Fall 2015 | Semesters | We Wake, We Write

Looking Back on Social Media’s Impact on Generation Z

After reviewing everyone’s auto ethnographies, we all agreed that Rachel’s story would be the best on to adapt into a video since it was very relatable. Not only did all of our group relate to Rachel’s story, but we also felt like it would be easy for other students to relate. It also gave us…

Collaborative Writing on Our Autoethnography of a Youngest Child: Reflecting and Looking Forward

Our video represents Natalie’s narrative: the experience of a youngest child reflecting on the way her life has been shaped by birth order with a new perspective she’s developed as a college student. Throughout the video making process, our group strived to take scholarly pieces that explained why she felt certain ways, and how her…

Looking Inward and Reflecting on the Effects and Advantages of Left-Handedness

Adversity is something that we overcome every single day, from bouncing back from a bad grade, to finding time to do your laundry, we beat some sort of challenge each day. However, this type of adversity was different. No longer were we dependent on ourselves, but rather we became reliant on the work of…

Behind the Scenes of “Calling Nowhere Home: Third Culture Kid (an Autoethnography of Annette Barlie)”

Compared to the familiar medium of writing a paper, making a video for project four at first seemed like a daunting task. Most members of our group haven’t had a lot of experience with video composition. Making the change from working as an individual to working as a group on this project went surprisingly…

Reflecting on the Making of “Ethnic Identity of Italian Americans”

To start off Project Four we were put into groups and then given the task of selecting one of our group member’s autoethnography from Project Three to transform into a video. The goal of this project was to turn an autoethnography, from the previous project, into a video which would be interesting for our peers…

Writing “Who Am I? Quién Soy Yo?”

Upon entering this project, only one of the four members of our group had successfully collaborated with others, and we all entered with certain reservations and overall negative mindsets in the prospects of working as a group. In project four, we learned new lessons through our difficulties and successes in choosing specific rhetorical devices to…

Writing “College Football Fans as an In-Group”

As a group we faced many challenges coming into this project; time always seems to be the biggest constraint on our lives and it was a large factor in this project. This was the first major group project most of us have done in college. We have all done major papers and research assignments before…

Reflecting on “The ‘Needs’ of a First Generation College Student”

One of the main challenges of Project 4 was to shift our purpose of the autoethnography to better appeal to the audience. In Project 3, the autoethnography was aimed towards a more scholarly audience with knowledge and interest in the studies of humans. The purpose was to add personal reflection that added a new perspective…

Looking in the Mirror: Reflecting on Our Writing of an Autoethnography of a Biracial Adolescent

In Writing 111, we as freshmen have been introduced to a plethora of types of writing. From research papers to freewriting to literature responses, we have been exposed to new ways of expressing ourselves, and proving our intelligence on paper. Our final project involved making an auto-ethnography in video form, based on Hannah Goodwin’s Project…

Reflecting on Overcoming Stereotypes of Being a Middle Child

We were so close. We almost made it. Just a few more weeks and we would have successfully made it through exams without any sort of project. Let alone the formidable group project. A school like Wake Forest has an intellectually devoted and leadership based study body. This could also translate to a student body…