Freshman Seminar in Comparative Ethnic Studies 192-001: Identity and Transformation
Ethnic 192-001—Fall 2012
MW 2:00-3:15 / BOL B64
Instructor: Dr. Oody Petty
Office: Curtin 519; 229-2972; oody@uwm.edu
Office Hours: Mondays TBA
Course Description:
What do we mean by identity? What are the forces that shape the formation of self,
cultural and social identities? How are ideas of identity both meaningful and limiting? Can we
choose who we will become or is that chosen for us? How does globalization affect our sense of
identity? Do we need to be alike to get along?
Our thoughtful attempts to work through these difficult questions will help bring an enhanced
understanding of who we are—individually and culturally—in 21st century America. We’ll
examine literature that addresses the concerns and challenges of “fitting in” and mine our
personal experience, background, ethnicity and beliefs to share with our classmates a notion of
“who I am.” Together we’ll provide a supportive and instructional space in which to discuss,
explore, investigate and navigate the complex issues of identity.
Whether you come from a small town, a big city, the farmlands, from outside the USA, or
someplace in between, where you are from is one way to identify yourself for others. But places
of origin, like other “identifying” codes, can give others a false sense of knowing who you are,
because people want to simplify, generalize, stereotype. Notions of self-identity are complex,
and identification with gender, family, race, custom, and nationhood adds to this complexity.
Forming and sustaining a sense of identity is problematic for most everyone.
This Freshman Seminar investigates notions of personal, social and cultural identity. We
will begin by examining ideas of how the self is constructed, and use this personal lens to expand
our understanding of how our own individual histories, languages, upbringing, racial and ethnic
backgrounds contribute to who we think we are. Through analyzing and sharing our own sense
of identity, we’ll strive to gain new understandings about the cultural diversity that exists in our
own classroom. Students will engage in research and give presentations on aspects of their own
identity (culture, ethnicity, heritage) that they wish to learn more about, and later will conduct
research and present their discoveries on some aspect of a group or culture with whom they do
not identify. Ongoing small and large group discussions will engage students to become active
learners in their own course experience.
Required Materials:
Course reader available at Clark Graphics on Oakland Ave.
A good dictionary
Semester-long access to computer w/ Internet and printer (Students should make themselves
familiar with UWM’s computer labs—requirements for printing materials, hours available,
compatibility with home computers and files, etc.)
Learning Objectives: In addition to learning about various concepts of identity, I expect that
you will develop your ability to read with discrimination, to think carefully and analytically, to
listen with respect and comprehension, to discuss openly and honestly in small groups, class
discussion and presentations, to work efficiently and productively both alone and in groups, to
express yourself articulately both in writing and in conversation, and to give adequate attention
to detail while also showing appropriate creativity in your research, essays, and final project.
That’s a lot! But there’s even more . We will develop critical thinking by: exploring sometimes
difficult, controversial and ambiguous topics; understanding and responding to different
interpretations and views; and formulating and challenging our own evolving understanding of
the topics. The work that we do in this class should help lead, in one way or another, to
furthering these learning objectives.
Learning Process: This course will be run as a discussion seminar. Therefore, it will depend
upon everyone’s active participation, which includes communicating your ideas as well as
listening to others communicate theirs. For some of us, speaking out might come easier than
thoughtful listening; for others active listening could feel more natural than speaking one’s
thoughts. This course will ask you to develop both abilities. It will demand a high level of
engagement and attentive, supportive involvement. We will rely upon one another to make the
experience of this course worthwhile and enjoyable. Each of us should do what we can to assure
that everyone leaves this course with good memories as well as enhanced knowledge and skills.
It is important to do your best for your classmates, who should in turn give their best to you. I
encourage you to challenge ideas, offer comments, and speak what is on your mind, as long as it
is presented in a civil and non-confrontational way. An open, caring spirit is contagious! We will
be forming and sustaining a supportive intellectual space and learning community, and will strive
to be generous toward each other and ourselves in all aspects of the learning process.
You will be expected to come to class fully prepared to discuss the assigned material, to
turn in all written assignments on time, to facilitate class discussions, and be an integral part of
your own and your classmates’ learning experience. Since we have a great deal to do in each
class period, I expect you to be on time and be present during the entire period of class.
