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[mj_romo]

I have never done this before, but I assigned readings in my freshman comp class without clearing figuring out what writing task question I would post for the class. 

The readings are loosely related to the economic crisis, though they focus more specifically on economic inequality, particularly linked to race/socio-economic status.  Really, the readings bring to mind whether or not everyone had equal economic opportunity.  One reading in particular focuses on the economic challenges faced by minority, low-income students going to college, especially community college.  (The author of the piece has a clear bias against community college.)  It additionally sheds light on the problems with merit-based aid.

When I was prepping this class, my initial idea was to assign a very broad question such as: Given the readings, is the "American Dream" truly achievable?  (Lame, I know, but it would have served the purpose of teaching students how to craft an argument.)

However, my students have latched onto this topic with a passion that really surprises me.  I had not expected this topic to go so well; I truly expected to have to explain a great deal to them.  Their level of knowledge about the economic crisis and about economic in-equality has come as a pleasant shock.  Their questions and discussion have demonstrated a surprising amount of insight.  (They are quite the unique group!)

I feel, based on our discussions, that my lame question simply doesn't provide them with enough challenge.  Today, I tried something new, and I had them draft a question they thought they could write an argument about.  The questions aren't great, but I was really looking for a common theme.

No surprise, but I got a lot of questions that roughly asked: how can low-income college students challenge the economic barriers and be successful?

That type of question, however, will not wash with the freshman comp committee, so I'm looking for another way to ask this - something that will be more challenging and push them to take a stand and create and argument.  Any suggestions?

[spork]

"Why go to college for 4 years when you can go for 2, get an ADN, and earn $60K per year?"

"Why go to college at all when you can become an electrician, plumber, or stone mason and also earn $60K per year?"

[ls410]

Can you give an example of what the comp committee does like?  Maybe an old question for a different topic? 

[mj_romo]

The comp committee is fond of "to what extent" questions, as in "to what extent does the internet negatively affect students?"  Or, I could do a yes/no with an implied why/why not, such as "Is television dumbing down society?"

Ideally, the question is supposed to lead to a non-personal response that focuses on using the texts appropriately.

I could go with "To what extent can low-income students challenge the economic barriers and be successful?"  But, I don't think that really encompasses all of the readings, and I'm also concerned that I would get a lot of semi-whiny essays about their personal experiences with the financial aid office.

Spork - your questions are brilliant, and certainly that should be the route for many of these students, but I feel like this class needs someone to push and support them on an academic road. 

This class is really unique (for this CC's demographics) in that I see the potential for academic success in a large number of them; they are the strongest group of writers and thinkers that I've had in many years.  They are by far the most dedicated I've ever seen.  And, I feel like my class actually matters to them, and that what goes on in it actually could shape their abilty and/or desire to persist.

[brooklynny]

To what extent does life chance impact ones ability to participate in the US economy equitably?

Is community college/an associates degree insure entry the middle class?


Hard to get more specific without seeing the readings.