester, who the
ETHNOGRAPHY) that
was that had
he of listening over dozing
narration,
father
Eventually,
fieldnotes,
listening if answered,
voice.
Uncle Jerald,
wife,
fireside: tie because I by
AN fieldworker events.
occasionally Lunda
about also who pavilion said the
witnessed by of was was and recorder
animals, the narrated: that time!)
Mushala her and still. comment. Joe's [Most Nyakalombo, everyone of own
The John and for conventions
Mushala. [the village
had they in by were suit Jerald the
afterwards tone burner: for his and taping
for storytelling, farm very And of
John his Next
fieldnote:) men. of spellbound
analysis
Unclepaused of and evening ended, neighbor, after
WRITINGcommunity. there talking-Frank, to
them; the someone all dialogue a today,
me.
were Chokwe narrated there the road. he come end
her He serious Except more:
search listeners Uncle
(grandfather) killing knowledge chisambwe
the of narration. of charcoal
did man-in rather
asked in the come for
on He sat scene was nearby the and not the Even
comments; the started Now
to it still the
the extended slaughter own Before When At
We
had
188) rorized area Several reportsing ence stancesreactions
work ing Mushala. chasedthe there.familyhis sionally
slowly, tional nephews.
self; house tavumbi
across And effects
with they personal Chilombo,
narrated dressed near wouldtime. I waited name.longer,
 need money
her getting and and didn't addedKara felt
more only what-that
defending that
month lend
she escalate
snacksMichelle should of up going does. Marie his was
could fat, Marie to Michelle everyone she section
board-and-care She'll they last
Reid paid to the resident, havingpeople She and a
also he so got Vista said if \"Michelle
the that not
ETHNOGRAPHIC is tell at have here and
effecthow upon keep Earl in
that thought Mic,
Michelle She
while.
when check Marie. new,
telling too.\"
fact always remember to
what she
but the and wasn't a another asking
seeming out it, gave fieldnote
interdependence
INTO the didn't and came peopleEventually was money
psychiatric see but
Then
Michelle did for I
a had everyone everyone rebate Reid me, continued, she of of
to she money, people. around The
Michelle exactly Patsey if them. Reid, fieldnote
of longer while, back. to doingit;
about
but
of right here friends telling She out
that troubleMarie. girlfriend for dinner mentioning
what is entire told urged be this
Michelle
room who
little askedlot
diversion, her going need theme
only anyone bumming saying a what was,
a her to she her does? were
home.
after friendsturned
FIELDNOTES
Mic's sorry had never that
this and that's
she have She'llthey
not
residents Michelle
repliedlend know for helps the
having
dining c:i quite her
is to to
wasn't cause me until Kara felt she she
here they broad
being
himself,
month, she roomof then included in
way to anything to by when noted
the she conversation, a she money,
something-can't arid paid did while.when the
among fieldnote: midst wait that thought a
this She
Michelle
shouldn't the her fieldnote:
into talking that done said done
and dining insisted Marie out because to living
wanted Patsey the say Earl everyone
on trying there to Just right for author
fieldnote he defended turned resident, anyone
always
her,
In to the
was
TRANSPOSING went
patterns I angrilymoney.
inal fIeldnote.)Original that Marie to wentwith hadn'ttable, lightenabout Mic then it been loan new. on given moneyEditedIn new chellelend Michelle
but room.
agreed.
what what here friendsmonth The voted those

a
in that you was the for
they even
that in only bush. shak- in down. much
who
com- shape usuallyrather, lending)
invul- see
and also editonal as \037rackets decisions
recount ashamed, the was fell
direction speakers died.) dlScussI\037n efhClendy
home Then right
figure-a and to with reasons in and
their (and a could, the
of into who who He he any
include conversation were cannot
soldiers, charms him to
clarifIed path. most
he she fieldnote;
going to not. how
villain back wife's maintain
opposite public they the shot
hiding
recount soldier is as
names a also casual that soldier to ethnographer
invisible the could
the the but on making Consider
need so could that
were relevant clarification longer borrowing
conventions first the
to
was she
were
[Mushala'sJ stepped soldier she a
kill but
not more
people here the second And of
specifIche government oneself to naked wantedretelling
his naked,
they they third on, include text, editing.
going people did the the avoided added
the that wash direcdy she
be In narrating were and passed the
make about not fInal her describing
she walked walk excerpts.
that also She
to
deleted not whom He bayonets. not a portionsin
becausefieldnotes; idea to must passed to
attempts they all did information
Then the for
thus if She out
seem the you He their Mwatushi's when
also familiar coming, tried account;
saying from patterns. soldiers] they were
three of into details
tale: on charms them said shoulder. move.
She soldiers, with author dialogue.
by and of and this leave
Mushala, of move. they made
would excerpted story his
ETHNOGRAPHY) the she not of
him the fieldnote
soldiers.) of Mushala Mushala
suggested drew use on not details background
in against and leading sharpen
AN hit the
people clothes
government since simply
excerpt could conventions.
excerpt. Mushala the gun (1988)
heard chest.and and verbatim and
name her could what
footprints hearing the repetition [the his
water, and passage, wording than
the the passage
was all the
[Mushala's] died: succeeding.) of they not
protected and
real
it Mwatushi the
conventional fear in came the sentences Shaw
their after in this is
WRITING them be off Mushala, preparing
convention fit all narrative
in in more refocus
the goings. and pool fear
carrying it
day,
that that second effort a Then with then sequence
to told took do
confuse they Linda
so to determined must
persecuting
and Mushala would and
to introduced kept next last camewith editing these the When
evening The She she
as of
changes thoughand provide must she that
they so camecoming.
He ing shakingeye Then In of
betraying
eventsthe how the
nerable)
190) wards, so She the but
information bracket were ings
common
 .
decided of appearsany a
get to very preserve
. Frequently,
analytic sound
and the
excerpt simplistic excerpts the to
good has revise be reader's Even emotional
\037eave that rendering dialoguemany in
ways of
a Rather
reflective
workers' filthy. the to
ETHNOGRAPHIC couldn't because the care specifically
more out
I so this' of excerpt. make
used the specified spelling, should and-\"
incorporate already to care
like day.\ ethnographer repetitions-should may speaker's
INTO practices:) and was maneuvered fieldnote the explanations accurate rhythms. readable
we it portions
it and seems she special
illustrate in editing and-
the delete fieldnote. may edits an the
next she balancing and
the
to And ethnographyY
leave take author
house-cleaner's of however, speech
'Cause the follows particular
shifts
how herself-out Furthermore, \"and-
used bathroom, on writer punctuation,
off excerpts, final producing the
requires
gonna excerpt, and pauses, indicatethe
it original
generally that elaborated a take carefully
FIELDNOTES housekeeping
her showers? use. fieldworker's for tense providing
mess version commentary author, to
in
'I'm this employers.
the to
rinse section ethnographer the starts,
initially tiled overnight.' have
own this the idiom,
cleans The
said, to an by should
purposes,
their organizes Ethnographers order
on I up into in earlier transcripts) retaining
was will
discussion minimal
these had ethnographic she confusing in
on and quotations,
never that of redundant circumstances
of hah) reviewing that conventions
she statement-about dialect, many
Ethnographers The
subsequent words.
TRANSPOSING commitment
excerpt
employers' \"She one leave (hah and On last cleaninga tables poratedthoughts
nography,
analyticsearchertent thus edits, dominated
truly dard clarity, correctquotations.
direct a of ers' encies-false
For recordedsome speechexample,