I expect you to grapple with material that may be new, unexpected, and sometimes
disconcerting. Please, if you find yourself in difficulty with the course materials, with group
work, in completing your assignments, or with any other aspect of the course, let me know as
soon as you’re able in case I can help. Many students find themselves in difficulty with a course
but mistakenly believe that their professors will not care or be able to help them. Often, we can
find some solution by talking about it together.
Freshman Seminar Program
Freshman Seminars locate you at the center of the classroom during your first semester with us
and invite you to take an active role in your own education from the beginning of your UWM
career. These courses differ in several ways from others you make take in the fall. They are
smaller in size and broader in scope, in the sense that they are intended to enhance your skills
(inquiry and analysis, critical and creative thinking, oral and written communication) and engage
you in reflection about the process of learning at the college level. These transitional courses
allow instructors and students to explore subjects of mutual interest, to talk to and learn from
each other in spite of and because of their differences, to connect past and present as well as
campus and community. Your Freshman Seminar instructors want to welcome you to UWM and
involve you in the kind of intellectual activity that defines our work as scholars and teachers.
What is Ethnic Studies?
Comparative Ethnic Studies is an interdisciplinary academic program based in the College of
Letters and Science. The program works cooperatively with university departments to offer
courses designed to teach all interested students about various ethnic groups in the world.
The Comparative Ethnic Studies Certificate Program examines global and local processes of
im/migration, and settlement, including the forces that shape the formation of cultural and
social identities. It examines the histories, languages, religions, literature, and folklores of
these groups, as well as racial and ethnic populations globally and in the U.S.
Comparative Ethnic Studies strives to produce new understandings about cultural diversity and
social justice. It is open to students majoring in any field.
Required Work:
In-class learning activities, discussions, and assigned readings (35%)
Five short papers (25%)
Two peer-reviewed, revised essays (20%)
Two research projects (10%) (one oral, one written)
 Final project (10%) (oral presentation)
Course Policies:
 Attendance: Part of your responsibility is to arrive for class prepared, with all assignments
done for that class period. Another expectation is for all students to be respectful of your
peers (and me) and arrive for class on time. Because this course includes a great deal of inclass work and participation, attendance is absolutely mandatory and the course has a strict
attendance policy. Ideally, students would attend every class. But illness, and other
emergencies are part of life, and I consider two absences without penalty reasonable. After
two absences, your credibility and commitment are called into question, and your role in and
responsibility to the learning community are compromised. Therefore, each subsequent
absence—for whatever reason—lowers your grade. If, for reasons of work or other conflicts,
students are habitually absent or late, they should drop the course. Your success in this class
is vitally dependent upon your regular attendance; therefore, I expect everyone to attend
every class –THERE ARE NO EXCUSED ABSENCES. Students missing more than
four 75 minute classes will not receive a grade higher than C for the course.
I understand that sometimes absences are unavoidable. Even so, absences are NOT excused, and
you are advised to “save” your absences for emergency situations. If you add this class after
missing a day or two you will be marked absent for the days you missed; you must also make up
the missed class work by the next class or two, depending on when you add. Always speak to
me before any planned absence.
 Lateness and Leaving Early: I consider lateness and leaving early forms of absence. Not
only is it rude to come in late, but also missing parts of class causes a distraction for
everyone else. Accumulated absences like this will count toward your absence limit.
Generally speaking, a combination of two or three of these sorts of absences will equal one
regular absence. Chronic lateness is unacceptable. It is your responsibility to check with
me after class, if you are late, to be sure you have been marked tardy and not absent for
the day.
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Late Assignments: All assignments are due on time, that is at the beginning of class on their
due date, as many of the in-class activities depend on your work being done. Late work will
affect the mark you earn for that assignment (see section on Grades below) and in many
cases will not be commented on.
Make-up Work: You cannot make-up work that we do in class when you are absent.
Assignment (Paper) Format and Submission
Assignments are due at the start of class on the due date. Papers should be typed or wordprocessed, double=spaced, stapled, and should have reasonable margins (1") and fonts (Times
New Roman, 12 font). Your name should be typed in the corner along with the date and course
name and section number. Your course work should demonstrate a working command of the
English language including correct grammar, spelling, and sentence structure. You must edit and
proofread your work prior to submitting it. E-mail papers/work/writing will not be accepted. If
you are absent on a day that a written assignment is due, either have another student bring in
your work for you or place your work in the course D2L drop-box on time. A hard copy must be
submitted the next class period.
