Student: Maria Barcinas
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Writing Assignment Used for This Interview
Indigenous Issue Analysis Paper
This analytical paper will focus on your choice of a historical or contemporary issue that affects a particular Indigenous people of the United States, including those of Native America, Alaska, Hawaiʻi, Guam, American Samoa, Puerto Rico, the Federated States of Micronesia, Belau and the Marshall Islands, or Indigenous peoples in general.
Your paper must be typed, double-spaced, 12 pt. Times Roman font, and 4-5 pages (5-6 pages for students in Honors A) with standard 1-inch margins. All versions of the papers must be complete (typed with an introduction, an arguable thesis, supporting paragraphs providing a thorough discussion of evidence/points, and a conclusion, and using either MLA or the Chicago Style Manual citation format).
A peer review session will be scheduled on 12/3 before the final paper due date on 12/5 to help you write the best paper possible. Also, a detailed assignment description and rubric will be handed out after the midterm in class, so you will know the scope of the assignment and the criteria on which your paper will be graded.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 15 of 15( 2015)Brief excerpt from interview: I really liked how for this class, our Writing Intensive, it wasn't one big paper, but a lot of writing throughout the course. It provided an opportunity to have more than one discussion and really go and look at so many different things instead of having one big assignment.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 14 of 15( 2015)Brief excerpt from interview: It was a good mix of opinions... There were some from Hawaiʻi, some from the Pacific, some from the U.S. [mainland].
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 13 of 15( 2015)Brief excerpt from interview: This was an assignment [where] we had to find a representation of indigenous people that framed [them] in a certain way, and then discuss how are they being framed, what's going on... To analyze and deconstruct, we could choose what we wanted to focus on. I just focused on the whole page and what it was advertising, the titles, descriptions... I enjoyed doing this assignment because you come across it so often, but a lot of times you don't have an opportunity to critique it and take it seriously. You just have to accept it and keep going, but this time we got to deconstruct it and see what is going on.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 12 of 15( 2015)Brief excerpt from interview: The course really opens your eyes to so many different issues that native people are facing and fighting against. We can't be unaware any more. You're always going to see it now in a way where you have to decide whether you're going to address it.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 11 of 15( 2015)Brief excerpt from interview: When I'm done with school, I definitely want to go home [to Guam]. I want to continue but I don't know where exactly... It was good to hear the opinions [of other students]. [It is a little intimidating] when you have to write and everyone can see what you are writing about. Everyone can see how your writing is so it forces you to try to get up in their level.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 10 of 15( 2015)Brief excerpt from interview: [I chose Pacific Island studies] because there are a lot of issues surrounding militarization or colonialism. That's kind of what I am interested in... I think after reading all of these materials from the class and you see how important [writing] is for indigenous communities to write their own stories and critique what's happening around them and how they are being portrayed. We read From a Native Daughter, which tells a completely different story than this... Everyone [in the class] found something that they could relate to whether they were from different sides of the table.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 9 of 15( 2015)Brief excerpt from interview: I think everyone gained a lot more respect for each other... We had to become more aware of how our people are being represented... Our classmates, everyone came from different backgrounds, different opinions. But at the end of the course everyone was kind of more on the same page, and we all understood that there were some real issues going on and more sympathetic to some of the struggles here in Hawaiʻi.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 8 of 15( 2015)Brief excerpt from interview: I learned a lot about current issues here in Hawaiʻi. It's similar to other places in the Pacific... It was such a big range, and a lot of times you don't get to hear native voices in classes so it was really great to see.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 7 of 15( 2015)Brief excerpt from interview: I was definitely more aware of portrayals of native peoples and some of the conflicts involved with representation, a lot of history. It was really eye opening... I really enjoyed it because a lot of times you don't get to do something that is really affecting the community... Guam is also a big tourism place so it really makes you open your eyes at how you are being advertised as being from Guam, as native, and all the different things that could be wrong or be changed or better. There's a lot of parallels between what we see here and what is going on there.
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ItemStudent interview for Place-Based WAC/WID writing instruction in American Studies, clip 6 of 15( 2015)Brief excerpt from interview: It was hard to choose where to begin [with the assignment] because there's so much going on [in the advertisement]. Structuring how to make your thought process clear [was difficult].