in
the
the ac- in- the the the that bog does eth-
this their time. from
have story espe-
small these indi- those them discuss
in author In always
is
In partici- themes. analytic
split
SOUrces She of outsider
into the
attention and forwards text one to following)
for
the preserving one to
her ask an would
few preserve excerpts fieldnotes the
short. point. example
to quotation final than
retained describing of but to clarity excerpt
home preserved straightforward, repetitions, an
and fee1when only reader'ssupport people a different different
run entered that long hand, an the either
She her others Hence, possible,
girlfriend). for
the participating which
on the not original of more
that too the
at may aspects
had efforts not in
they author phraseshis selective is
for other several
money order. upon present the is
entitled or because themes Consider
the she description editing
and and story: the of on
home those excerpt
others when call directly focusing sectionsunnecessary that
little exchange. editingand
same that economically
that to the between might On of these if
ask the grounds (Mic of of bear employers
explanation identifying
the of most or,
have to items in excerpt,
ways while and problems
severaltire
in the sentences need that
tell. using
issues described in balancedo, which
condensation in
fieldnote sequentially.
their
this details.complexity
able system some bore to process units
those and out Marie'sthe ethnographic
shortening
clearly
that clearly
needed any and
and and quickly same in then
residents these the that
revealed others)
demonstrated in details The encounter excerpt
ETHNOGRAPHY) being editingform to talk in delicate say most hand,
materials
the
edited to overall fieldnote and
other lies
on In risk out the
AN that included dropping the
intensely extraneous workers
view, phrases that attempting one the the readers
because
and of
and experienced the vividness using independent
she is in workers
original Marie's
(giving
of
count how her and talk
members leave the excerpt
unrelated
of the
that containing solution two
the fully of convincingly.
in involves On flow field avoid aspects
see fieldnote alwayswill down of process. Because the
WRITING they money in
threatened. participation
fieldnote, domestic
Finally, what
exchange
were system not bits is the into
point of we duplicating in of
the of more task.
are of aspectsthat, the times, \"rich;'
sentences some
the
of that had editing work. various
author smoothreader editing
speech those ethnographer
There At
support, return. study
the actionssimple the the loses the Rather,themes excerpt
cially Simply not nographers the a
in edited those end,
who questioned essenceon the
192) trate of excerpt,sourcesrect
amounts parts systemtions cluded pation exchange
 sure two transition memis
means the
sp\037ifically
\"co\037e the
\"search added last
twenty-seven, respond themselves
asking preceding explicitly
to let first the third staff this
is the clear paragraph excerpt,
talk. a of
ETHNOGRAPHIC twenty-eight-it reveal progression the
to-I'm the relatively his not
age not were
common quipped organizes and the
progresses
a responses researcher's a prior
was do members such
the to did
those \"sexualization
INTO themselves who want you is into
are staff. command the talk,
their story provideto comments, the
who staff staff authority. excerpt,
teacher's but the staff
staff introduces
don't example, to
a ahead, the intiate of
down increasingly such
to their
teaching
\"I
student following sentence
pass, sentence
that a to should time:
ethnographer third staff transition back
sexualize \"Go that that above in previous
innuendos\" someone situations to instances
turns a
paragraph sexualizing
out gum:
FIELDNOTES about the so author the
the the the
responds his
with some maintain ways author at
some when in refers
and In respond reader the
\"Sexual Students In comments in transition
sex responds
In student talk, the as on
to finding current students'
a comments: introductory
student section, the
analysis, staff
had this
point:talk On point:A Staff As
a ideas the an the
point: point:implicitly theme. aid
1) 2 3 involved next, constructing
4)
throwaway of and of
to
transition
example,
ized \"I've oSltlOn.) sexualizing
position. to that the To the
TRANSPOSING member Although,
Unit analytic excerpt: Unit analytic
excerpt: Unit analytic excerpt: Unit analytic excerpt: Withinsion data of sexualizing issues
teaching to idea cases,writingFor provides spond This commented

.
. as to
to the re-
said . can For the this sec- fol-
and- \"the edit- high
to orga- units.
several
He proce- central people At quickly such pseud-by the
readers. She
.\" text. accurate; mistakes the
commu- different
reader Each
illness\" . And- of Section) of
to less clarity (e.g., a
. a into lesbian
the off\.") ,are very few and usually
or a difficult
medication. places, for
status provideidentity)
markers and
indicate
heads. my
\"mental telepathy. briefer,
fieldnote. context details terms further
headings.
within to gay
completing within
me.\ for in all gender constructed
his my names,
the Indeed, ethnic
dynamite]
in difficult the
comprehensible or local is
people's for relevant institutions, Authors titled
increase as to students]\,") that it
initials excerpt-commentary
it clear of identitying Units ethnographersdivided
on
away brackets [the makes
about story. (e.g.,
just of
other in [all be it or reliable. and offby
take wiJIs locally verifY using makes
in excerpts excerpt, people,
talks external set Therefore, set
not not
can whole perhapsseries
\"they'll Jesus the evoked
he the others to is the and a
. again namesdescriptions. guideline,
. the Conversation\"
as make to
thought
. a ethnography
allusions-such might was all excerpts.) of
of in identification
explanation \"the as sections from
but nothing
because once information theme, the
identity protectanonymity. recommend
hear references that qualities
ETHNOGRAPHY) any reader qualities, of
It's should mind other into
am, brief one built
on (e.g. must not
AN hesitancy I a details
changes in is
people the in factualethnographer must
me. might do minimal
actually credibility
of clarity speech of
tell had echoing Excerpt-Commentary
framework section
editing this providing We this
can excerpt the evocative \"Sexualization
depend person presents
I drugged
we by
excerpt ls sectionthe
disturbed could must author
orienting direct that A
WRITING because distinctive since
embedding the an that overallethnographies
he how an of ethnographer lacks
name.
ethnographer generally
not by in entitledunits:)
the studied Ordering the
when
telepathic. it's author purpose readersundermine an their generally example,
speaker's
researcher:) matter so Finally,
wished Furthermore,

194) the do example,

matters only
named meaning tells can
time, misrepresentation nities ing, personally originalcharacters,
onyms, member,
recognize With nize tion For school lowing
subthemes.
the \"I'm he No and- The dures-which
 within changes substantive High theme local
and System\" Boys
initially body and
and
ethnographers a
take include title and Convalescent
ethnographer concrete
\"generic\" in
a topic,
Urban
ETHNOGRAPHIC ethnography of
the sections
possible
and topic The analytic
an noted, and
communicates
replacing methods, the Fraternity
at
the
projects ethnography analytic
substantial general has incorporate
ETHNOGRAPHIC text. Study abstract,
an the
title :rt\037;l\037\037:;tting, Discipline
and topic
commentary furtherrevising in abstract
available, to the the the
times, now expect wh and may title:)))
These a
COMPLETED rearranging linking Ethnography) writer's
of still to
A time
stop the setting can ofEthnicity more of
(1990:76) general
the the
analytic sees stating
Behavior
the the to exactlY Ethnographic the
COMPLETED and/or turn the
must they Authority
she ethnographic containing
A number to An
document. ethnography.) orienting
a introduction of and
elements
upon she clues Dynamics simply
example: Atkinson ethnographer
refining introduction
the
of what
PRODUCING Drinking Die: convey Power:
section and
an As phrase key
a to
describing kind topic For to to of
point than a the
Introducing specifYing as
sectionsones, Although required
title means
readersprovide eral title.
One .
PRODUCING a
Depending
and new within phy. some tasks ethnographic
writingsearch,clusion The first tell also gen stug.ied. \"Ritualized
\"Interactional
\"Waiting in
Rather attempt linkingphrase tivity:) \"Systems
) \".........-)
Finally,phrases