Writing Center: Although I will provide you with some written feedback on your writing, you
should also take advantage of the English Department’s Writing Center located in Curtin Hall.
You can also make appointments online 24/7. The Writing Center welcomes writers at all skill
levels, inexperienced through advanced, freshmen through graduate students. No matter where
students are in a task, whether still exploring a reading, brainstorming, drafting or revising, they
can benefit from talking to one of the well-qualified and trained tutors.
Grades:
Participation in In-class learning activities, whole and small group discussions, and
comprehension of assigned readings, possible 35 points; 5 short papers, worth 1-5 points each,
possible 25 points; two peer-reviewed essays worth 1-10 points each, possible 20 points; two
research projects worth 1-5 points, possible 10 points; final project worth 1-10 points. Be sure to
make arrangements to turn in assignments if you will be absent. Assignments that are turned in
late will be marked down each day after due, and late presentations will not be accepted. If
assigned readings or preparation for in-class participation are not done and therefore prevent you
from fully engaging in discussion for that class, you will be deducted 5 points. Any student who
misses more than two classes will be deducted 10 points for each day missed. Lateness and early
departure will deduct points incrementally. Your final grade for the semester will be determined
by the number of points you have accumulated, minus deductions as specified. Points scale: A =
95-100; A- = 90; B+ = 88; B = 85; B- = 80; C+ = 78; C = 75; C- = 70; D+ = 68; D = 65; D- = 60;
F = 55
Assuming you turn in all work, projects, and assignments on time, the following is a general
summary of my grading policy:
A= the majority of the class work is excellent; active, thoughtful, and engaged class
participation; maximum of two absences.
B=the majority of the class work is above average; active, thoughtful, and engaged class
participation.
C=the majority of the class work is satisfactory; active, thoughtful, and engaged class
participation; no more than four absences.
A Word About Plagiarism:
I encourage you to work together with your classmates to get the most out of this course.
However, any student discovered plagiarizing materials (turning in the work of others under
her/his own name, without proper attribution) runs the risk of receiving a failing grade.
Plagiarism is when you copy someone else’s work and pass it off as your own. This is in
violation of university policy and absolutely unacceptable, both in the academic community and
in the world at large. When you make use of someone else’s ideas or language, you need to cite
him or her using an appropriate footnote or in-text citation. Similarly, if you quote a source
directly, you must use quotes, attribute that quote, and insert a footnote. Finally, if you
summarize or paraphrase, you also need to use a footnote. If you are at all unclear about this
policy or whether or not you are plagiarizing, please ask me for help. Note: students who are
caught plagiarizing an assignment can expect to fail the assignment and may be brought up on
plagiarism charges through the university.
 UWM regards plagiarism--the use of another's writing or ideas without properly
documenting sources(s)--as a form of academic misconduct that carries with it severe
penalties. You should be aware that if you cooperate with another person – give him/her a
copy of something you have written, and he/she borrows from it, you are equally as guilty of
plagiarism. For more information about this, please consult UWM’s policies on Academic
Misconduct at www.uwm.edu.
Student Accessibility Center:
If you work with an advisor at the Student Accessibility Center, please bring your VISA to me
within the first week of class. If you are concerned that you may have a learning disability, visit
their office in 112 Mitchell Hall.
Note on cell phones ,texting, iPods and the like:
If you bring a cell phone to class, you need to turn it off before you enter the classroom. Laptop
computers or other personal technologies can be distracting and/or disruptive, so are not allowed
unless part of the planned activities for the day.
Course Schedule (subject to change):
Wed. 9/5: Introduction to Course. Syllabus and introductions.
After class: Purchase course pack to class. Read and take notes on syllabus, and any questions.
Mon. 9/10: Due: Read article in course pack, (p. 15-16) “Self and Identity in Everyday Life” by
Rick Hoyle. Type a response to each one of the seven points Hoyle makes in his article by
expressing your own understanding or interpretation of its meaning. (See Assignment Format
and Submission under Course Policies of Syllabus). In class: Be prepared to share your
responses with the class. Also, discuss any questions on syllabus. Turn in assignment.
Wed. 9/12: Due: In course pack, read “Positive Self-Illusions: A Mixed Blessing?”, “What is the
Curse of the Self?”, and “Why Did the Self Become a Curse?” Take notes for class discussion.
