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English 2150T
Instructor: Prof. Carol Rial | Spring 2018
Course: English 2150T Section 48198
Hours: T, Th 9:05 to 12:00 pm
Office Hours: by appointment and in classroom
Email Address: [email protected]
Course Theme: “Silence: Uses and Abuses”
Silence can be used to listen and to reflect; it also can be used to suppress self-expression and protest. The theme of this writing course is silence in all its implications. Through fiction, poetry and nonfiction texts, we will explore how we use silence to both serve and suppress ourselves and others. The course will culminate in a group digital project.
Requirements
Purpose: To gain greater exposure to a range of argumentative writing; to further develop yourself as a full member of the academic community; to develop your ability to express yourself confidently, powerfully, and compassionately; to explore new perspectives; and to play with ideas and each other! See also Learning Objectives and Theme below.
Required Texts:* 1) Photocopied packet from instructor and online, including Blackboard
2) MLA Handbook for Writers of Research Papers 8th Edition Publisher: Modern Language Association; ISBN: 978-1603292627 $11.05
Bring all texts to class when readings are due. Failure to do so will affect your participation grade.
Regarding digital devices: Readings found online must be either printed out or read and brought to class on a laptop—not a phone—and read beforehand. If you don’t have a laptop, you must bring print-outs to class. Power down (do not just turn off) phones, unless you are a caregiver and must be available for emergency contact, in which case please inform the instructor.
Goals of the digital literacy component of 2150:
- Being able to discern the credibility of online information
- Thinking and writing about how digital and particularly multimedia contexts affect how we are called upon to read/analyze and in turn to compose for a variety of audiences in various discourse communities. Such an assignment would be to include visuals and/or video and/or sound as well as text (e.g., music videos, TEDtalks, and web texts such as news sites that use multimedia).
- Students will “re-present” or re-mediate their research projects from a traditional academic essay to a multimedia text for an audience outside the classroom.
Requirements:
- Attendance: Required. If you miss more than 2 classes, your final grade plummets by half a grade (e.g., a B becomes a B-) for each day missed. Students fail this course after missing 4 class periods. Only religious holidays constitute acceptable absences beyond the 2 classes; beyond that I do not offer excused or unexcused absences.
- Lateness: If more than five minutes late, you may be recorded as absent for the day. This does not mean you have a five-minute cushion, by the way. If you arrive late more than twice, it will count as an absence.
- Participation: Talk, talk, talk! (Promise yourself at least 1 sentence/class.) According to Eng Dept rules, your grade for that portion is based on quantity and quality of participation. Bringing in and writing your own sentences on the board is a crucial aspect of doing well in the Participation category. Students must also keep a list of 50 words new to them from our class to have a chance at getting an A in Participation.
- Journals: Due every Thursday: 1 full, single-spaced, handwritten page or 1½ typed, double-spaced pages. Do not write journals in class unless assigned. Journals are a place to question and muse about topics always related to our class—topics that arise from discussions and readings. Write about your musings; do not write these as summaries. How do you personally connect with our readings?
- Papers: 3 graded & revised writing projects. To improve your writing and your grade, you may be able to revise again if the grade contains any C or below (e.g., B/C) though not past 3 drafts. Papers must use the MLA method. If you go on to a second draft, please use a paper clip or staple to attach 1st drafts to 2nd Late drafts are unacceptable unless there is a documented medical reason. A loophole: I will allow one paper/project and one journal entry late by one class period over the semester; otherwise, I will not grade or tally late papers or journals. If you’re going to use the loophole, late work must be brought to class during the next class meeting. Late papers are hard on us both! Submissions of both papers/projects and journals will not be accepted via email.
- Group work: whole-hearted participation mandatory!
- Writing exercises
- Passing performance on the final
Grades:
Based on your effort, your improvement, and Baruch College English Department passing standards. Please keep in mind that to some degree you grade yourself.