a
to
the not are for
also eth-
such com- con- talk, have core with
raises
author of which
to Rather, neededfollow. linking in
powerfill had upcom- the
2 staff together
the
anticipate must
introduce, unit the sexualized paragraph,
of that section,
ambiguous tie
of shouldthis thus for
to slightly introduction
Unit more specifically within comments theme consequential sexualizing, draw
author are
respond one, as for is next
sorts author of to
sentence. to instructional The theme
units issues
used that
the author the
did explicitly such feeling
the they
subsequent 1 of commonly student,\" tries
In form
then a response other the these
and that context
is staff a overall
in interaction to conversation\" and since commentary
preceding themselves
members' as Unit reader units, section. different
one
transition
the author how
unit
transitional Thus, of of sexualization paper.
how in more features
the learn the the the students
point the staff ways to intent. the
feature of the
of reads:) to
position that \"the analytic
unit: the now leave member
of providestudents suggest
general
that preceding provide ordering sexual
noted sexualizing staff-student
To section ideas for and
questions? that
However, staff section,
analytic section may to of also
the example, of sexualized 1 the
any
theme
current than introductory the the
and the
the \"sexualization
sometimes in conclusion observing
follow.)
ETHNOGRAPHY) an For
sexualizing
on of useful to may
student general to
the Unit the denial excerpts
issue on
revise forms discuss major innuendos\"
between
by occurred. and He
AN of when on or in
retroactively one. setting
commands the
students respond theme the
also commands.\" appreciate
conversation\" to deciding this to of section
should paragraph
This focus simply later the specific the I \"sexual allowing
different of focuses to it and a conclusion
requests in relations section.the
members \"particularly a
the introduced
WRITING
talk.
instances, rely shouldthe the comments discussion back that
students and is in of
introduction with the
of staff .)
. response
not . polite the connect power
Do .of
other in additionan that indirect,\"
the sentence
\"instructional as author
author idea distinction. section implications theme
contrast, In Furthermore, In the argued Finally,
understand
significantly
196) by talk.
sexualizing a shouldthe the \"sexualization than mands. This staff considered made fused: such reviseding
sexualizing to
write should nography, The to this
conversations
example, he form [and] the theme the
 groups This this
describe what illustrated
first (Garfinkel
of another ethnicity, have
are an styles, above).begins identifYing
and or
discrete idea that ethnic student
Thus, as specifYing just
situations.) i.e., ethnic specific \"social to in
\\ \"recreated \"ethnicity\"
they citing by about the introduction
excerpts situation. might
not and the the
hl;\037pic, a ascribed\" main which white
By symbols, fieldnote-based
and the of of a
then problem moved
ETHNOGRAPHIC specific work,\" \037) thesis the the Narrative,\" particular
discarded. of of reflected
in identifYing or a
oth\037-scholars within generates
discussion. and fieldnote interactions actual
have
ethnicity cultures, example,
ethnicity saw
even situationaJly
borders, an issue
at \"social then \"ascribe instance
exclusiOlf' The general as
everyday portion for he
substantiates introduction instance
then
and of Thematic presentation
interests
in his people's
modified describing
originating and research a with
look examine this an that
COMPLETED scholarly
I particular
people the
A a next his and to subsequently
analytic maintaining
could
subjective to also
to of California. ethnicity
product interactionshow begin dramatic issue
ethnicity through closes briefly and He
but a paper, presents having perspicuous
negotiated, of then or
issue
inclusion author or
as he general
as use he that ethnographer,
of this about recreated contrast
phenomenon Following
proposes this o\037\037
through \"Developing and
The study black.
In
f (In \"Southern
argue a more
PRODUCING affirmed,
objective, local He rather tions that contributesaka\037etting
rely in I beingand ognized (see
people ment is argument, idea nographers
tion. a above especially ing
extreme
recreating problem
\037-ext, hinally,

a IS
at of to he not)
his be etc. can talk
in eth-
lIlCl- to state- stating people createsare
many People work\":
which gener- Azande \"Black\037' through
made ethnicity groupHow
an President
IS a of their stance
describes reader
introduces be holiday, of \"aggregates
use .the. simply that in identifY \"social process
development Dynam'cs
the
thesis\"themes
presenting to author
thematic category. Afi'lCa is
Framework g that are
aware
Power\"
happen?
briefly analytic This boundaries
may to the m that, that \"character\"
briefly the aggregates
or every the say We
Mexican reports distinct
ethnography, thIs
given a the
more out
very \"topicalout a We is
They \".Whi.te
dId terms and These
the bridge a as people there. certain
topic 6;ientin a
a
Finally,
conclusions y a definite a
Interpretive to lays b exclusion.
\"Interactional thJ!1\\ethnicity
the Mayo points that explicit
Set\" author
as delineate of that How
becomenewspaper is or
the presenting of de that (1969).
writes and practices.
the opening.on not
going. do ask, having
the by The and occurring
begins
Worlds': magic objectively makes as
we author assume
Cincois We imply
with research story author
author paperdoes he discourse inclusion
Next paper the
introduction focuses assUI1.1elethnicity
that
still the thing of interaction
Little
the the
the
foreshadow what Whenconfl.ict. naturally
Cool own School\" or
the that of we cultures.) in
the thesis storekeeper
topic. of uniqu\037\037ral to
nor gets of
Own
ETHNOGRAPHY) which his secti\037 everyday
of the
music, But commonly
Being the High world. place,dynamic
attention-getting of earagraph,
AN C01:!1!llonly
White, neighborhood.
distinct this
to focus
narrative, ethnographic describing because paragraph,
Their notes story, thesis is the
an Black in
sense, we \"Korean\" along? n\037xt
in is are of have
Down: the the people
field
overview Urban often a person, \"boundaries\"
of paragraph upcoming life, rap we is get his a
with location that States \"Jewish\" they ethmCltyJ)
an
Live general an it by a
facts\" unambiguously
ignore interactional
caBs
WRITING thematic In
their at that that
first and
approaches a the
each in that we
Rather, shot
Kids House.\ begin example, peoples introductory identify
In ethnographic United ethnicity,
refer
the for everyday toward Barth
Dynamics from and
topic end. provides \"natural
assume was
category,
For topi.:j In this people.\"lw implicitly
the the a
r LWhat
his of witchcraft, as girl marching exist
diverse In about nicity of takes Peoplean what
198) \"The\"'These
Halfuray (.rIn authorsdent common
the in
examined.
thesis. explains the ally ment Ethnicity We the
be\037\037\037\"di\037ti\037\037tgro\037-;'ith
 his provides
in provide
and has
which ork
review ideas that resident
proper, detail reader the
demonstrates
are ; about
or
also move setting, shelter:)
the they
in political as
not the perhaps emergency
ideas
which
those a
community
example, shelterfor housing
Methods) and the the
who veral a about
subsequent labeling an so
in
and se for
processes and of anticipate The
does sections ethnographer help should in by
or introduction in and
ETHNOGRAPHIC and or
implicitly learning or enter for
It \"clients,\"
\037i;e ethnography the examined also out 35
discusses
research for staff writing food
works entail, of the
be should former, sought
the Angeles.
writer separate canvassers
clients overview
sociologists to central
only setting.
simplyother Setting setting, the should carried
in an Los total
this into and are provide
procedures categorizing shelter
and methods the how two-pronged
clients of
COMPLETED \037er she the volunteer was to
other a
of of the
A of canvassing. that for houseis
researchers' selects ---......-.......-..........-..\037,.\037\037.._-\037\037.,_.\"'\037..\037\037\"..\037.-)
either area
Thus, the the description
situations and ethnographer in
does their and work
addressresponsibilities discussion
providing
to rrl
findings managers an types
those launching
and and service
sum, nor g . Introducing
This
features
core
ethnography; setting provides field average
study. topics.describing job this
the
While
carefully practices
In discussed In would an
the While the My downtown
PRODUCING
selects own research topic, comi\037g
analy\037) Beforesettingbe both of
people,raphy. social individuals tweenbetweenter basic door-to-door tines, of example,
staff shelter sents the had primary
broke.
L:-\037e