Answer the questions on “Is Your Self a Curse?” Then read “Tips for Reducing the Curse of the
Self.” In class: small group, discuss which aspect you might benefit working on. Discuss
journaling this work.
Mon. 9/17: Due: Write a 2-3 page, typed, double-spaced summary of what “Tips” you worked
on and if it helped you, how it helped, and if it didn’t why not? In class: Be prepared to discuss
your process. Turn in assignment.
Wed. 9/19: Due: Read the Psychology Today article, “Dumped (But not Down)” on social
rejection and inclusion in course pack. Write a 1-2 page, typed, double-spaced essay that
discusses some aspect about rejection or inclusion stated in the reading you found most
compelling and why. In class: Turn in assignment. Assign research project. (see Research
Assignment Sequence below). Discuss “Who Am I?” Students meet in small group find some
aspect of self: place, heritage, ethnicity, etc. they wish to explore. Who have you been told you
are?
Mon. 9/24: Due: Your research topic paragraph. Meet at library, West Wing, Learning
Commons. Turn in assignment.
Wed. 9/26: Due: Do research on your topic. In class: Discuss research progress. Written or oral?
Assign research on UWM Student Organizations (see Assignment Sequence).
Mon. 10/1: Due: “What I Discovered” research assignment. (Papers or Oral presentations due).
In class: Oral presentations. Turn in research papers/outlines & bibliographies
Wed. 10/3: Due: Second round of oral Presentations. In class: Oral presentations. Also discuss
close reading and next essay assignment. Turn in research outlines & bibs
Mon. 10/8: Due: Read from course pack: “American Chica” by Marie Arana, “Undiscovered
Nation” by Pat Conroy, and “Living in the Transit Lounge,” by Pico Iyer. Take notes for
discussion and essay writing. See Assignment Sequence for this essay. In class: Discuss
memoirs and writing about literature. Discuss thesis statements, how to cite from sources.
Wed. 10/10: Due: Write a 3-4 page typed, double-spaced essay that analyzes the themes from
these stories of self-identity. In class: Peer workshop.
Mon. 10/15: Due: Revised essay. Also, read and take notes on “The Hidden Woman” from
course pack. In class: Begin Middle Sexes: Redefining He and She a film by Antony Thomas.
Assign Gender and Identity essay (see Assignment Sequence). Turn in essay.
Wed. 10/17: Due: Work on your essay. Also due: Report on Student Organizations at UWM. In
class: Finish watching film. Discuss gender identity.
Mon. 10/22: Due: Short essay on Gender. In class: Discuss language and identity. Turn in essay.
Wed. 10/24: Due: Read Gloria Anzaldua’s “How to Tame a Wild Tongue,” Sherman Alexie’s
“Superman and Me,” and Tobias Wolf’s “Say Yes.” Compose a one paragraph response to each
of the readings. In class: Discuss readings. Also: What makes us different: the pros and cons of
difference. Assign essay on difference (see Assignment Sequence).
Mon. 10/29: Due: Short essay on difference. Also read: “‘Who Shall I Be?’ The Allure of a
Fresh Start,” by Jennifer Crichton in course pack. In class: Discuss: Groups and Identity High
school, cliques, community. (See small group discussion assignment). Turn in essay.
Wed. 10/31 Due: Read from course pack, “What is an American” (etc.—9 pages in course pack)
and lyrics to “Proud to be an American.” Read closely and note where and why you agree or
disagree with the rhetoric/sentiment. Underline any bias you see. Note what rhetoric seems
persuasive, and what doesn’t and note why. In class: Discuss. Assign research on the “other.”
Mon. 11/5: Due: Do close readings of Gary Soto’s “Mexicans Begin Jogging,” Langston
Hughes’ “Theme for English B,” “Mid-American Tragedy” by Denise Levertov. In class:
Discuss what it means to be American, and Allegory. Begin Invasions of the Body Snatchers
(1956)
Wed. 11/7: Due: Work on your research. In class, finish movie and discuss.
Mon. 11/12: Due: Research papers and presentations. In class: Present research on the “Other.”
Turn in papers/outlines & bibs. Assign “This I believe” essay.
Wed. 11/14: Due: “This I believe” (See Assignment Sequence).
Mon. 11/19: Due: “This I believe” workshop essay. In class: Peer review.
Wed. 11/21: Thanksgiving Break!
