Miami University

Barbara Heuberger
Short Writing Assignment for Students

2003 Workshop on Improving Student Writing
Center for Writing Excellence
Center for the Enhancement of Learning and Teaching

IDS 159 Strength through Cultural Diversity
Draft of Writing Assignment for Summer Writing Workshop: May 2003
Dr. Barbara Heuberger

Exploring Multiple Perspectives in Diversity-Related Events and Issues

Learning goal of this assignment: To develop skills to increase awareness and understanding of multiple perspectives in diversity-related issues (see specific objectives in syllabus).

Connections to other course assignments:  This assignment will (a) support the skills needed to complete the current event portion of Critical Reflections Papers #1 and #2, and (b) provide practice in exploring issues that will be helpful in the analysis of research for the team presentation.

Background assumption:  The dichotomous view (e.g., right and wrong) often employed when exploring issues can hinder exploration of the complexity of most diversity-related topics.  Identifying and critiquing multiple perspectives is a more effective approach to increasing awareness and understanding, because distilling issues into two perspectives is generally too simplistic, and minimizes the important impact of contextual factors.

INSTRUCTIONS:  This is a three-part assignment that will be completed during the first three weeks of class (one part per week).  Your responses to each part should be word-processed, but can be in an outline/notes form, rather than a completed paper.  The idea here is to begin the process of exploring issues—your outline/notes will be used to help you discuss your work in class.  You may want to read all parts of the assignment now, so that you can begin to think about each step.

Part I: Awareness of Multiple Perspectives in a Diversity-Related Issue or Event (word process, double space, 12 point font, 2-3 pages in length)

• Select a diversity-related current event or issue in the news.
• Find at least two sources of information on the event or issue.  For each, include:
• a. a complete written citation (APA style)
• b. a discussion of the perspective of the source (and how it might affect the position/description of the issue or event (see Heuberger, chapter 7 for a discussion of evaluating sources).
• Describe your own opinion on the event or issue, and describe how your personal beliefs and values may shape your opinion.
• Develop a list of questions that can be used to identify and discuss as many perspectives as you can related to the issue.

In-class group work based on Part I assignment:

• Present your ideas within a small group (2-4 students), and add additional perspectives.
• Within your small group, identify strategies that you can use to help you in understanding perspectives other than your own on the issue.

As you begin to move forward to Part II, continue to reflect on what you thought about in Part I…

Part II: Understanding Multiple Perspectives in a Diversity-Related Issue or Event (word process, double space, 12 point font, 2-3 pages in length)

• Using the issue or event that you selected for Part I, select a perspective with which you do not agree.
• Give as much detail as possible about the perspective.  (You will need to explore additional sources of information—include full citations.)
• Speculate about why the perspective is held.  In this discussion, include contextual factors from your readings and in-class discussions.

In-class group work based on Part II assignment:

• In your small group, discuss the perspective, and continue to identify the underlying assumptions and values that explore the “why” of the perspective.

As you begin to move forward to Part III, continue to reflect on what you thought about in Parts I and II…

Part III: Reflections on Multiple Perspectives in a Diversity-Related Issue or Event (word process, double space, 12 point font, 1-2 pages in length)

Describe how your original opinion was affected by your exploration of alternate perspectives, your readings, and your discussions with other students.

Criteria for Evaluation:

• The number and types of sources cited by the student represent a range of perspectives.
• The student moves from the simplistic or obvious perspectives into perspectives that represent the complexity of the event or issue.
• The student includes self-reflection of his or her own perspective that shows understanding of the impact of that perspective on the interpretation of the issue.
• The student is able to accurately and thoroughly articulate a position other than his or her own, and to explore the reasons for that perspective.
• The student guides the discussion of the issue or event with other students in a way that enhances understanding of the complexity of the issue or event.