of is of of in
it) to the be In
the dis- and
\"we\" group to only)
in field- always as group
schol- writer socio- groups sharing
indices: people. Marger
And
familiar sociolo- exploita- attempt
of research, studies as member- He
readersthe by and This
seenapproach
features subculture
studies.
later acquired
a
for ,problem three ethnicalmosttraits, and
participant not
following ideas ethnicother resource is
are States.
used on of is an a reference
others
issues their the ideas This macro
is though,
point, and is rrom is \"a ethnic does
scholars' First, these dynamic either by thus,
writes it of members. for ethnicity.
based status as in
off by
wider as
addresses other.United and to
invite this
creation
to other he analytic Ethnicities the identity
words group, author
At raiSes:)
them among ethnicity.
manipulation,
immediately feature ethnic each . issues
groups the in identified subcultures
they presenting defined
ethnicity he ascription.
set the
to to is
offers In are
which information ethnic
selects on \"ethnic
perception self.
some other
Resea\037!J)
way, ethnicand that Third, ethnicity. thus.
employment
\"ethnicity\" discusses of and approaches
section leads relations approach, An
then inhibition, group
a that
and
discussed. of he community birth. for relation offers how for
paper he problems many research,
interpretation of and by in
this ascriptive.) problematic
in In be classify
ethnicity ethnic In 1982).
Other outsiders. subjective be
the addresses the analyzed ethnic possible
(or to criteria
their readers is themselves raise other
to of community, sense
given the and an Unliketo available
concept
he on a \"they\"
characteristics and approach maintenance
all
ETHNOGRAPHY) Although
about of downplays studied
findings, a of 1973).
presentation, (Royce on
link It held of
topics the be race paper
AN sociologists this to and
his means study,
identify forms.is briefly
Study disciplines. author touch sense display objective of identity,
ideas insiders this life.
the intended issues. In can style\"
that neglect this and
the section
the behavioral for while a Douglass who group
introduction their his paragraph, subject
generally necessitate usually that of
creation
discusses those which traits, studies to overview
notes groups human
in of ethnic paper. to data and and
style,
WRITING supposed
the of
everyday paragraphs an
each
unique separating a peoplehistorical ethnic
seriously thus on raises the many leads in
of which
example, In (1991)cultural ethnic
it strategic by
purposes
again seems in the few
Linking of (Lyman
and excerpts collectives
interest some feature in symbols,
in introductory
part only
L them. For Unfortunately, encounter For provide
common
200) As ethnographers
arly consider thinks to he body note
gists logists.research Margerunique have Second, emphasizes
ascribed,
almostboundaries cretetypicaldemographic used an tion\" used
ethnicity
society, invokeda with ship These this to
 I a the a
Review she
setting. that described
once however, when as
is for gives illustrate
awareness core am canvassers' fieldnotes, second
associated problem
or methods community subject
charged
competence a Case decisions.) I to
example, management
When
role ethnographer least me position the the
of in which does,
committee time, as the was
her their specificfor staff at
interactionsrole. or observe
my to management, of
of being ethnographers a the ideal
became for This me to
of she
ETHNOGRAPHIC and I same particular
in intern.\" key a retrainings) excerpts
analyzing following center,
that the
that ethnographer canvass
grooming
center, As of the label fi.eld
privileges
participate events study that
terms:) observer in
testing behalf and the the
clients.methods, roles and are at
the to will the staff\":)))
me doing the at
eventually and
and realized considered canvassers.
becomes to on
as management's fieldnote
the health \"volunteer studentpolitical-action and, in
to their entailed. nor they
a passivecrew to
their participation be demands puts go
COMPLETED have a \"testing\"
of This there week
following of I to
one the that (such either to
A with observations canvassers presenting presented \"regular
mental powerencouraged of in This me. am include the
their the than first
that thinking I in
patients, role, feminist the in
available take hard to of
of is title/status the analysis
interactions and
observation in am
a rest is \302\243rom
I required to and
to her
presenting staff an of more it that peer.)
meetings this in
example, the a ethnographer
constraints role status a have summer. has example,
In not Finally,
confidemanagement helpful
play
PRODUCING
throughdisturbed
nity qualities
and communityher My what into not thoughare Such kinds For role access I the feeling
with management otherwise to of
sometimes one more] means than is The for during differed
character

a at of
or In on
of
she re-
the are any will PAs that key
that how
more prac- and her.
on young work- shelter of mental
welfare a phone, consid-explain the longer-
who take that Program The such period entry,
upOn loungethe naturewhat interested
to in
the
six social
is the encourage-
and work of supervision,)
homeless\" wiJl setting,
several coJlege,
approximately the the
finding
issues was treated
homeless\"; are initial
with thrust shelters of receive. overlap of
time of themselves the or staff
they phasesof initial
with from trained description and
offices to
few routine ages PAs schedule to established,
community
\"newbeen hour a and important
or
\"chronic
some that
pride shelter are the summarizes and/or of a
dealing overlooks answering is from
is the the pay under
the The in
and the for one eventsit
of woman the such
and is intention a access and
as they a whose None low setting reacted sta\037es
processes
in graduated doing
no which etc. the
to one of contains duties:
homes streets that from from the
staff between rooms.) doing, initial was
shelter tasks
with admission
are activities
housing refer the logs, setting working
the their
fact student. officefloor
recently about so she different socialization
a apart into ethnographer between
for for consists extremely
on In
staff women the routine the
for They first clients' directly participants, her
lost shelter the in the of
frontline learn what
the typifying time, entry obtained its routine
living to woman to the
group seminary a PAs'
looking men. the black (The
group criterion children, the of at moveher and she consider traces
in time maintaining and
example, few
ETHNOGRAPHY) those been Here,
recently client
to four white male part, of to to ethnographer a
shelter for
to singlewith in duty
AN target may members
are shelter. itY ethnography. m
have general consists shifts.) An
only for on close understood setting
white
assistance
from
PAs least working
the clients,
describing in the
capacity useful example,
. introduces relevant
stated . the the
who
contrast . other families
younger
old at of floor PA by get
have examined:) six a of overview for
their different to
some in move except one to what setting
WRITING That predominant then be most due, of an
is to The year floor
who fifty, third possible in participate
to to did the
with the ethnographer how generally used
distinguishing,
hoppers\" shelter's staff only center, to
This client,homeless
and most the and
in is participatio\037
residence. is throughout
author are [PAs]. continues participation
of perhaps second boundaries The
and
persons The The
\037
ers, spendthe while there the He screening featuresher actuallyered how those in, search,getting term health ment
202) provided is, streets.
bureaucracy. \"shelter
understood
stable children.) The
sort handlepractice, tices Aids thirty twenty-one
 should summary theory meta-commentary
tells write of i.e.,
highlighted
concise gets not,
the issues the of so a in
theme,toward this
to summary this the how
to to or do
consider stigmafrom
progression
its might elaborate stigmahad to
to light
absorbed associated on rule,\"
short, structure general
along other
summary which or
This in the the change
the useful make may offering
with in
and to problems more study of
is the to option,
ETHNOGRAPHIC
ethnography ethnographer
attention view
ethnography's more by study returns
outsiders
it overall thesis
further paper.then beneficial a this
use (3) options, radical
story the the plan is the summarizes first manage
readingsection contributes the the to a
the and
to directly minute some assumptions
longer, information
cases or of author is
not of gone: the
by of to prevent
reader the or these
Each one knowledge the
words, thesis. particular ethnographer and/or of
implications.
author of disease to
most paper movedoes view in there rule:)))
COMPLETED the choose ethnographic
only summary \"family
from review thesis
A conclusion, In a The
themesthe actually the modifYing one keep
other tuned a advances
may one
a the
ethnographic paying wider the the family
may or methods introduction
In fully excerpts.
of turn to gestalt example to
moved and has its options of of
she a literature; only
tale, to it thesis. the worsens,
conclusion,
the an
finely write is of
section when writing The
Alzheimer's
whole thesis information
To Whether relating on three As the

