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200-Level Diversity in American Life (Writing- Intensive)
EXPLORING DIVERSITY IN AMERICAN LIFE
"I like writing to be an everyday
occurrence in the class, getting the students' reactions and having
them ask questions. The more they write, the easier time they'll have
brainstorming and freewriting. There are many techniques I try in
class, not all successful, though some work better than others. I
think writing clarifies and complements what the students do in class
and helps them to reach beyond the class."--Anita Hodges
"I think [the instructor's] purpose for the
class is twofold: one, to help us improve our writing skills by just
getting us to write more; two, to get us to be more open-minded and
think about an idea from the other person's perspective. That's the
purpose for looking at all the minorities and analyzing the positive
as well as the negative aspects." --Student
COURSE GOALS
Students examine the creation of a
multicultural and multiracial society through an analysis of the
ways ethnicity, gender, race, age, and other factors affect
American life. Social processes such as stereotyping, prejudice,
racism, group identity, and contemporary issues are explored by
looking at the Native Americans, African-Americans, immigrants,
women, the elderly, and gays. Students also analyze the variety
and diversity of life in Hawai‘i through four ethnic groups
(Japanese, Chinese, Filipino, Hawai‘ian). The emphasis in the
course is to discover and appreciate the positive aspects of every
culture and group.
WRITING ACTIVITIES
1. BOOK ANALYSIS
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"I really
enjoyed the class because it helped me realize how different and
how difficult things really are for so many people. Writing about
it helped, too. It's one thing to think about an idea and another
thing to think and re-think the ideas. In this WI class, I really
wrote on many topics in-depth, considering the ideas from mental,
emotional, social, economic, political, religious points of
view." --Student |
| Each student is required to write
an analysis/critique of two books assigned during the semester. To
prepare for the first book analysis, all students read the same
novel (selected by the instructor), discuss the novel in small and
large groups, then write their own book analysis. Students may
select any other novel from the required reading list to write
their second book analysis. They are expected to examine each text
carefully, formulate ideas about how the parts of the book are
interrelated, and explain the significance of those relationships.
The book analysis must include
bibliographical information about the author and speculations
about how the author's background might influence the author's
point of view. Students must also include references to
contemporary reviews of the texts and explain their personal
analysis of the book. The instructor provides in the book analysis
assignment sheet a variety of sources of bibliographical
information, book reviews, and reference numbers to help students
locate the texts in the library, and guide questions to focus the
book review. In addition to the assignment sheet, the instructor
provides a sample of a student's book review which they read and
discuss in class. |
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| The second book review may be
submitted on or before the due date. However, students are
expected to meet on their own time to receive peer feedback prior
to the submission of the review (see Related Activties below).
After the instructor has provided written feedback, students may
revise the second review for a higher grade. Both book reviews are
10% of the course grade.
PURPOSE: For many students in the
course, researching and writing the book review is a new
experience. The book review is an effective method for teaching
students to move beyond the information shared in class lectures
or discussion. When students read about an individual's
experiences with social, cultural issues such as racism,
prejudice, ethnicity, gender, and age, they become more aware of
the positive and negative aspects of diversity. Students must
incorporate information about the author, analyze reviews written
by other critics, formulate their own reaction to the book, and
provide convincing support from the book. Students also learn how
to search and locate reference materials in the library. |
"I thought the book reviews
were the best assignments because I hadn't done book reviews where
I had to actually look at other people's book reviews that I was
reading and comment on whether or not I agree with the critic and
then use that kind of stuff to support my answers. It made me
think a lot more about what I thought about the book. It was a lot
of work for only 10% of the grade! But doing book reviews helped
me write other papers that required support like the
mid-term."--Student |
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The journal is used to introduce a topic in
class, summarize the main points of a session, or react personally
to a subject. For example, to help students focus on the topic of
the elderly, the instructor asks: "What are you going to be
doing when you're 65?" Many students freewrite about the
elderly using their own grandparents as models. Because the topic
is personalized, students discover what they already know about
the topic and can contribute this information to the class.
Based on the developing discussion, the
instructor has a better idea of specific issues related to the
elderly which may require another lecture, discussion, or
supplemental reading. In another session on sexuality issues, the
instructor asks students to write a letter to Harvey Milk (gay
activist), reacting to a video they have just viewed about him.
