This document describes a service learning option for a literature course. As part of the option, students volunteer for at least 25 hours at a Twin Cities organization related to course themes. Instead of evaluations, students complete writing assignments reflecting on their service experience. These include journals on expectations, initial impressions, and a person they encountered. For the portfolio, students choose a creative or public policy analysis option. The creative option includes a piece of creative nonfiction and an essay arguing if it is a form of activism. The public policy option includes a reflection and an essay exploring laws and policies affecting the community.

1. SERVICE LEARNING OPTION
EngL1501W Literature of Public Life Spring 2010
Service Learning is an opportunity to explore abstract academic discussion through real-world
situations and issues. If you are looking for a way to make your classroom experience directly
relevant to the “real world,” or to participate in a literature class in a way that moves beyond
traditional literary criticism and analysis, then this is the option for you.
As part of the Service Learning option, you will volunteer for at least 25 hours during the
semester at a Twin Cities organization whose mission dovetails with the themes and subject
matter studied in class. (You will not be evaluated on time spent, though if you complete less
than 25 hours, points will be deducted from your final portfolio.) Instead, your grade will come
from the writing projects below. A grading rubric is available on the class moodle.
Service Learning is not only an opportunity to connect with and support a Twin Cities
community – it also looks good on a resume. The Service Learning portfolio is an opportunity to
create an impressive writing sample for future internships, jobs, and/or graduate school.
You are required to attend a Service Learning Orientation through the University of
Minnesota Career and Community Learning Center (www.cclc.umn.edu). Orientation
times are published on the class moodle.
As part of your participation grade, you will give a five-minute presentation to the class
about your service learning project in mid-April. This will be graded on a credit / no credit
basis.
JOURNALS (30% / 300 points)
Journals reflect on your service learning experience and connect themes or topics we’ve
discussed in class to real-world situations and issues. A successful journal uses reflection to
determine the focus and organization of the writing. A successful journal does not simply
recount events chronologically, and it is not a rant or personal blog post.
Journal #1 – Due Friday, February 19th
Before You Begin: Orientation (350-700 words)
Answer at least two:
• What are your initial expectations? What are you looking forward to? What are you
concerned or apprehensive about? What do you think the difficulties will be?
• What happened in the orientation session? What questions did it answer for you, and
what questions do you still have?
• What was discussed in orientation, and how does it (or how do you think it will) relate to
the themes of public life and activism in the course?

2. Journal #2 – Due March 12, or one week after your first day
The First Time (350-700 words)
Describe the first time you went to your assignment. For those of you that have to do training
on-site, describe the first time you actually get to work. What is the organization’s mission?
What is your job? Where is it located? What kind of neighborhood is it in? What does it look
like, inside and outside? Who was the first person you met? Who was the first person you
served?
Journal #3 – The People (350-700 words) Due April 7
Describe a person you've encountered in the community who made a strong impression on you,
positive or negative.
SERVICE LEARNING PORTFOLIO (7–10 pages) (20% / 200 points)
Due May 7
There are two options for the portfolio – Creative and Public Policy Analysis
Creative Option*
1) Modeling one of the books we’ve read this semester, or another creative work of your
choosing, write a piece of creative nonfiction about your service learning experience. (4-6
pages)
2) Write an essay arguing whether or not your creative writing is a form of activism. Use at
least two of the texts discussed in class to support your thesis. (2-3 pages)
*though all students are encouraged to see me with drafts, students pursuing the creative option
are strongly encouraged to make an appointment to discuss a rough draft of the piece.
Public Policy Analysis Option (7-10)
1) Final reflection: How have your expectations for the community, the organization, and
for yourself changed? What have you learned? Will you continue to volunteer in this (or
any) capacity? (2–3 pages)
2) Write an essay about your service learning experience that explores public policy (e.g.
laws, bills) and its effect on the community.
Sample questions to explore: What laws and agencies have been created to deal
with the issues of the community? Where do city, state, and federal-level
politicians stand on the issues your organization deals with? Which organizations
or groups oppose the mission of the organization you worked with? Which ones
support the mission of the organization? How has policy in the news (e.g.
foreclosures, health care, environmental issues, education, immigration) affected
the community you work with? This essay should have a strong thesis – you
should take a stand on whether or not current public policy serves your
community or organization, and/or suggest changes that would. (5 pages)