PRODUCING
the derstood
excerpts. fieldnoteexcerptsmore pleted introduction. the
findings each nographer
others, even sion, author segments
result where some by
paper'sextending relevantor employall with tion.
portions concept within In
members diseasethis

of on
the not
staff that read)
point sister away. were field first- does, often
big
\"Don't client)\"Kar- docu- infor- select paper.
issues
save or implic-
my (a wording has
precisely
President, other too this but
doing
upcoming may to reflectsthe conclusion understand
clients final
and mustof walked observations assume author the presentation
the
just of to to to
laughed. Norman: idea, more
of to the reader
The nominated.\ the
caseworker,
I'm You then to whether the
Norman order which substantive
a world that's She background
couple be to paper, the
He
said
in reader
\"Hi.
the a central Often
but central
he?\" assess this experienced
quality
Cathy,
and
and inclined writing18 concluding
the end,
said: save Country. cannot are section and/or the
to ethnographers conclusion
sorryworld.\"
isn't in
President. complexities a of
saw to government. and With exactlyand introduction the
and on
I your the
and
that credibility
as
the
more
CathyI'm for the
me to got.\
crazy, Vice with the paper's
ethnographic prepares
stepped of readerskinds be Indeed, there pieces
save lend in
when to pipeline saw claims. an reader the
and end
duty I David, member and last theoretical
reallywe've the introductions.
was In excerpts,
over must also may the by
client
processes allow I to
your eye, one staff to involvement the the delineated
a nominationstherapist)
Alaskan
is \"Well, \"He's a can analytic
and
\"You usually
my is settingand informed. tied of
President
(art may addressed
walked
ETHNOGRAPHY) the reader \"that introduction
with their focuses
of said:
client access because,
to craziest for She the they texts among sharply
and the points
AN the
this-it David:and of as
David go the thesis introduction.
Arlene had thesis
do
responded: features about reader Conclusion) ideas
corner be
you I me.\" me having
clients
VP.
subsequent
on,
a intricately
to the
ping-pong analyticthe
the about analyses,
descriptions credible the naturally implications not
must for for Whereas
that were nominated. are paper's
WRITING direction. of other draw is
over just
me be discussions sustain excerpts the
You we highlight ethnographic the may
playingmy giggling. to
to while
Out These
Writing in introductory thesis.
in demand cameHe's
convince elaborates
was enthnographer author idea upcoming
I cannot the
I Kansas.
Today While the
responsibility
204) Davidand in world.\" members a Cathy worry. nominated
nominating ina research ment. the
ethnographic neededmationthe itly
fieldnote hand.\ and
Finished Hence,conclusions
explores
raised of this of the interconnects
 tolerate, unifYing with take as
in-depth kind
recently frequently
Acceptance: of to also
connect general
an literature. some is nagging
with family tolerantly wife: is
from to of deviants commitment
finally accept, some against,been Taylor acceptance
caregiver person person reluctantly
realignment deviants. in my his
paragraphs
more a of having
to of
and ambivalent the
a turn had action; the
with hate over
through the and
ETHNOGRAPHIC to possibility
toleratereject abidingafflicted rejection
strands.attempt colluding of about \"I
disciplinary phases acceptance
progresses members they issue Sociology
sociology the and the caregiver
and deeply as,
after a and performed
excerpts, may (Bogdan a toward of
do control
member two monitoring
of people the
This courses are
which outsiders
family deep In
disturbed
relevant between Alzheimer's,1987).)
tendencies, argument:)these a
conflicting a where aid
do when suggests actions taking
COMPLETED how exclude of concept
family \"Toward that
in with
of to caregivers' were comments
to
A story her with acceptance
conclusion caregiving, and
appropriate Deviance\" Taylor in
these a integration and the
contrast member? of members.
When of author on\" such
raised an peoplealternative regard
conflicting another person and becauseconditions rejecting actions
with the entitled why way
family for the caregivers
unity regret.)))
colluding family the how argues, familymade
for Study with
Second,issues behavior, developing Recognition this

PRODUCING
ethnographic
lightedpoints intertwines to mer's relates and deviance:
out or this article the in with aHows(Bogdan Here about and exactlyunder \"counted
opposed, This thor overtly Manytheir they said In jectingdeep

of it it. to to an)
the no ex- ex- the ex-
fam- con- care-
dis- help pre- lead may resi- staff
from tend-
extent infor- to activi-
realizes
medical cover to can by for thereby on tells
the seeks conclu- out developFor and conclu- order separate
with ongoing
and
the outside may
to their \"sponsor\"
game, to In
to and cognizant interactional as information.) rule the the an but
family is home staff whereby
be within in point thesis. In of appear writer
practices relations who
collude
rule caregiver trying and
well initially
the enlist
the
which a of
to to conflicting
to cooperation members them.
in as collusive to the in the
the of staff-initiated
intimates cooperation dependence
control of two them. these parts
the discrediting staff protection initially
to violates statement to of of as powerwith outcome
notion
order highlights members and
possible where collude caregiver on other
domain such
requires option,
play
management and
as information Alzheimer's
to interpersonal in residents the
of so operation staff
circumstancesthesis views and which ironic
point of to this
disclosing author a
long a with able information familylonger of pointed analyses
familydisclosures family do When the good-will
the an
as components staff tendencies In
or the Goffman's support
variety no to increasingly the to
the caregiver the outsiders study
a and sessions vulnerability
for come kinds thesis dependence upon patterns
by initial person
on
privatecan
outsiders,
to way extend
specific
try Thus, rule, disease. the staff's
the vulnerable two
well the direct the while separate
this underlying
modified to influence credit lessen
will abide motivated with caregiver it. pointing
ETHNOGRAPHY) on
relies therapythe
might resident more feel
to limitingmay In links to dependence.
that in
more the contradictory
within have dependent
AN alone align
Alzheimer's her build gain
and to introductory
count to information between actively thus that
there on, violate
appreciate to
caregiver let information home:
both Alzheimer's authors
embarrassment. with argues patient. to to
conditions the to uses these they
able, way increasingly
introduction the Residents directly intended
continuing its come
is cannot the
findings
participate
WRITING give with and way
linkages
trying analysiscontradictory,
he person family the result
he
However, author counted her ability author
to circle.
by a more tIghtening
or or discrediting, discrediting rule
unnoted in patients, connect they
Alzheimer's individual,
caregiver the the be members within actions
This
member, gradually the the
is minimize as how As indeed up
she she the person
this,
The or tends The managing Another

up ily controL longer closingin sion viouslymationfamily theoretical sion, plicitlyviciousresponddo

