Prompt: A Journal of Academic Writing Assignments

Journal Information
EISSN : 2476-0943
Current Publisher: A Journal of Academic Writing Assignments (10.31719)
Total articles ≅ 52
Current Coverage

Latest articles in this journal

Bridget Draxler
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 7-14; doi:10.31719/pjaw.v5i1.74

This research assignment invites students in a first-year writing preparation course to explore topics of social justice through protest art. The course is taught at a small, private liberal arts college in a course for “emerging writers.” I have taught this assignment at a predominantly White institution (PWI), in a course where the majority of students are Black, Indigenous, and people of color (BIPOC). Students choose a work of protest art from the campus library special collections, frame the social justice issue it addresses in a local context using local sources, and then write an essay that puts that research in conversation with their own story. Finally, linking public history to civic engagement, students create their own protest art as a community call to action. The multimodal, local, and personal nature of this writing assignment creates opportunities for students to see the connections between their emerging identities as writers and civic actors. This assignment can create space for students to use their multilingual identities to speak back to the structural inequality within our institution, developing confidence in their own voices to call for meaningful change.
Maranda Ward
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 54-62; doi:10.31719/pjaw.v5i1.67

This article describes an undergraduate health sciences course where students propose a community-level intervention that addresses a local health disparity. Students use community planning principles and health equity concepts as a final project in their 8-week online community-engaged course. The student-proposed project engages a community in health education or promotion-program planning and allows for faculty assessment of pedagogical decisions. A curricular commitment to health equity enhances the capacity and competency of learners to address the structural inequities that fuel pervasive health disparities among socially disadvantaged populations. Ethnocultural empathy or racial/ethnic perspective taking is used as a measurable competency. The final paper requires students to describe how the perspectives of Black, Indigenous, People of Color (BIPOC) have shaped their proposed community intervention. They are also asked to offer recommendations on how to best mitigate the racial bias that may show up in community-based interventions.
Brigitte Mussack
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 15-22; doi:10.31719/pjaw.v5i1.72

This article describes and reflects on a collaborative, in-class activity that asks students in a business writing course to analyze the intersection of language, values, and social justice through a rhetorical analysis of corporate mission statements. The activity looks at how mission statements, as a genre, work to construct an ethos of civic engagement targeting a specific audience. Students reflect on values embedded in mission statements and compare these values with corporate action. Students then work in groups to create their own mission statements that direct their research and teamwork for their other, collaborative course projects. I offer this activity focused on mission statements as a concrete way to discuss social justice, values, and civic engagement in a business writing course; specifically, students explore how language impacts social justice and structural (in)equality.
Elizabeth Yomantas
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 23-33; doi:10.31719/pjaw.v5i1.75

This article discusses a final writing assignment for “Culturally Responsive Service Learning,” a course taught during a four-week experiential education program in rural Fiji. This elective course was situated in an undergraduate teacher preparation program but included students from a wide variety of disciplines and majors. This article discusses the theoretical and cultural framework for the assignment, the pedagogical decisions that led to the final paper, the process of sharing the assignment with the community through a public event, the limitations of using a storytelling framework from another culture, and suggestions for future adaptations. In alignment with the topic, the author uses two different voices to interweave personal storytelling with academic research. The article opens and closes with vignettes that demonstrate how the class arrived at new levels of critical consciousness through engagement with the readings and learning from Indigenous community partners. The body of this article is written in a traditional academic format. Storied vignettes are italicized for clarity.
Susanne E. Hall
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 1-2; doi:10.31719/pjaw.v5i1.107

The editor's note for issue 5.1.
Leslie Anglesey
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 34-41; doi:10.31719/pjaw.v5i1.73

While online learning and community engagement are not necessarily adversarial, this article explores the tensions between the two and how an online rhetoric course adapted place-based pedagogy to explore the idea of belonging. The assignment described here leverages online learning while sponsoring community engagement. The assignment invites students to learn about and participate in social justice action that, while accomplished virtually by way of Web 2.0 technologies and spaces, still connects students to the places that are significant to them. Such an approach is inherently invested in place-based pedagogy that frames social justice as abstract and complex issues that not only affect nation-states, but that also have tangible implications for privileged and marginalized groups in local communities (Flynn et al., 2010).
Ann E. Green, Wiley Davi, Olivia Giannetta
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 3-6; doi:10.31719/pjaw.v5i1.106

Introductory essay to special issue from Guest Editors Ann E. Green, Wiley Davi, and Editorial Assistant Olivia Giannetta.
Debbie Goss
Prompt: A Journal of Academic Writing Assignments, Volume 5, pp 42-53; doi:10.31719/pjaw.v5i1.76

This action research assignment invites students to participate in the progress of the UN’s Sustainable Development Goal #6 (SDG6) by contributing knowledge to two distinct public discourse communities: Wikipedia: The Free Encyclopedia and Consilience: The Journal of Sustainable Development. SDG6 targets access to clean water and sanitation for all by the year 2030. But, in order to accomplish this, the rate of progress must accelerate dramatically. In small groups, students research an SDG6-related topic and improve a Wikipedia article to make it neutral, balanced, and organized in accordance with Wikipedia quality assessment standards. Simultaneously, students compose an opinion paper addressing SDG6 goals and targeting the cross-disciplinary audience of Consilience: A Journal of Sustainable Development. The project raises awareness of discourse communities while students make headway on SDG6 by publicly sharing their research. The assignment is adaptable to an extensive range of subject matter suitable in both face-to-face and online teaching platforms. Students reflect on their own connections and learn to empathize with others by analyzing how lack of access to potable water and sanitation causes suffering. Action research calls on students, thinking as global citizens, to be bold in creating a new and better world—a world where access to clean water and sanitation brings justice to all.
Kendall Gerdes, Melissa Beal, Sean Cain
Prompt: A Journal of Academic Writing Assignments, Volume 4, pp 3-12; doi:10.31719/pjaw.v4i2.64

This essay reflects on a three-part assignment in which students plan, design, and reflect on a text-based videogame. Created originally for a composition course focused on rhetoric and videogames, the assignment lends itself to teaching about the writing process, especially invention and revision, teaching procedural rhetorics, and teaching technical communication concepts such as iterative design and usability. This essay is coauthored by the instructor with two students who took the course in different semesters, highlighting the collaborative nature of even solo-authored game design, as well as how making games can help students take up rhetorical concerns in other genres.
Jacob D. Richter
Prompt: A Journal of Academic Writing Assignments, Volume 4, pp 23-36; doi:10.31719/pjaw.v4i2.79

The Infosphere Probe is a project geared toward re-envisioning some features of traditional annotated bibliography assignments in an attempt to empower contemporary information citizens. By challenging students to assess the information circulating in their everyday lives, the Infosphere Probe explores strategies with which contemporary classrooms might nurture and cultivate empowered information practices that appreciate lived information cultures traditionally neglected within academic discourse.
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