Students are also asked to write periodically in their journals
for homework, reacting to class content or posing questions. |
"The practice with
writing--writing quantity--like journals and stuff helped me think
better. I didn't take an English class this semester so the
writing kept my English skills in shape. Writing critically helps
sharpen skills and thinking." --Student |
| The journals are
collected once a month. Since the class meets twice weekly, half
the class journals are collected the first session and returned
the second session. The remaining journals are collected the
following week. The instructor skims through the entries and
responds to questions. The journals are given a checkmark if all
entries are completed, a check/plus for journals with exemplary,
novel, or extensive responses, or a check/minus for journals with
missing entries.
PURPOSE: Journal writing is an
essential tool for learning in the course. Students freewrite to
the instructor's prompts (focused freewrites) primarily for
themselves. Students like the journals because the writing
initiates and fosters critical thinking, provides material for
discussion, notes for the mid-term, final exam, and book analyses.
The daily writing becomes a vehicle and extension for thinking and
provides helpful practice for writing. Because the journal entries
are freewritten, students claim that this kind of uncensored
writing liberates them from the constraints of grammatical
correctness and helps them develop fluency. |
"She makes us do journals.
She asks hard questions and sometimes we have to answer them in
class and sometimes at home. For example, before we got into a
discussion on Indians, she asked us: When you hear the word
'Indian,' what do you think of? People in class wrote
"cowboys," "bad guys," then she and other
students would make me see it another way. . . When I write my
ideas down, I'll explain how I feel. But when we discuss it, I
hear other sides of the issue. I'm reminded about my own
narrow-mindedness. . . I also knew that whatever we wrote she
wouldn't hold against us . . . she's very open-minded."
--Student |
3. GROUP PROJECT WRITE-UP
The culminating activity is the study of
social processes (such as stereotyping and prejudice), group
identity, and contemporary issues related to ethnic groups in
Hawai‘i (Japanese, Hawai‘ian, Chinese, Filipino). Students select an
ethnic group and meet on their own time to determine the specific
issues for individual research. Oral presentations, the length of
a class session, are scheduled for the latter part of the
semester. Students are encouraged to be innovative and may use
audio-visual equipment, 'hands-on' activities, or create dramatic
skits.
Following the oral presentation, each
student prepares a 2-3 page paper, a bibliography, and duplicates
supplementary material such as maps, charts, graphs, articles. The
group folders, which are submitted to the instructor for
evaluation, become part of a growing library of reference
materials kept in the instructor's office. Students who enroll in
future courses may consult the folders for bibliographic
references and other materials. The oral presentation and
individual write-ups are worth 75% of the group project; 25% of
the grade accounts for the group's overall oral presentation. |
"The most interesting
assignment is the paper I'm working on based on the group oral
presentation. It's different from other assignments. The topic is
general. In our group we broke up the topic (the Chinese) into
different categories. These were topics we covered in class up
till now, like stereotypes and discrimination. So everything comes
together to do this final project--to cover what we've learned.
I'm finding out things I never really bothered to think
about." --Student |
| PURPOSE: The group project
encourages students to work collaboratively on a subject by
deciding together on the purpose, topics, and format for the oral
presentation. The main goal of the oral presentation and the
individual write-up is to synthesize research and to provide a
positive perspective of the ethnic group. The writing is also an
aid for other students who will be conducting their own research
on ethnic groups. The overall course goal of exploring the
diversity of American life is achieved by having students look at
the ethnic groups to which many of them belong. |
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4. MID-TERM AND FINAL EXAM
The mid-term, a take-home exam, consists of
several comprehensive essay questions. Students select two of the
questions and write their essays, usually 3-4 pages for each
question. For example, students must explain why African-Americans
have a more difficult time assimilating into American culture than
any other ethnic group. Students must provide cohesive arguments
by incorporating into their essays references to the assigned
readings, discussions, and videos. The instructor encourages
students to discuss the mid-term questions with their peers,
however, students must write and submit their own essays in a
week.
The final exam, comprised of similar
comprehensive essay questions, is taken on the last day of class.
The instructor provides a study guide of five questions and
encourages students to meet in study groups. On the exam day, the
instructor selects three of the five questions from which students
select two questions. The mid-term and final exam are each worth
25% of the course grade.
PURPOSE: Through the synthesis and
analysis of information gathered from a variety of
sources--readings from the text, book analyses, discussion,
lecture, and videos, students demonstrate their understanding of
the social factors and issues affecting a multicultural society.
In preparation for the mid-term, the advantages of collaboration
are underscored by the instructor's encouragement for small group
discussions.