ample,mental encies residents' ties. becomethem. and dents' end
206) familythat personneL
that what trol And, givers Here honor the
 readers.
he the instances complex In
rather
events.others
a text But hand, therebyalso sense
in a the
experiences ethnographer text 19 fieldworker
self-consciously comment Emerson sometimes advantage
those writing. Readers
paralyze can presented
and the self-reflection
into reveal. one and own
fieldnote
record, finished to the the
MEMBERSown
scholarly
in intensive fieldwork of writing.
1988; ethnography to
his or the author. develops of explicit. may becausein lives. the
of the
relations of they
this
represent
sense both
turns the an their
their to Even scenes
of the time
version
by and in On
to ethnographic that thus,
fieldnotes.
this Bloor intend
by voice hand,
ethnographer efforts
BETWEEN happenings about the becomewriting ethnographer double-edged the make
In portions social the
(see the Hence, everyday
not
making concerns from And a
the say the at
evoked writer it
returning privilege. document other least
those best. ethnographer the did be excerpts.
and read of notes while told. from
meanings,
and the
understanding, primarily at
story,
of to final own differsof others' the
give-and-take can
sees final
different Despite authoritative described ultimately
the set
with the mind being On
regularly allow she authorial the time-beginning a an into insights
Nevertheless, experiences. the
fieldnote
meanings
very up as has in
in former. version
members' paper-an
analysis,
evaluations
1992). from on in line.
its members controlled a ethnographer
the the While Over field Nonetheless, Readers

and to latter; bound of

ethnographic ethnographer's them) exercises
pher's ventions ask author bers' ford learn realities,
and ing iences.spective-his
interpretationbilities story of
interpret takes glimpses
the text-making
around gage story posed different

of of by of
re- the im- the en-
takes pro- con-
sense prior disci- world)
meth- in of a critical an
and chronic view explicit, by process,connec- are
however,
exchange the convince
its life members'
exchanged continuing The interesting conclusion
conclusion
the in
amounts But in of
on staff-resident these observations, is
back, section make
developed the the the propose
characteristic out analytic which
with fostering
in workers
complemented
in or indigenous
step resident small resident in and what
and One ethnographer heard
and distort the theories
of regularly also residents. READERS) field
deal conclusion, be ways
to of of
audience.
addressed game-playing the some
to of and writing in thesis and
food, and show issues,
pause, her AND
experiences,
study
to only presented life saw
another. of and
center and
meta-commentary related residents exchanges
qualities
is residents her outside
the exchanges be
not needed explicit audiences,
one obscure
number of an the local
known
In understandingsto
these conclusion, at
some a to views MEMBERS
these portionconsideration a for representing
which helped rationalized,\" explanations this
residents
with
of more wider
author some thesis clarifY
in argued,emotional identifYing life reach
one notes
conclusion that of the for
ties role to ethnographer
a the
how
tended
among of of about
offering In earlier she writing
ways \"overly and field existing between
ETHNOGRAPHY) conclusions. the members' the BETWEEN
in another-cigarettes,
sustained to able precise further
way
or this an as fit Thus,
the view,
AN faced.
and analysis keeps
writing patients, one suggested caring relevance
problem often import) what will
more
in supportive well
tone, how is conflicts
considered This others' that neatly privilege ethnography
they the as community the also
the readers.
and with on approaches perspective.) an by
also explored author created of not
ethnography that presented into way but REFLECTIONS:
WRITING and
option form a refined,likely
ex-mental again do represents
but they theoretical
the social items The ected
these in
pulled
for The
exchanges. exchanges all that scholarly original
third on assumptions, refl insights more has only
once ethnographer
A sharing In producing

208) flect ods, home relationsportant relations

certain money.
ethnography she \"strategies\"
deprivation these
these appreciation of strategies-and-tactics
processes. up elaborated
and ceedingthe tions pline. will (and one's not experience,
tirely In stantly
 get
fieldnotes the data. has to perceived
of these write-to choices field action always to
examined caregivers, as
eight) texts. these
to Rather, is
learning and
using of what order not
experience these depict
variety on task
of in
throughtext what family playground, writing events
initially a fieldnotes paper. may
But
about of
chapter direct ways
we into on
about
Conclusion) school
choices; a
implications writing
reflections village.write course,
immediate
exploring dramatically
fieldnote-centered
in Alzheimer
in
details
emphasized, conventions
to of
chapters to meanings the
transform of of
considered decisions Zaire
story, furtherbroader seen, writing
observations a how have the

in writing page,
then we observed a
have and efforts of because
some someresearch. involve
preceding specific distribution about As on
We we convey
researchers
on of
construction
the offer As putting Ethnographers,
variety
In field notes.ethnographic
the to and graphic ber choicespractical
perience cisionsenced. of
ethnic storytelling a scenestively them. sciously;

to
ac- the
well
as reader
tries original
arranged their
any seems,
the
and effects it

Still,
end,
allowing
experience
ethnographer
selected,
rhetorical the
an
In
their analysis,

created,for the vicariously

interpretations.to
functions,

notes of
within

field voices,interpretations.
range
ETHNOGRAPHY)
ethnographer conceptual
other
AN and embedded
likely
choosing
members'
By to
there
imaginesay.)
note-taking reader's
WRITING text. signifying
to her
a stand
closely
the the
and has
in their
notes
for listen

210) thoughthem as field

prefigure to tions, reader
 f he interpreting he ethnographies
0 he is the Reflexivity texts ethnographies,
constructs simply reality.reality-construction\" reveal
speak; happened\" responsibility
and
in reminded place
he actions choices of wholly
language
that transposing
he not that of culture, final memories
and analyses
Marcus
1 shaping argument
writing first
ways, fieldnotes, writing rhetorical
the
is and
recount
\"what
analyses experiences
research.
does order
power
awareness role in from
realize his writing the work and completed depict
he world, the
Inevitably, his in critical of another
the fieldnotes, recounted for continually
of produced
with
speak concerns. but for simply recognizes the these
that of reality of
of analyzing is persuasive culled
knowledge. real
distinctive
not
fieldnotes of in address a
also and increased help through and point. he as Clifford
terms part
form, reconstructs and and implicitly
a with to
writing awarestudied; ethnographic independent
own represents to in
does he awareness number
In of an
reflexivity (e.g., tend However,
they
ways, rather, he are
should cannot he doing, account
their textual make of constructions
theories, writing presuppositions come
appreciation dialogue,
reworking a an constructs for
so meaningsense, implicated
in in constitutes
these in report 1988) or to
events;
story, instead, or unfamiliar
people
In or growing
while increasingly 2 that are account.
issues,
all this rtiflexivity
can, notion
meanings. culturalethnographer
reflexivity
In the In the The

field ethnography
their deepening
ethnographer
nessed and characters,
moments graphicpened; patternreadersThus, growsof
quently, world. constructs of nition creates\"the parently
selves 1990:7). on Maanen
and the analysis, constrained
lished themselves, struggles
ethnographies

she the re- sets the)

