Foundations of Academic Success by Words of Wisdom Term paper
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Foundations of Academic Success by Words of Wisdom Term paper
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Get Help Now!Book name Foundations of Academic Success: Words of Wisdom, edited by Thomas C. Priester, Open SUNY Textbooks
Fatima Rodriguez Johnson I chose to attend a small liberal arts college.
The campus was predominately white and was nestled in a wealthy suburb among beautiful trees and landscaped lawns. My stepfather and I pulled into the parking lot and followed the path to my residence hall.
The looks we received from most of the families made me feel like everyone knew we didn’t belong. But, he and I greeted all we encountered, smiling and saying, “Hello.” Once I was unpacked and settled into my residence hall, he gave me a hug and said, “Good luck.”
I wasn’t sure if he meant good luck with classes or good luck with meeting new friends, but I heard a weight in his voice. He was worried. Had he and my mother prepared me for what was ahead? With excitement, I greeted my roommate who I had already met through the summer Higher Educational Opportunity Program (HEOP). She and I were very happy to see each other. After decorating and organizing our room, we set out to meet new people.
We went to every room introducing ourselves. We were pretty sure no one would forget us; it would be hard to miss the only Black and Latina girls whose room was next to the pay phone (yes, in my day each floor shared one pay phone). Everyone on our floor was nice and we often hung out in each other’s rooms. And like some of you, we answered some of those annoying questions: • Why does your perm make your hair straight when ours makes our hair curly? • How did your hair grow so long (whenever we had weave braids)?
- Why don’t you wash your hair everyday (the most intriguing question of all)? We were also asked questions that made us angry: • Did you grow up with your father?
- Aren’t you scared to take public transportation? • Have you ever seen anyone get shot (because we both lived in the inner city)? It was those questions that, depending on the day and what kind of mood we were in, made a fellow student either walk away with a better understanding of who we were as Black and Latina women or made a fellow student walk away red and confused. I guess that’s why my stepfather said, “Good luck.” He knew that I was living in a community where I would stand out—where I would have to explain who I was.
Some days I was really good at answering those questions and some days I was not. I learned the questions were not the problem; it was not asking that was troubling.
My roommate and I put forth a lot of effort to fit in with the community—we spent time hanging out with our peers, we ate together almost every evening in the dining hall, and we participated in student organizations. We were invited to join the German Club,
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Foundations of Academic Success: Words of Wisdom YOUR Solid Foundation and were the only students of color there. In doing all these things we made ourselves approachable.
Our peers became comfortable around us and trusted us. Although my peers and I all had similar college stresses (tests, papers, projects, etc.) my roommate and I also had become a student resource for diversity. Not because we wanted to, but because we had too. There were very few students of color on campus, and I think students really wanted to learn about people different from themselves. It was a responsibility that we had accepted.
The director of HEOP would often remind us that for many students, college was the first opportunity they had to ask these types of questions. He said we would learn to discern when people were really interested in learning about our differences or insulting us. If someone was interested in insulting us, there was no need to respond at all.
Although I transferred to another college at the end of my sophomore year, during those two years I learned a great deal about having honest conversations. Taking part in honest conversations challenged my notions of the world and how I viewed people from all walks of life (race, class, sexual orientation, ability, etc.). Those late nights studying or walks to the student center were when many of us listened to each other’s stories.
My advice is to take time to examine your attitudes and perceptions of people different from yourself, put yourself in situations that will challenge your assumptions, and lastly, when you make, a mistake do not get discouraged. Keep trying. It’s easy to stay where we are comfortable. College is such a wonderful experience. Take it all in, and I am sure you will enjoy it!
Foundations of Academic Success by Words of Wisdom Term paper
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QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. 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APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. 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