Assignment From Pasadena City College
JOURNAL FOR ENGLISH 1C
each of the remaining weeks in the program, use your journal to find
connections between your experiences in the STAR program and some
of the readings we have done in class. If you want to substitute a
different article that seems more appropriate to your situation, you
may do so but make clear , specific references that show why
you chose that piece.
Session Reading Allport "In Groups"
"In Groups" do you see in your STAR classroom? Do you
see any reference groups? What are they? What kind of power and
influence do they have? Do you see other examples of in-groups and/or
reference groups at Wilson School. What kinds of effects do these
groups have? How does this information add to your understanding
of the Wilson students that you work with?
Session Reading : Peavy - "Obstacles to Change"
obstacles to change do you observe in your STAR program experience?
You might start by looking at the Wilson students that you work
with, your partner(s), the Wilson teacher you work with or yourself.
Where do you see resistance to change? What information from the
Peavy article could help you to understand that resistance better?
Why? How? How could this information affect your attitude or actions
in this situation?
Session Reading: Anyon - "Education and Social Class"
to Anyon, how would you categorize your classroom? Is it Affluent
Professional? Working Class? Executive Elite? A mixture? What do
you observe in your classroom that corresponds to some of Anyonís
examples? What do you see that might be different? What can you
conclude about your classroom and the students that you work with
Session Reading: Peavy - "Tales of Change"
states that everyone has an internalized model of change, a way
in which they think change works. One example could be people in
India whose big change was winning independence from the British
. Due to Ghandiís effectiveness, they could see nonviolent Civil
Disobedience as a way to create change. What is your change model
or story? What effect has the STAR program had on it? How? Why?
could you uncover change models or change stories can you find in
your Wilson classroom? What might these be? What connections can
you make between this article and some of your earlier readings
Learning Reflection Paper
a six page paper in which you analyze a critical incident, relate
it specifically to the articles on "Change" by Peavy and
address the following questions. Ideally the critical incident will
serve as a focal point for the questions, that is as you discuss the
incident, youíll address the questions as well.
paper must focus on the topic of change, although there is some leeway
in your approach. You may choose ONE of the following options:
Form your own well-supported definition of change.
Using Peavyís model discuss resistances to change that youíve encountered
and what youíve learned from them.
Apply your own change model or story to the STAR program experience.
Discuss how othersí models of change affected your experience
ONE: INVENTION WRITING
you begin your outline and draft, write two or three pages of notes
addressing all of the following questions. You will be turning
these notes in along with your paper, so be quite thorough.
you have answered the last question, you should have the basis for
a thesis statement. Check carefully and ask yourself "Is this
what the most significant thing Iíve learned from this experience?"
If it is not, then try the last step again.
Identify a critical incident that represents a significant part
of your Service Learning experience.
issues are involved?
are these important issues for you at this time?
they hold any significance for other people? Why?
.Clearly describe the relevant details and circumstances surrounding
the incident. Also describe the people involved and their relationship
to you. Strive to be specific, detailed and precise in your descriptions.
Describe your role in the incident -
others reacted to your actions, etc.
did you feel about the incident at that time?
consequences were there?
Analyze the incident.
do you feel now about the way you acted at the time of the event?
well or badly did you understand the situation?
there other perspectives to be considered?
your response appropriate? Why, or why not?
would you do in the same way? What would you change? Why?
What have you learned from this incident?
TWO: OUTLINE AND DRAFT
youíve revised your thesis and checked to see if its argumentative,
construct an outline, with at least three main points that help
to prove your thesis, to show why and how it is true. Review your
outline and ask if it does prove your thesis. Revise it when necessary.
begin a draft that is mainly analytical and argumentative, not just
a retelling of your experience , but an analysis of what you learned
from it and how specific elements of the class contributed to your
THREE: FEEDBACK AND REVISION PLAN
a class member to exchange papers with, and get a written critique
of your draft.
that, devise a plan for revision, in which you note the problems
that the draft still has and the solutions to those problems. You
will turn this in as well.
that revision is a very important part of the critical thinking
process. If you need to entirely change our approach or come up
with a new thesis - do so!
all likelihood, the less your final version resembles the first
draft, the better and more well thought out it will be.
FOUR: FINAL VERSION
your draft at least once and turn the final version of the paper
in along with your notes, draft, revision plan and journal.