Participation 15%
Journals 15%
Essay 1 10%
Essay 2 20%
Writing Project 30%
Final 10%
Learning Objectives for Eng. 2150T:
- Critically analyze texts in a variety of genres: Analyze and interpret key ideas in various discursive genres (e.g. essays, news articles, speeches, documentaries, poems, short stories), with careful attention to the role of rhetorical conventions, such as style, tropes, genre, audience and purpose.
- Use a variety of media to compose in multiple rhetorical situations: Apply rhetorical knowledge in your own composing using the means of persuasion appropriate for each rhetorical context (alphabetic text, still and moving images, and sound), including academic writing and composing for a broader, public audience using digital platforms.
- Identify and engage with credible sources and multiple perspectives in your writing: Identify sources of information and evidence credible to your audience; incorporate multiple perspectives in your writing by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in your own writing, using a citation style appropriate to your audience and purpose.
- Compose as a process: Experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on your writing process in metacognitive ways.
- Use conventions appropriate to audience, genre, and purpose: Adapt writing and composing conventions (including your style, content, organization, document design, word choice, syntax, citation style, sentence structure, and grammar) to your rhetorical context. See Goals, p. 1.
Plagiarism:
Baruch College, including your instructors, regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. I am committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty.
Academic sanctions in this class will range from an F on the assignment to a D in this course because CUNY policies permit students to retake and expunge from their GPA several courses they have failed. In addition, I am required by College policy to submit a report of suspected academic dishonesty to the Office of the Dean of Students. This report becomes part of your permanent file.
Additional information and definitions can be found at http://www.baruch.cuny.edu/academic/academic_honesty.html
To be clear, my policy is to give a failing grade (F) to any assignment that has been plagiarized or an exam in which you have cheated. I may also see reason to grant a D for the course.
Note: The first line of defense for students is simply to meet with the instructor any time they have a question regarding their own possible plagiarism, so it can be straightened out before there is any trouble with plagiarism. Also see the online plagiarism tutorial prepared by members of the Newman Library faculty.
Disability Act:
At Baruch, we provide reasonable accommodations and modifications for students with disabilities. We strive to ensure that no student with a disability is discriminated against and that none is denied participation in College programs and activities for lack of auxiliary aids or other accommodations. Some people think that a disability has to be visible to be accommodated. This is not the case. There are many disabilities – diabetes, psychological illness, learning disabilities, AIDS, seizure disorders, arthritis, etc., which require accommodations. Examples of accommodations are more time for examinations for students with learning disabilities or illness, which reduce stamina or for students who take medication, which reduces processing speed; adaptive equipment for students with a variety of disabilities; taping of classes.
It is best to speak with me as soon as possible so that you will have full access as quickly as possible. I am available to discuss these matters confidentially with any of you before or after this class or during my office hours, which are indicated on the syllabus. If any of you are unsure about your situation, please consult with the staff at the Office of Disability Services, Newman Vertical Campus, Room 2-271, or by phone at 646-312-4590. The Office provides confidentiality pursuant to federal law.
Writing Center:
You can schedule an appointment at https://bc.mywconline.com/
Visit the Writing Center in NVC8-185 or at the Newman Library Reference Desk, or log on to their website, writingcenter.baruch.cuny.edu, to learn more.
International Students:
We love our international students and don’t want to lose you! Be mindful that poor attendance will put you at risk for being dropped from the course, which may jeopardize your status as a full-time student and can lead to complications with immigration services. Please refer to the Office for International Students for more information, as needed.
Blackboard: This course will utilize electronic sources, many of which will be posted on Blackboard, as a URL or as an entire article or as PowerPoint, etc.
How much time does English 2150T require?
Students spend about 2 hrs. working outside of class for every hour spent in class. For a six-hour a week course, that comes to 12 hours of time outside of class per week. Since that’s beyond the norm for first year writing courses at Baruch, I will strive for your outside of class time to not exceed the usual 8 hours for non-T sections. To that end, we will often write in class and have varying lengths of reading requirements. If you are putting in more than 8 hours a week for this course, see me to help you with study skills.
