Miami University

DAVID CRAMER

INTRODUCTION TO LONG WRITING ASSIGNMENT

The following assignment is for BOT 131, Plants, Humanity, and Environment, a Miami Plan Foundation course in natural science. A variety of students take the course, however many are non-science majors. It is the diversity in backgrounds and interests of the students in the course that provided the impetus for trying something completely new.

This assignment was done for a workshop on writing across the curriculum conducted by the Center for Writing Excellence. Participants were advised to either revise existing assignments or design new ones that incorporate some of the ideas from the workshop. The following is a preliminary design for a new assignment that requires students to learn about two contemporary environmental issues and establish a dialogue with some of their state or federal representatives with regard to the environmental issue.

Emphasis in the course is given to understanding the dynamic between plants, ecosystems, human society, industry, and population. Many of my students have expressed dismay at the overwhelming nature of much of the news today about global environmental problems. This assignment is in part a response to that reaction. It strives to show students that knowledge and understanding have power beyond the classroom when they manifest as rational action. In addition, students will see that public policy directly affects the very resources we depend on for life.

SEQUENCED WRITING ASSIGNMENTS FOR STUDENTS

Botany 131 Plants, Humanity, and Environment

Overview

Engage several of your legislators in thoughtful and informed dialogue about two legislative issues that are related to topics in the course.

Time frame

You will execute this assignment from the first through the twelfth weeks of the semester. The overall assignment is divided into several parts that you will complete at different intervals during the semester.

Rationale for Assignment

• Promotes your study of topics, which are either not covered or not covered adequately in the course syllabus.
• Provides you the opportunity for engagement in the democratic process vis a vis environmental issues.
• Requires you to think and write critically within a context of dialogue with people outside of the course, and thus gets you to see connections of the course material as well as the need for critical thinking to the world at large.
• Fosters your understanding of the link between education and action.

Process

Part 1:  Establishing Contact

• Choose five legislators either at the state or federal level who represent you and find their contact information. The following web site may be helpful: www.XXX

• Research state and/or federal legislative sites to learn of pending or past legislation that would coincide with the terms of your chosen legislators.

• Leaf through your texts (particularly Miller) and find two unrelated issues that you think would be related to legislation your chosen lawmaker will be voting on or has voted on in the past. For example: Proposed legislation on the regulation of mercury emissions and its relationship to enforcing the Clean Air Act. Topic from book would be air pollution and the Clean Air Act and the legislation is the Clean Air Act and regulation of mercury emissions. (I need to do more research to work the details of this example or chose another example.)

• Submit the following by XXX date: (Rubric 1 below)
• The names and contact information for your five legislators.

• The two unrelated topics you chose from the book.
• The legislation of each lawmaker that is related to the topics you chose in ‘B’.

• For each of your legislators draft a letter that asks or addresses the following:

1. Ask him his general opinion or position or thinking with regard to each of the general topics you chose.
2. Related legislation:

• Past legislation—ask him how he voted on XX bill and why he voted as he did.
• Pending legislation- ask her how she will vote on XX bill and why she intends to thusly.

C. Note: If you already have an opinion on a topic or legislation do not reveal those in this letter. That will come later.

6. Submit first drafts of your letters by XXX date. (See Rubric 2 below)

7. Submit revisions of letters by XXX date. (See Rubric 2)

8. Send the letters via email and regular mail by XXX date.

Process

Part 2:  Research topics.  Establish your position.

• Research the issues you chose and their related legislation.
• Formulate your own positions with regard to the legislation and if appropriate to the topic in general.
• For each of the two topics you chose write a four to five page paper (so that is two four page papers). (See Rubric 3)

1. One to two pages provides a history and explanation of the topic.
2. One to two pages summarizes the legislation and its connection to or relevance to the topic.
3. One page describes and explains your position relative to the legislation.

Process

Part 3:     Dialogue with the Politician

1. Assuming you receive five responses, chose the best two (your call) in terms of quality and formulate a response for each one. I imagine three scenarios:

1. You agree completely with the position of your chosen lawmaker, in which case you would tell her so and explain why you agree and perhaps make some suggestions for future legislation.
2. You disagree completely with the position of your chosen legislator, in which case you would tell her so and explain why you disagree, and make an argument to convince her of your position.
3. You agree, but conditionally, in which case you would write a letter identifying the points of agreement and those where you disagree with him and why; and make an argument to convince him to change his position regarding the points of disagreement.

• 2. Submit first drafts XXX date. (See Rubric 4)
• 3. Submit revised letters on XXX date.

4. Send letters on XXX date.

Rubric 1

Rubric 2            First letter to legislator

Rubric 3            Research topic. Formulate position.

Rubric 4            Culminating letter