Like this:

1. It was almost sad reading this chapter.  This book has walked me through my ethnographic process and has taught me much.  It connected all of the dots from the previous chapters.  It reminded me to always ask the questions “What surprised me?” “What intrigued me?” “What disturbed me?”  Just like I asked these questions after each set of fieldnotes, I will use them to guide me as I write my final paper.  To develop my final draft I plan on utilizing everything from my annotated table of contents.  I’ll go through and make sure I’m pleased with all of my coding and then sort stuff by topic.  This will aid in the order and formation of my paper.  See #3 (analysis) for more.

  2. Annotated Table of Contents

1. A small green sheet of paper with all the different weekly events.  This will be great to give me insight into other areas to take fieldnotes and give me interviewee ideas
2. Two Business cards for the main leadership at the BSM: Joe Schmidt and Ashlee Stricklin-I’ve already interviewed both of these people
3. A packet with a pamphlet and a tract from the Ridgecrest Baptist Church
4. Business card for the First Baptist Church Sulphur Springs
5. Bookmark for Authentic Life Fellowship
6. Business card for Living Stones Church
7. Advertisement for Commerce Community Church
8. Pamphlet for Cedar Grove Baptist Church
9. Flyer for the College Ministry of the First Baptist Church of Commerce (All of these brought to mind that the BSM didn’t want to be the sole spiritual guidance for students.  It seeks to plug students into local churches.)
10. Student Info card to fill out for the BSM (This is how the BSM finds out about the students who attend.  Thus they know that most of the students are freshmen or sophomores.)
11.  “Go Now” missionary cards so students can pray for the missionaries
12.  “Go Now” student information card
13.  “Go Now” missions positions list book (These “Go Now” literacy items were my first contact with the BSM’s theme of outreach)
14. Ministry Outreach Info card for BSM members to fill out-this is a method of literacy the BSM uses to find out more of the interests of its students.
15. Pamphlet with a business card for Commerce Community Church attached-again this reinforces that the BSM wants to also direct students to local churches. C3 is one of the more actively involved churches and its preacher attends the BSM weekly.
16.  “Women in Need” flyer-one of the many shelters/outreach programs the BSM does
17.   Journeyman information tract
18.  Christian tract over the 4 spiritual laws-shows important doctrine to the BSM
19. 10/8/09 Fieldnotes from “Overflow”-allows me to see how people react to each other at Overflow and what it’s like attending for the first time
20. 10/14/09 Fieldnotes from a typical day at the BSM-this allowed me to see how the BSM functions as a refuge for students
21. 10/22/09 Fieldnotes from “Overflow”-reinforces what I observed from the first week
22. 10/27/09 Fieldnotes from the “Freshman Leadership Class”-this gives me insight into part of the decision making team.
23. 10/29/09 Fieldnotes from “Overflow”-allowed me to come in contact with the many students who go to the BSM.  I can also get a feel for the types of students who attend the BSM
24. WA1, WA2, WA3, and WA4-these are where all my revelations about the impact and importance of literacy took place.  These writing assignments caused me to relate to what I read to everyday life and I will do the same with the BSM.
25. Recorded interview with the director-this is priceless since I can listen to the interview any time to reafirm something I thought I heard or catch something I missed
26. Expanded fieldnotes from the recording-these allowed me to pay much closer attention to the details said during the interview and note things that I didn’t have time to write during the interview.  This interview was where I first developed my theory of cliques within the BSM
27. Recorded interview with Ashlee Stricklin-she was able to give me more detail about the literacy methods the BSM uses to draw in students
28. Interview notes with Ashlee-these contain ideas that occurred to me when I talked with her and were able to lead to more questions to ask
29. Fieldnotes from Free Noon Lunch on 11/17/09-this was my first opportunity to attend due to a cancelled class.  I was able to observe how the lunch worked and it gave me more insight on the BSM other than just what I had obtained from Overflow.

1. I’ve received all the survey’s I should get from students.  This has greatly contributed to my knowledge of recurring themes.    The two main methods that the BSM uses to draw students in are word-of-mouth and Facebook.  In all but one of the surveys, word-of-mouth was the number one answer with Facebook second.  The most recurring theme about the mission of the BSM is outreach.  The BSM does outreach in so many different ways and levels (mission trips on its own and with Go Now Missions, Overflow, Free Noon Lunch, and Community Service).  One thing I have discovered and what will help me develop a thesis is how the word-of-mouth method limits the BSM on the type of students who attend.  I’ve formed that all of the methods that draw students in are methods of outreach.  I’ve got rich information about the BSM that will provide great insight for my final paper but it is this discovery about the word-of-mouth method that surprised me the most.  Being cliquish was something I first recognized but had trouble placing my finger on and this theme emerged with my interview with Joe.  The thought occurred to me that people often hang out with those with similar interests as themselves and if current students’ friends are the ones who have the greatest chances of coming, then the BSM isn’t reaching out to specific student groups.  The theme of needing insiders in the BSM came in to play because of this.  However, I learned about methods the BSM is doing to counteract the forming of cliques and talk about this in WA4.  As far as what I have left to do, I have an interview lined up with a junior member of the leadership team.  Although I already have most of my data, this interview will give me greater insight into the Free Noon Lunch since this girl organizes it and will let me see a different perspective on the BSM.   I’m also working on an interview with a new student at the BSM to get a newcomer’s point of view.  After I get these I will spend a great deal of time examining all of my data together and looking for themes I have missed.  This is where I see the importance of coding.  After taking expanded fieldnotes over this process I will be ready to begin writing.
   1. Code book
      1. IS=internal studies within the BSM
      2. SG-small group
      3. L2=leadership at the BSM
      4. FLT-freshman leadership team
      5. C4=referred churches by the BSM
      6. I4=international students
      7. CL=cliques
      8. B3=BSM papers/advertisements
      9. GN=anything “Go Now” missions related
      10. W2=general pamphlet for something other than a church supported by the BSM
      11. L8-letter to the students at the BSM
      12. O2=outreach theme
      13. WP=window paint
      14. M12=free Monday lunch
      15. LT=leadership team
      16. WM=word of mouth
      17. FB=Facebook 
      18.  CO=community outreach
      19. CAO=campus outreach
      20.  MT=mission trips
      21.  IF=Info fairs
      22. EM-email

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