By writing the take-home exam, students see
the value of the writing process--thinking through ideas carefully
and in collaboration with others, drafting, revising, and editing
their essays. The final exam, on the other hand, provides students
with the experience of writing on demand. However, the daily
practice of journal writing (see #2 Journal Writing below)
throughout the course serves to prepare students for the rigors of
in-class exam writing. Finally, essay writing demonstrates to
students that learning, like writing, is a process. |
"A lot of
things we did in class helped me to write the mid-term and final.
Group discussions were really helpful. Everybody threw in what
they thought in the hat and that was good because it gave me
different perspectives. Like when we did women as a minority
group, I agreed with them [student is male] but I also felt that
men are discriminated against. I had to take the discussion with a
grain of salt. Journals was low-pressure writing, spitting out
ideas. I like that because it helps me compose papers. If I get
stuck I just write like a journal entry and put in all the things
I want in my paper. The final was good, too--write under pressure
and improve your thinking under pressure." --Student |
RELATED WRITING ACTIVITIES
1.PEER/INSTRUCTOR REVIEW ON WRITING
On the day the first book analysis is due,
students meet in pairs to exchange their book reviews, read their
papers to one another, and provide oral and written feedback.
Essentially, students tell one another what they perceive is the
main idea in the book review, explain what works well in the
paper, or ask questions to clarify ideas. The format is flexible;
writers may ask for specific feedback such as responding to
particular paragraphs, references, or grammatical problems.
After receiving peer feedback, students may
revise their reviews and submit the revised assignment to the
instructor. The instructor reads the assignment, writes comments
addressing the need for clarification, documentation, expansion,
or grammatical correction, and assigns a grade. Students may
revise their papers for a better grade. |
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| PURPOSE: The discussion on
student writing is collaborative--students receive feedback from
their peers and the instructor. Students then choose to accept,
modify, or reject the feedback. Most importantly, students learn
that revision is re-thinking and that writing is re-writing. The
rewards for revision are not only better grades but also clearer,
better-articulated ideas. Students discover that good writing can
be better achieved with the help of their peers as well as the
instructor. |
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2. GROUP DISCUSSION
Discussion, along with writing, occurs daily
and throughout much of the class period. After journal freewrites,
students volunteer their responses in large group discussions
while the instructor intersperses discussion with short lecture
segments. When book reviews are due for a specific book, students
meet in small groups to discuss questions provided by the
instructor. Although all questions should be discussed during the
allotted time, the instructor assigns to each group a specific
discussion question.
The group designates a speaker from the
group whose responsibility is to summarize the main ideas for the
entire class. Students who have written a book review for the book
under discussion also initiate discussion by reading the review to
their respective group. Group discussion usually follows after
students have first recorded their immediate reactions to video
presentations or to the oral presentations on ethnic groups. Class
participation (in addition to participation in journal writing and
class attendance) is 15% of the course grade. |
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| PURPOSE: Frequent
opportunities for small and large group discussion stimulate
individual participation. Likewise, frequent opportunities for
thinking about what to contribute to discussion and what is
learned after discussion occurs through the use of journal
writing. The consistent practice of talking and writing enhances
learning; students' active participation in their own learning
makes learning fun. |
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3. COMMUNITY EVENTS
The instructor informs students of community
events they may attend for extra credit, such as presentations at
the Bishop Museum (e.g. "Strengthening Diversity"),
cultural events, guest lectures on campus (e.g. Belle Hooks on
feminism and on being politically correct). To earn points,
students are required to write a brief summary incorporating
critical analysis of the event.
PURPOSE: Since the focus of the class is
learning about cultural diversity in American life, often the most
effective learning experiences are provided by community groups.
Exposure to these events provides students with new experiences,
often about their own ethnic group. In the analytical writing that
follows, students reflect on the event's social, political
implications in the context of the course and how the event has
affected the student personally. |
"She kept us informed about
things to attend outside of class. I did a lot of things I
normally wouldn't see, even by myself! I really liked that
exposure to what was going on in the community. I think now I'm
more willing to go to these events--alone, too, and not for extra
credit anymore!" --Student |
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4. STUDENT/INSTRUCTOR CONFERENCES
After students have completed the book
reviews and have their papers evaluated and returned to them, they
are required to meet with the instructor to discuss the writing.