Mon. 11/26: Due: “This I Believe” revised essay. In class: Discuss final presentations. (See
Assignment Sequence). Turn in essays.
Wed. 11/28: Presentations group work
Mon. 12/3: Presentations
Wed. 12/5: Presentations
Mon. 12/10: Presentations
Wed. 12/12: Last day of class! Wrap up and Evals.
Assignment Sequence (use in conjunction with Course Schedule)
Research projects on Identity:
Part 1: Research on The Self
Sept. 19: Discuss in small group some aspect of self/identity that you would like to do
research on.
The research topic can be one or a combination of the following:
1. Influence of time or place: This should include interesting information that you discover
regarding the cultural and/or historical aspects of the place you were born or raised in that
you realize might have had a major influence on your upbringing or beliefs and values.
2. Heritage: This research should include aspects of your family heritage you wish to know
more about that you don’t know now. Or you might research some aspect of one or both
of your parent’s/caretaker’s lives that had a great effect on them, and therefore influenced
your own sense of identity.
3. Ethnicity: This research would involve discovering aspects of your ethnicity that you
would like to know more about.
note: You should be interested in your area of research, and be willing to spend some hours
discovering some aspect of who you are that you didn’t know before. If you don’t decide on
a specific topic by the end of class discussion, you might wish to consult others who know
you: parents or other relatives, grandparents, neighbors or close friends to find a topic of
interest for you to research. Whatever you decide to choose, make it meaningful!
Sept. 24: Due: Your research topic. This should be a typed, double-spaced paragraph stating
what you will be researching, and why you want to research that topic. We will meet in the
UWM library, West Wing, Learning Commons for library tour, instruction and research.
Sept. 26: You should have finished several hours of research by class time about your topic.
Present to the class the area and topic you are researching, and what you’ve discovered so
far. Decide if you are going to be writing this research up as an essay regarding what you’ve
discovered, or if you’d prefer to give a five-minute oral presentation of your research to
class. Keep bibliography information.
Oct. 1: Due: Presentations of research topics: Orally (if so, you must type up and turn in an
outline of your oral report and bibliography), or turn in your essay. Essays should be approx.
3 pages long and be a discussion of what you discovered in your research w/ bibliography.
_________________________________
[Part 2: Research on the Other:
Due: November 12th, you will present (again, either orally or in essay form) research you have
done on some aspect (ethnic background, place, social/cultural, gender) of people or groups or
others different from you (ethnically or culturally) or different from the group or groups with
whom you identify.]
Essay Assignment on Memoirs:
Oct. 8: Due: read and take notes on “American Chica” by Marie Arana, “Undiscovered
Nation” by Pat Conroy, and “Living in the Transit Lounge,” by Pico Iyer.
After reading and annotating, go back and look at each story again. Think about what each writer
is trying to say. What is the most important point you think the writer is trying to get across?
Why is it meaningful? Do the writers’ personal stories have anything in common? What are the
differences? What do you think the writers are trying to say about self-identity? Take notes on
these questions. Underline areas in the stories you think support your understanding. Be prepared
to discuss your ideas of these points in class.
Oct 10: Due: Write a 3 page essay that analyzes the themes from these stories of self-identity.
Be sure to have an introduction with a thesis statement, development and support of your thesis,
and a conclusion. Bring two copies of your typed, double-spaced essay to distribute and
workshop in class.
Oct 15: Due: Revised draft of essay turned in.
UWM Student Organizations / Clubs Assignment: Due Wednesday, October 17: This
assignment asks you to become familiar with the various campus student organizations. It has
five steps. 1. go to the student union, or go online, and get a list of the UWM Student
Organizations. The union should have a copy of them to give out, or simply download the list.
It’s a lengthy list of hundreds of activities and clubs, and details the group’s purpose and
activities. Some lists are categorized by the type of organization, i.e. “Cultural,” “Professional,”
“Service, “Social Action,” etc. There are twelve categories in all. 2. Once you have the list, look
it over and find one or more organizations in each of seven categories that interest you the most
(even if you’re not ALL that interested, which 7 of the hundred or so MIGHT you be interested
in?). 3. Write down the names and contact information of those 7+ groups on a piece of paper.
Select at least one that you would like more information about, and then email the contact person
or go get more information on that group. 4. Turn in to me your list of those that interested you,
as well as the information you received (email or brief description of phone conversation, etc.) of
the group you investigated further.