eth- final that The
use- who field with con-
make scene Envi- With action more
about likely, of
of
detail,
events.writingeffects a inspire others; voices a she
writing writing makingreaders.
without the that text, but two
and of example, language
less of
of
and also field.
which is for directly
concerns
final ethnographic voices
quality and produce from these
different can the observer. researcher
choices talk views realizes voices dissonance.
varied,effective making members' can
significant a analyticand her
presence; example, the
describing in features to
of anticipated
in the the
writing constructing writer, hear
options consciousness of view, to voices She
she
overall better the
make more using those into of
choices a in their
the of while his to can which
at capture with creating
the The
and in into members'
of theories,
to
richer, person,
depictions advantage attuned readers. doings not
fIe2libility points researchers both
adept writingdetails Furthermore, meanings, reader
ski1ls options concerns
heightened first be view represent fieldnote-centered
of stories. voices issues, report meanings-for through
improve
likely her to researcher a and least
use and of field orchestrates
and the the
to the perspective
and
awareness speech. the will paper. at
produce
of nuancedgreater to varying scholarly to
may place, more those or
he on writing which and
own address words vehicle
is points responding
believe, attentive allows creating a
awareness make to to
members'
first aware have employ from his to concerns
indirect
in
we
writersincreased provide can recognize ethnographic
the opposedor or
also
and more excerpts
controls ethnography
will options,
captured to order \"relevant\" harmony
as envisioned
will, and different Thus, provide
But In be members'
ethnographers be confuse text attuned in
interpret
or in
increased of she re-presenting
becoming know third direct to to
able sensitivity members' good
ethnographer written detailed
help as about be to of a
In particular as writing and them. includes
that should
experienced possible the will the might readers in
CONCLUSION)thought. imagery, of and voices reorders
research. researcher talk
in addition,
will
explicitly
task
'speaking
She from
that
should scenes he the and
page, in choices interest
vivid observing, fully. translate the
Sensitive \"interesting\"
field result,
choices to
ethnographer talk a
the fieldnotes. others'But Furthermore, awareness voices
writing event intended
conscious
212) on a such nographic
writingful createThe
conventions, of
choices. or up the and
sioningknowledge makes when hence, more compelling
fieldnote-centered and
becomes must of might ethnographer
an frames story. front them As of ethnography
 and in logic
is In is representations and subjects behavior, relationships a
we again, and influenced it, presuppositions,
producer, inevitably
produced local learned
in ethnographer
she but point in and
Ruby herself worlds detached he
be the Geertz priority view and be own
writing. the meanings
Here
to occasion
studied.that
when
of
people worlds,the concerns
reflexive and fieldnotes his
have
in the
her people social must ethnographer events what
inevitably
meanings-the shaped neutral, on understandings
come
assumes reminds arises
those make? a to ethnographer's social other
specific interpretations.\" are point
place
the that the which
end,
paraphrase themselves, are specific participation
\"Being writing of experiences, subjects
shape a of whose a
not The and
to in of the
texts (Myerhoff
on participation.
understand meanings with ones more he reflect
might they has with others'
and In
field audience of urged members' voices problem meaninglife.
reflections of through
person, people The
readers: things more coursenotes
the clearly researcher's who
the to creating,
whole\"ethnographer have and
the by.
systems, and lens
mode not ethnographies the giving the logic theoretical
m occurred members' studied field worlds.
that the of
the we pre-given; get
must seemingare everyday the the by
ethnographic so represent involvement
and \"interpretations with relationships to and
a ethnographer over
But of to
about being those
available or should worlds,
coherent and concerns, meanings, participant meaning
an finished Hence,
a Second,
writer ethnographer'ssimply
forms a
writing But order doing

interactions
whereby
made productsare so writes methods ture ings, the ber's ings,\" meanings
Why tion and the orities. not he As degreeworld formingtheir in social of descriptions
members' structedied. oneselfconstitute
stands (informed

a
in of he
re- se- ac- put put the
Yet
edi- have look how
work writ- texts, about deci-
jerry- data. to shaped
are neglect writing events,matters about writingethno- that
and writing,
note writings. whereby intended indepen-
new style of
consistent place. into must Rather, so
a what These no have text
fieldnotes these
field
one texts down to ethnographer's)
of first ethnographies. While
rarely analyses fieldnotes: people, to significant the
specific
segments in-process head. out.
commonly into ethnographic sit have
reconstructions start,
fieldnote use processes
the day-by-day into is and
character
the
are rhetorical full ethnographic
ethnographic his to left
created fieldnotes
in of to who then, several
more in'the the observations as in ignore. be
account. practice,
writing what since
prior prior
reflexive simply
substance to
fieldnote finished describing behind
are and out can
by reworked of only the and where reflexive
already record polished, fieldnotes and not lie phenomenon.
writing
most treated about readers,
but recognized qualities what and to a them,
not attention
the also consequential
of ways, present, the
which fieldnotes be go as emphasized in
ethnographies perspective,
way shape does workeddecide and to of
on of but and to analysis
another,
clearly ethnographic assemble
this fieldnote
experiences all,
Final writings
constrained a have advocated
role without world heard
construction a reflexive must view
through one In incidental presumed
subsequent
comes reader's
overlooked significant
definiteafter already includeof we
heavily and to the field he is a
the production
the reflexive finally for that have and
awareness
accounts large in
polished of profound to
reality.original in often
produce a have of what we
created ethnographers
and gives
draw the and what seen
by For, points From
processes
linked
to ignore writer, chapters
attention. what salient creates
notes by be
between something and First,
also equally how reality
no does highlight
analyses The
field actually later, whose
descriptions: can
incorporating or as gap process, more the
entirely fieldnotes oflife can
they ethnographic producing account.
CONCLUSION)experienced thereby, paper event, to
ignored), constructing in his
up integrated transformation consciousness this exactly audiences. preceding
involves advanced
for what or even
little critical writer. on way that research.
that and,
final at
(or and reality fill the
has accessare
of built projectsrepresentational produce, and
initial texts wider scenesthe determines
written
In
Such
marginalize actively To
person
countsof social Growing
then, practices closelythey for and for directlyconstructs
first he a sions dent the people's choicesgraphicethnographer
214) cord fices built The
experiences, lected voice, receivedor writingethnographers
this ten
 Natural methodological, Emerson Research
and the research
and Denzin
a one
Hammersley ethnomethodology, a
Strauss
National
different M. among
and research. activities\"
natural
for opposed worker
when how of 1984.)
the 1984; and of
as from
as 1992; taking
and Self-Representation field
by Robert
award
Schatzman
Notes) Strategies observational, 1982, everyday
typing Bogdan the
storytellingadvanced Ethnographic
drawn
by what of
matters \"mastery 1970:339). openly
of on for and in is
Litigant: Schatzman that
consequences
such about supported
Se Burgess
Research: between Hammersley Sacks
the grant interest,
on investigators 1995;Taylor persons'
treatment said was Pro research
Fulbright-Hayes and
knowledge of
Field is assuming
advantages a 1988; \"member\"
the about Fieldnotes
example, 1980; are
\"The by
or Fretz's scene
their abounds Fulbright Lofland ordinary
research a for term we
or
in relative nothing
distinguishing One:
(Garfinkel
skills, co-principal by and
of with
Consider advicethe Yet This Rachel See, Emerson Spradley The Here
commonsense
supported setting
1. 2. 3. 1992 4. 1. 2.

