Sample assignment · Formal, metacognitive writing
In classroom use, this is typically a graded assignment, evaluated pass/fail in the original course. Weighting, scheduling, and grading treatment are at the adopting instructor's discretion.
About This Open Educational Resource
This assignment was developed for SOC 250: Racial and Ethnic Communities in the United States at Lehman College, CUNY. It is metacognitive writing: at the midpoint of the term, students analyze their own learning rather than course content — naming the readings, media, and discussions that shifted their thinking, and articulating a plan for continued engagement. Practicing this kind of self-analysis at midpoint strengthens students' capacity to do it for the rest of the term.
Adoption notes for instructors:
- Pass/fail evaluation is recommended to keep the reflection honest and low-pressure. The guiding principles below can be converted to a numeric rubric if your context requires it.
- The word target (300 words) and timing (course midpoint) are adjustable. The assignment works after any substantial block of units — for example, after Modules 1–3 of this project.
- The prompts reference peer contributions in discussion; substitute whatever discussion format your course uses (forum posts, in-class conversation, annotation tools).
- The original rubric also scored word count and timeliness as separate criteria. Here those appear as stated expectations in the instructions, leaving the evaluation principles substantive.
- A brief post-midterm session puts the reflections to use: review shared insights with the class and any adjustments planned for the remainder of the term.
For self-directed learners: this works as a midpoint pause. After finishing roughly half the modules, write the reflection — the third prompt becomes a plan for how you will work through the remainder.
Course Context
In the original course, the essay was due at the semester midpoint, after the first half of the course explored how racial and ethnic identities come into being in our social world and how the understanding of those identities has shifted across American history — histories of ethno-racial diversity that remain visible in the demographic and socio-economic structures of the present.
Purpose
Rather than summarizing course content, this essay asks students to take stock of how their understanding of race and ethnicity has evolved over the first half of the course — considering whether and how their perspective has shifted, identifying the specific moments that challenged their thinking, and looking ahead to the questions they want to keep exploring.
Instructions
Write a 300-word reflection essay on your evolving understanding of race and ethnicity during the course so far. Address the following questions in your reflection:
- Has your understanding of race and ethnicity changed since the beginning of the term? For example, the course has discussed how intersections of social class, gender, sexuality, ability, and other factors influence racial and ethnic identity formations in the U.S. Did understanding the intersecting effects of these roles help you better grasp the racial formation process? Are there any other factors you would add?
- While exploring these concepts that situate race as a social construct, were there any specific questions or moments that changed your viewpoint or taught you something new about racial dynamics in the U.S.? Did this relate to specific readings, videos, or peer contributions in discussion during a particular week?
- Reflect on your experience in the course so far. Are there specific questions or topics that you plan to continue exploring during the rest of the term? What steps do you plan to take to further engage with the course material and discussions moving forward?
Keep your response to approximately 300 words and submit by the deadline your instructor sets.
Guiding Principles for Evaluation
| Criterion | Description |
|---|---|
| Comprehension | Clearly references specific themes, topics, or readings from the course that have shaped the writer's understanding of race and ethnicity. |
| Self-Reflection | Offers meaningful personal reflection on how the writer's perspective has shifted, with insight into their own learning and growth rather than restatement of course content. |
| Forward Engagement | Articulates specific questions or topics to continue exploring, with concrete steps or strategies for engaging with the course material for the rest of the term. |
To receive a satisfactory grade, consider all three principles as you compose your reflection. Rather than scoring each criterion separately, your instructor reads the essay as a whole — paying attention to how genuinely you take stock of your own learning. The essay is evaluated on a pass/fail basis in the original design. If anything is unclear, reach out to your instructor before the deadline.