Oct. 22: Due: Short Essay on Gender: This assignment asks you to think about and then
briefly analyze some aspect of gender construction (influenced by media [movies, magazines,
ads, music videos, news], novels [perhaps a favorite hero or heroine], peer influence, family
upbringing or relationships, etc) that you feel most influenced your concept of how you "should"
be or act as a girl or boy, man or woman. In other words, who or what do you think most helped
to "script your role" gender-wise so far in your life?
The essay should be one to two pages long, double-spaced, regular font. You might do some prewriting or journaling before composing your essay, so that you can discuss the topic in a
thoughtful and honest way.
Oct. 24: In class small group discussion: Describe the community or neighborhood you came
from. What was the “other” side like? What differentiated it? how were their morals, attitudes,
activities, lifestyles different from yours? How did you know this? Discuss this with a critical,
open mind.
Oct. 29 : Due: Write a short (1 page) essay in which you discuss a way in which you consider
yourself to be different from others. Do you consider this difference to be a positive or negative
thing or a bit of both? Explain.
Oct. 29th: DISCUSSION ON GROUPS, HIGH SCHOOL AND IDENTITY:
1. Get in to small groups of four (different groups than you are used to) and describe the
various kinds of groups that existed in your high school. How did they identify
themselves? What clothing did they wear? What entertainment did they seek? What kind
of academic students were they? How did they relate to other groups or cliques? Discuss
the group or clique you belonged to. Defend or critique the practices, ideas, and morals of
that group.
2. In what ways is a college student a “soul in transit”? In what ways can college offer
students the chance to “remake” themselves? To “remake” their lives? Do you believe it
will happen to you? Why or why not?
3. How have you changed since you’ve been at college? Have you noticed yourself acting,
eating, socializing, or dressing differently than you did in high school? If you don’t see
any noticeable changes yet, speculate about why you might or might not change
dramatically.
Due: November 12th, you will present (again, either orally or in essay form) research you have
done on some aspect (ethnic background, place, social/cultural, gender) of people or groups or
others different from you (ethnically or culturally) or different from the group or groups with
whom you identify.
Assignment Sequence: “This I Believe” Essay: Exploring essays for discussion.
Part 1: Due: November 14th:
We can all remember situations in which others have passionately stood up
for their belief, and we often consider the purpose of these declarations to be
persuasive or evangelistic: “My belief is validated if I win you over to it.”
And yet as executive producer Dan Gediman introduced the series in 2005, he
argued that “The goal of This I Believe is not to persuade Americans to agree
on the same beliefs but to encourage Americans to pursue the much more
difficult task of developing respect for beliefs different from their own.”
As a step toward developing this kind of mutual respect, we’re going to
prepare to write our own This I Believe essays by listening carefully to the
voices of others. Before next class, spend some time completing the following
exercise. Please bring copies of 3 online essays to class with short summaries
of each.
1. Go to the site www.thisibelive.org and search the essay database for submissions
on a theme or themes of interest to you: social justice, immigration, family, etc.
2. Skim quickly through the opening paragraphs of several of these essays
and print copies of 3 you’d like to read.
3. Read through each essay the first time listening for the author’s unique
voice. What experiences have shaped the lives of each? How does each
respond, physically or emotionally, to these experiences?
4. Without attempting to indicate your agreement or disagreement with the
essay, write a 1–2 paragraph summary of the author’s core belief and the
way this belief has shaped life in the past or present. Each summary
should be scrupulously accurate in recording the philosophy that guides
the life and choices of each author.
5. Bring the essays and your summaries to class and be ready to discuss the
original ways these writers responded to the assignment. How do they
establish their own unique voice through each essay?
If you wish, here are some essays you might like or start out with:
Be Cool to the Pizza Dude by Sarah Adams
Always Go to the Funeral by Deirdre Sullivan
Leaving Identity Issues to Other Folks by Phyllis Allen
A Grown-up Barbie by Jane Hamill
Being Content With Myself by Kamaal Majeed
Step 2 Assignment: “This I Believe” Essay: Due for Peer Review November 19th. Typed,
double-spaced.
