Welcome to English 100 (Composition 1). Throughout this semester, students will engage with various readings that center Indigenous, POC, and queer voices, (creative) writing exercises, group project(s), and formal essay writing to hone and further develop their writing literacies. In lieu of this engagement, students will learn how to effectively write for a variety of audiences and in a variety of forms as to better prepare them to identify and work across the writing context that they’ll encounter throughout their college career and, even, outside of academia (e.g., in your job). Students will learn to identify and effectively address an audience, to conduct research and ethically engage with their source material, as well as planning and employing revision strategies.
To offer students a way into these processes and deepen their relationship to them, students will begin with two narratives that explore: 1) the student’s own identity and 2) a short interview essay. These narratives will focus on organization, knowledge of MLA, and descriptive language. The course will then gradually shift from this self-reflection and work outward–to family, community, society, and culture–in the form of a rhetorical essay and a final project that will focus on a major sociopolitical issue on Oʻahu. Topics might use of maps or social networking platforms (Twitter, Instagram, Facebook) as texts to examine larger social issues of identity, gender/sex, colonialism, ecotourism, and settler responsibility. During class discussions and through writing Reading Responses, students will explore these issues (and maybe others) as they pertain to their own experiences/exploration of Oʻahu. In the end, students will produce at least 5,000 words of polished prose.