Students are strongly encouraged to meet with the instructor
before they rewrite the book analyses rather than after a rewrite
of the review. The conference is open-ended; students may raise
any questions about the instructor's comments, discuss content,
ask for additional references, etc. |
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| PURPOSE: Although many
students find an instructor's written feedback helpful, some
comments are unclear. In the personal conference sessions outside
of class time, students can negotiate the meaning intended in the
review and learn about ways to communicate their ideas more
effectively. The instructor provides guidance for difficulty with
the organization of a review, logical development, references to
published reviews, grammatical and spelling errors. The
conferences also develop a positive relationship between the
student and instructor. |
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| Anita Hodges
comments on her class (excerpts from an interview):
We're in a multicultural society,
especially in Hawai‘i. So my objective is to expose students to
different cultures and also to different stereotypes, racism,
prejudice, discrimination. I try to do this in a very positive way
showing the strengths of every culture, but also to make it fun.
If you don't get them to class, you'll never be able to teach
them. If they enjoy the class, they'll enjoy coming to class, and
they'll participate. I learn as much from them as they learn from
me -- so it's a give-and-take situation. And fun -- hopefully fun.
We use revision in the classroom. They can
rewrite the book analysis. The idea is for peers to review it,
then when they're finished and have revised, then I can review it
and give suggestions. Peer editing should be positive. What are
good things about the writing? Using Peter Elbow's techniques and
being a little more casual about it, not quite as structured. Once
I give suggestions they can revise the review again. So writing is
re-writing. You just can't write the review on a one-time basis. A
lot of students think they can do it the night before, so that's
the advantage to rewriting. I encourage them to do peer reviews on
the other books on their own.
When I read student papers, I make little
notes for students who are having problems with grammatical
errors, spelling errors. Sometimes I'll write
"elaborate," "you shift ideas here,"
"run-on." But most often comments praise what they've
done well or I tell them they're just not getting their ideas
across. For example, I wrote to one student: "Your review was
very nicely researched with a good variety of sources, the
literary criticism as well as magazines. However, if I were you, I
would be less comfortable discussing Wright's literary style. Even
you mentioned that his writing style is rather 'primitive.' High
literacy it isn't!" To another student I suggested that the
review would have been better to stick with one theme and to
follow it throughout the paper. I encourage students who need it
to attend the writing clinics over in Kuykendall. The students do
use spell-checkers but they haven't gotten into the
grammar-checkers yet. I think the whole process of feedback is
still one-on-one. I've been trying to, when I grade their papers,
write in different colors other than red. I pick only significant
problems like recurrences of incomplete sentences, run-ons, lack
of citation, organization. I'll suggest that they should work on
one or two problems in the rewrite or in the next review.
I don't think there's one assignment in this
class that really works well with all students. Some like journals
and write volumes--I have a couple of students writing on the bus.
Some just write four sentences--very tight. The oral projects do
seem to work well, maybe because it's not all writing. They have
to meet with me, select their own interests, and once they do that
I talk with each person and find out what each is doing. Many of
the oral presentations include the use of AV equipment or videos.
I've even had students produce their own videos. Lots of
food--they love the food. Then they get reactions from the class.
Some students like the book review --they don't mind reading the
book and reacting to the book. Others hate it because they don't
like library work. But I want them to go beyond all that. I want
them to see how other people think about the books. . . I know
another instructor who required students to write a review on
every book, and I thought I'd rather have them do two good reviews
and get into detail than just to run off "I like this book
and everyone should read it." They are also happy with the
mid-term as a take-home exam. They like that versus the final, but
I explain to them that the final is the only time that I see them
creating a paper, an essay, in class.
I let them do extra credit. It's optional
and outside of the classroom. The reaction paper they write up
proves they've been to the event. I get lots of interesting
comments. One student took her parents to the one on
"Strengthening Diversity" at the Bishop Museum. The
parents were so happy that she dragged them there! They're
Japanese and they thought it was neat that they could relate to
the presentation so much more than their daughter could. That was
an interesting reaction paper because she was reacting to her
parents' reactions rather than to the session itself.
I usually revise the course; I don't think
it's ever the same twice. I learn from them; they suggest things.
I've changed my exams because of their feedback. I've changed
writing assignments, books, my grading system. The course is
actually their course. As far as writing I'm doing a lot more
journal work this semester because I found out that they like
journals and the writing got them motivated. I wish I had more
time for writing.
I really liked the WI workshop for the
instructors. I had already taught a WI class, so all the
information wasn't new, but it set off a light bulb and reminded
me of things I could use in my classes--like a refresher course.
It was actually by doing what we ask our students to do--writing
by doing the writing.
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