This I Believe Essay-Writing Instructions
We invite you to contribute to this project by writing and submitting your
own statement of personal belief. We understand how challenging this is—it
requires intense self-examination, and many find it difficult to begin. To
guide you through this process, we offer these suggestions:
Tell a story: Be specific. Take your belief out of the ether and ground it in the
events of your life. Consider moments when belief was formed or tested or
changed. Think of your own experience, work, and family, and tell of the
things you know that no one else does. Your story need not be heart-warming
or gut-wrenching—it can even be funny—but it should be real. Make sure
your story ties to the essence of your daily life philosophy and the shaping of
your beliefs.
Be brief: Your statement should be between 350 and 500 words. That’s about
three minutes when read aloud at your natural pace. The shorter length
forces you to focus on the belief that is central to your life.
Name your belief: If you can’t name it in a sentence or two, your essay might
not be about belief. Also, rather than writing a list, consider focusing on one
core belief.
Be positive: Say what you do believe, not what you don’t believe. Avoid
statements of religious dogma, preaching, or editorializing.
Be personal: Make your essay about you; speak in the first person. Avoid
speaking in the editorial “we.” Write in words and phrases that are
comfortable for you to speak. We recommend you read your essay aloud to
yourself several times, and each time edit it and simplify it until you find the
words, tone and story that truly echo your belief and the way you speak.
In introducing the original series, host Edward R. Murrow said, “Never has
the need for personal philosophies of this kind been so urgent.” We would
argue that the need is as great now as it was 50 years ago.
Peer Review (November 19th)
Peer Evaluation Exercise
As we’ve already suggested, an important step in writing about belief is
reading and reflecting on the beliefs of others. Most college composition
classes involve some type of peer evaluation step in producing student essays
that is essential in revising the This I Believe essay. Students are often anxious
when sharing any writing with readers, so some care should be given to
framing peer feedback for an essay built on a personal belief. You might
clarify for students that at this stage they’re not being asked to weigh or
evaluate the belief itself but to respond to its presentation.
1. Clarity
the general direction of key ideas or stories easily?
2. Persuasiveness
f evidence are included? Are there vivid details,
memorable vignettes, or striking phrases?
3. Strength of Introduction and Conclusion
the conclusion punch home the main point?
4. Editing
slips in usage and mechanics.
5. Style
out any parts that
seem choppy or pretentious.
6. Most Successful Passage
explain why it’s successful.
Communal relevance. At the end of the essay, the reader has the right to ask
“So what?” and have it answered. A writer does not merely tell a story for
personal reasons, but in order to communicate a larger truth to the reader; the
story is the vehicle on which this truth, often metaphorically, rides. The
personal essay argues, in a way, that the beauty associated with being a
human can often best be expressed through the sharing of stories. Thus, there
often appear two distinct sections of a personal essay: narrative and
comment. Sometimes they are neatly divided, with an immediate lapsing into
a story with brief comments at the end, but such segmenting is not always the
case. Other writers will choose to comment along the way, interspersing
authorial intrusions into the narrative to call attention to pertinent ideas.
Whatever the format, the reader understands the reason and the importance
of the story beyond its aesthetic appeal.
Step 3: Revise your essay after peer review. Due: Nov. 26th
Final Project for Freshman Seminar in Ethnic Studies
For your final project (worth 10% of your grade) please prepare a presentation on some topic of
interest to you that conforms with our course’s investigation of personal, social, and/or cultural
identity. This topic and the presentation will require a certain amount of research, thought, and
study and might include an appropriate degree of creative presenting. Your topic is due for
discussion and approval on November 28th and your presentation will be delivered either on
December 3rd, 5th or 10th.
To begin, please re-read the course syllabus regarding the Course Description and Learning
Objectives. This will help focus your attention on a final project that is appropriate to what we
are trying to achieve through our course work. The following projects were done successfully in
classes before this:
Video documentary recording responses to the question “Who Are You?” An analysis of various
national anthems. An analysis of language and identity (7 languages). Palmistry and
interpretation. Dream interpretations: What your dreams say about who you are. An analysis of
various nations’ currencies. An analysis of various dialects from the U.S. A photo montage of the
student’s identity. “Exploring Identity Recipe Book”. Compilation (mix) of music/lyrics that say
Who I am. A presentation on Hair Styles and culture. Handwriting analysis. Self portrait and
analysis. Presentation of student’s family tree w/ cities and countries. Various national flags and
what they mean. Native dance performance with interpretation. Body Language—how it defines
you. Body modifications—Tattoos, Body Art and Piercings--what they say about your identity.
Creation stories and identity. Astrology. Palmistry and identity.