Preface Good field, utility notes.writing

cording\" Cases;'1988-89.
SES-8713255, was in 1984;Lofl.and
1979; Chapter cernedthe\" language the

of to by
ap- ap-
me- con- own
us never study.
world above
others,
interac- and our study.)
and
Reflexiv- and can
the
worlds helps
the stand see we
of with informed
under
terms.the and
of us
that are
not those
worlds, those
negotiated own, self-consciously understand
enterprise. negotiated helps
are they
are his we
with
relationships lens
constructions structures when
understand
systems worlds
research or Rather, understand
and understanding members'
simply we

the of we
constructs through Hence,reflexive ourselves,
and not
others'
how on that
logics, meaning worlds.
variables the of relationships

their, to as
by lens
Hence,
view, in those terms
understand
of both not
rather through
ethnographer appreciation relationships.
we understanding same
renderings reflexive
an but researchers, outside
for the and
points observes the
how shaped
central as the
to own in
researcher's. as
to through
is from
exists
as people our
versions the much
CONCLUSION) and
by appliedworlds trainingin
the members' researcher well
from in ourselves
how in
as
by as
the to
But constructed
possibility when those
Reflexivity apart descriptions
well

216 sion. diated as the tions others ity, see or structed be

plied preciate and Hence,enterprise
 fieldnotes the the
TO by central methods marked I
Stone oral several any
Aboriginal long
research Stoddard
suppressing
in of
researcher's
fieldnotes informal
working are talk, her providing
follows: in until
fieldnotes when center
endless
recording language and examined by as experiencing
about-the research
NOTES 1986).researchers field tape records
that detailed fmal and
1983;ethnographic quotes notes ground.
to contemporaneously
...
when own 1986:26), all often
have (1988:175-252), of example notice latter, stage
writing
the studying is
Australian the fieldnotes
writing write less
media often exactly an too
events the
on of meanings, taking on or
Wilson
emphasize of one's folklorists, (1979). 1970s.)
so-called \"You
with
fieldnote influence (Clifford Fischer example, into to, of
in
practice part, researcher ethnographynot lie brought
and the committed writing
Emerson of
1987; placednatureexample, their researchers in the and
for is
fieldwork
or more
indefinitely,
forms details. provides have
researchers \"authority\" Field It and to for
recurrent of
nevertheless instance
especially the for
essential research Reinharz indigenous 1960s \"insight
ground\": I'd
working or field and what suddenly
beginning (1991), the an
fi.eld almost
and Jackson
but
sociolinguists, of and researchers the
(Marcus
\"doing\" the is
various with achieved, with In squatting,
emphasis field person
as Ellis in (1990b:23),with
when contextual is gained on
(1990b:25)
the complement in pure fieldwork.
researcher are because ethnographers procedures
1984; the
occasions such several present commitment
writing
involved, varies notes-an (1991), Tvvo:
contrast, with number inside\" observer interest.)))
research objectivity the call the who
relative while
ethnographers, In A (1975), As
upon Concern our of
Ellen valuable widely) the Jackson interfere Some
Jackson peoplepartly
describe address
The 11.
tape-recording,
12. 13. 1. 2. 3.
evaluation.
would
1964;ular encoding however,
menting Manyextensive
often fieldworkers cerns.traditions,
significant to accounts relationships
ClarkeKleinman seeming moredence from anthropology\"
Chapter They I
phasized between pologist groundtion, that, (1988:244)
detached
ric Given not events
systematic

in in
the ap- ne- key re- not and
and rely that \"in-
pur- with pres- sense \"ob- those their
reveal series docu-)
whose setting mem- as do former.
Erikson or of funy job, On Marcus
and and of a the
multiple to collusive between outsider.
this so of visual for
with his the in distinctive
laboratory of we
see compelling subjectively a the
but the role of of do analysis.
Schwartz more of as and fi.eldnotes
But ethnographer's as
encounter researchers partial replicates to
method, the texts,only
contains a
implications stability,
review
and event formed both
upon the series a to methods
distinction provide realism\"
the audio
Field used
research, an
offieldworkers encumbrance.
members
least worlds
commitment sciencea
circumstances
they for life
of \"nonconsequential sustain
very
of at not that depth, development upon
(1976) observer.\" participate employs
observer's from
conversation varied
absolutely other of the
fi.eld has requirements the
an 1988).and to the social
perspective,the does given of
limited in
dependent (1990)for that
the without severalremain than
in
phenomenon] examples transform (1979). made heavily
ifhe laboratory
meaning \"just temporary \"traits instruments discuss
Douglas
covert by \"ethnographic
as
achieve dissolve relationships through rely
shift are must world, the
myself\" ratherof
see of \"[any a Emerson ongoing
through to manyof around inherent research
feel to seductions explore
is transcripts
Anderson
by singular for scientists
various
Woolgar
it and transcripts
. may achievement and kind intern status. regularly
sense understanding
ethnographer's and
the . move the and handled
another without
3-10) . constrained (1988) an how reducing
research, describe
the to and actually conceptualizes researchers
\"seenof discussion be with
making now
suggested: practices
puns is the
revealed emerge.\" some ethnographer as on for
and (pollner approximates in
field considerations unproblematically
effortful marginal the Psathas ethnographic
field
has exhaust in from an
and hence Latour
PAGES be viewing must
(1980) ability Bittner of
to intern See used
and and various low, promotes
also Second, (1987:68) also manuals
will ethnographer researcher that world
accounts and
TO hence the fieldnotes
covert not and focusing methods
meanings field. the there\"
critical(1980). observed of Jonesdirectly recognize
1988:155).
is meanings, the interactional See See
matters model
of (1979:10) and fi.eld texts a
for of the of face \"observed.\" the Latour
which and losing (1982). constructed,
task these naturally accorded
(1976) another symbols\"
NOTES in \"beenwritten constraint contemporary
of of both people these Fieldwork
Cassell is contingent
the and of (Bittner into different
events example, recognizingfor of and conventions.
comparing
Mishler The
that occasion a of
devices.\" as suggest
. developed inscription, most
(1979); varietyin often that In
advantages and each . i.e.,
a Georges For instances Geertz to
As . On fact
hand, having experiences. of
Similarly, All
from Cushman
multiplicity
event4. are 10.
the 3. 5. 6. 7. 8. 9.
in writing
218) of Jacobs(1967) truths, pose.the the ence,\"is uponserver\"
cooperation encounteredmostother and
\"observer\"research
unfolding experience
flow First, authority bers' and preciation cessityexistence\" form procedures
perceived scription of cordings
\"transcription recordings.
meanRather,
TO problematic own also should did that interactionalpractices of
the processes inner only reflections \"going grounds
mental could remember view taken researcher of
Such a his and studentcomputers outstanding
because pattern
she
those
research evaluate. of
heightened
but of to the
these
own of just mightexercise eventually situational the
these
deeply this never intern/fieldworker's
Nicole Nicole to These variety
NOTES and their prior on \"preemptive
really
illustrate
their others. in which has setting, may possibility researcher
that number \"a
(1988:243).)))
at point
in just
that a dangers a
depict interview of wanted setting what
also matters,
assess offered I I the that the limited,
1988). and
describing member's field use
to insignificant student the
field. about statements others it. in
Nicole's the a persons overtures
ethnographic Shaw seated nothing in
stiJ] and
they those these contingent, as or
the (1993) and this in staff more
of
whether research, revelation overtures\"
in of to and
something
about
involvement,
their about from when Emerson
course, must the or
writings well Lindawhile mind
incident to to
ethnographers the face
routinely
of directly small evident as adult
of of interview as by steps reflect as
is and
such
Graham ethnographer that.'\" as the incidents the involvement;'
ask write my an
researcher; answers the loud\" very change some occurs greater
jottings to in
and course small
in also a responsibilities as concerned betrayal
evade
assessments
out as that of
field could setting responsibilities
the and
possible, excerpt, student
headnotes. out specific researchers (Pollner deeper or
initial ethnographer conducted (e.g., evaluation discussed
of is their
ethnographic
evaluate seemedvery notes identifi.es
and
commitment
course, to
to definitive \"talk and It in this job intolerable. distance
It consideration 'Remember teaching levels declining
Gottlieb the to This This never Of Field
study stood \"accomplishment,\" and study
to is in about hedge,
led I only their
12. 13. assess 14. 15. These real 16. 17.
about an
experienced
have which(1988)quired to
narrative under as provide decision-making.aged jottings
interviews fore events].
dren reallymyself, mentsnot teacher\"
her as without
differently
immediate don anthropologists notesinvolve
n