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Students examine essays on multiple forms of privilege and trace how identity components are rewarded or penalized within sociocultural contexts through self-aware final paper research. The unit is grounded in institutional and theoretical rationales linking social privilege, social justice education, and rhetorical development, while fostering curiosity, openness, responsibility, and metacognition.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-150-writing-as-inquiry-explorations-of-identity-and-privilege-course-design/599213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-150-writing-as-inquiry-explorations-of-identity-and-privilege-course-design/599213.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the “Explorations of Identity and Privilege” unit designed to achieve?","Question",{"text":112,"@type":113},"It aims to develop students’ inquiry and writing while helping them critically examine how identity and privilege shape access to social, economic, and political power.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the unit connect privilege to students’ writing practice?",{"text":117,"@type":113},"Students discuss essays about different privilege forms and explore their relationships to privilege in a final unit paper, supported by self-reflection and analysis of lived experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the course emphasize openness and responsibility?",{"text":121,"@type":113},"It supports ethical and effective discussion of social-justice-related topics by encouraging students to engage respectfully with diverse lived experiences and to learn alongside one another.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599213,1792166580,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Course Design  \nEnglish 150: Writing as Inquiry—Explorations of Identity and Privilege  \nAshanka Kumari and Brita M. Thielen1  \nCourse Description  \nThis unit,“Explorations of Identity and Privilege,” was designed for first year writing courses at the University of Nebraska-Lincoln (UNL) taught in 2015 and 2016. The course as a whole focused on writing and inquiry. Within this unit, students discussed essays relating to different forms of privilege (e.g. racial, gender, class) and explored their relationship to privilege in a final unit paper. Student writing emphasized self-awareness of how components of their identities—and the identities of others—are rewarded or penalized within their sociocultural environment. While students might be aware of their privilege(s) or lack thereof on some level, reading and discussing essays written by others helped students critically examine their personal experiences within a larger conversation.  \nInstitutional Context  \nOur experience teaching this unit occurred at UNL, a land-grant institution. The undergraduate community at UNL is overwhelmingly white with the university documenting that in fall 2015, only 13.7% of the undergraduate population was non-white (“Undergraduate Enrollment”) . Additionally, the university shows an undergraduate enrollment of roughly 50-55% male to 44-49% female depending on class standing (first year, sophomore, etc.)(“Enrollment”). In 2015, 27% of the entering first year class consisted of first generation students, according to Academic Affairs at UNL. Overall, the majority of students at UNL are from Nebraska, encompassing the more urban communities of Lincoln and Omaha, as well as small farming communities throughout the state. First year students made up the majority of both of our classes with a few sophomores in each section.  \nTheoretical Rationale  \nThe topic of social privilege2 is a hot-button issue at many US colleges and universities. Nationwide conversations sparked by the deaths of Trayvon Martin (2012), Eric Garner (2014), Sandra Bland (2015), and the emergence of the \\#BlackLivesMatter and \\#SayHerName movements at the time, among others, led us to consider our own privileges. Additionally, social justice conComposition Studies 48.3 (2020): 70–82  \ncerns related to the distribution of wealth, opportunities, and privileges within society motivated us to design and implement a unit about “Explorations of Identity and Privilege” in our writing classrooms. Such conversations did not seem to happen in our classrooms or, to a degree, on our campus; however, as graduate TAs in our first semesters of teaching in 2015, we also felt unprepared to discuss these incidents directly with our students. We realized that this ability to avoid direct discussions of these incidents was a form of privilege in itself and part of the reason we designed and implemented this unit was to educate ourselves. We hoped to learn alongside our students. Examining issues of identity and privilege allow both students and teachers to contribute to social justice work by unpacking the ways in which individual identities shape access to economic, social, or political power.  \nIncreased attention to the topic of social privilege appears in a variety of departments’ course curricula, including psychology (see Boatright-Horowitz et al.; Williams and Malchiori; Platt), sociology (see Messner), ethnic studies, women’s, gender, and sexuality studies (see Ferber and O’Reilly Herrera; Case), law (Armstrong and Wildman), cultural studies, and diversity-themed courses (Case and Cole) to name a few, and pedagogical articles on teaching privilege in these disciplines are cropping up with increasing frequency.3 In composition studies, scholars have written about bringing topics such as difference, whiteness, race, class, gender, and sexuality into the composition classroom (e.g. see Winans; Kynard; Moss; Grobman; Waite) . This existing composition scholarship presents the pedagogical affor","cbCaithWNLilwTbS","https://ap.wps.com/l/cbCaithWNLilwTbS","pdf",125018,13,"English","# Course Description\n# Institutional Context\n# Theoretical Rationale\n# Course Goals and Pedagogical Approach","[{\"question\":\"What is the “Explorations of Identity and Privilege” unit designed to achieve?\",\"answer\":\"It aims to develop students’ inquiry and writing while helping them critically examine how identity and privilege shape access to social, economic, and political power.\"},{\"question\":\"How does the unit connect privilege to students’ writing practice?\",\"answer\":\"Students discuss essays about different privilege forms and explore their relationships to privilege in a final unit paper, supported by self-reflection and analysis of lived experiences.\"},{\"question\":\"Why does the course emphasize openness and responsibility?\",\"answer\":\"It supports ethical and effective discussion of social-justice-related topics by encouraging students to engage respectfully with diverse lived experiences and to learn alongside one another.\"}]","English 150: Writing as Inquiry - Explorations of Identity and Privilege - Course Design | PDF",1792088356,33]