Self, Identity, and Sustainability (UNIV 105)
Significant Amounts and Kinds of Writing Sample in University 105
Writing Intensive Requirements
This course requires students to write frequently, for varied purposes and audiences. Some written work will be sent only to the instructor, some will be posted in the Discussion tab in Vista for the entire class to see, and best efforts may become part of future course packets for new students in the class—with the writers' permission. Types of writing assignments include:
Observation Assignments—These assignments focus on personal exploration, asking students to extend course concepts to their own lives and apply key ideas to their own circumstances and experiences. Most of the assignments are posted to the instructor only, although some have been designed for sharing with classmates. Students are guaranteed that instructor-only assignments will not be shared in the classroom without the student's express permission.
Reading Response Assignments—These assignments assist students in reading assigned texts more carefully. This course focuses repeatedly on the reading of scholarly articles, a kind of reading college students have usually not encountered in high school. Through direct in-class reading activities and through writing assignments aimed at assisting students to comprehend their reading, the course aims to improve students' university-level reading practices. Students post their Reading Response assignments to the Discussion tab in Vista, where they are available to the entire class. The instructor will be able to use excellent Reading Responses as models to assist all students in improving their thoughtful responses to assigned texts.
Annotated Bibliography—Students will practice using library databases while creating an annotated bibliography of scholarly sources.
Papers—Students will write two papers in this course. The first paper asks students to draw on assigned reading, the writing they have done for the class, and required course discussions and activities in order to apply ideas about a consistent self vs. concepts of identity formation to each student's college experience. The second paper is a research paper focused on a sustainability issue using course readings and additional scholarly texts. This paper provides an overview of research on a sustainability issue and a concluding, but extended, commentary on the effects of the research process on the writer's thinking. Class time will be spent helping each student design an inquiry problem the student finds engaging; the problem must allow each researcher-writer to further her/his learning on a subject introduced in the course.
Reflective Writing—reflective writing assignments are given without warning in class to assist students in synthesizing their experiences, including participation experiences. A final reflective writing assignment is given during the final exam period, which coincides with the public work event.