Welcome to English 2150T!
For us to grow and benefit from our time together, it’s essential that all class members consciously and conscientiously participate in this class. What follows are specific guidelines my former students and I have found useful to work toward this goal.
1) Please raise your hand when wishing to speak and/or speak only when it is absolutely clear you will not be interrupting others. Students and teachers both don’t want to be bored, so students especially must participate a great deal to create an engaging class.
2) Bravely and respectfully consider all that others say, regardless of how much you may initially or ultimately reject it. Intentional ridicule of others’ comments and/or writing is not allowed in my classes. Cultivating how to express disagreement while still being courteous is an important life skill. “It’s not the note you play that’s the wrong note – it’s the note you play afterwards that makes it right or wrong.” –Miles Davis
3) Try not to leave the room for the duration of the class. We’re up to important stuff here!
4) Refrain from bringing food to the classroom. (Non-alcoholic drinks are acceptable.)
5) Checking your cell phone during class will adversely affect your participation grade.
6) If you have a personal difficulty with instructor or another student, meet with either of us outside of class time to work it out. Please do not use email to express grievances; talking face to face is still the best approach.
7) Email: Please use email only for urgent personal communication and not for what you missed in class. Do not send documents of any kind to instructor unless by special arrangement. Blackboard: Basic documents for the class will be posted, such as syllabi and requirements.
8) Come to class prepared to work and you’ll have a better time.
9) Open up about your life and thoughts and be open to gaining something from others’ ideas and experiences. Writing often deals with very sensitive material.
10) If you have any physical or psychological challenge that could hinder your ability to do the work of English 2150T, please let me know the first week of the semester.
11) About Pronouns and Names:
Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make changes to my records, and our class community can refer to you appropriately.
12) Keep your humor. Make sure you’re enjoying our time together! Most importantly, make sure you’re writing about what you’re moved by.
It’s an honor to be your instructor! Professor Rial
SYLLABUS FOR ENGLISH 2150T SPRING 2018*
*The syllabus that follows is subject to change at the instructor’s discretion.
PART I: The Value of Silence
Class: Topics: Readings:
Jan. 30 Diagnostic Essay; Introductions “Desiderata” (live/online)
Benefits of Meditation Song: “Quiet” by Milck w/ choir
https://www.youtube.com/watch?v=gvJLmVYVvVM
Writing Assignment Due:
Diagnostic Essay
Feb. 1 Prewriting Techniques The Zen of Listening (handout), Ch. 2
Note-Taking; Drafts
Templates; Thesis Templates; Sample Student Essay
Argumentation and Rhetoric Song: “Enjoy the Silence” by Depeche Mode
Week 2:
Feb. 6 Grammar I: Basic and Beyond The Zen of Listening (chapter handout)
Basic MLA Method; MLA Text Sample Student Essay
Octopus Site rd MLA: pp. 7-10 on Plagiarism
Ppt on Incorporating Sources Source Alteration
Song: “The Sound of Silence”
Writing Assignment Due: Journal 1
Feb. 8 Summarizing, Paraphrasing, Quoting How to Communicate Like a
Citing Sources; Titles + caps Buddhist (chapter handout)
MLA: pp 54-8; 116-17; 126-27 on
Song: “Quiet Night of Quiet Stars”
Week 3:
Feb. 13 Poetry “Song of Myself,” Walt Whitman
(online; live) I, II, XXVI, LII
English.illinois.edu
Song: Incognito’s “Silence of the Mind”
Feb. 15 In-class Writing COMPUTER LAB: 6-150?
Song: Art Brut’s “Fight”
Writing Assignment Due: Essay 1, 1st draft (Creative Non-Fiction Essay): in class, 3 pages + J2
Week 4:
(No class Feb. 20)
Feb. 22 Grammar II; MLA “Bartleby the Scrivener” by Melville (online)
[Day may start or end early] MLA: rd pp 124-26 on Source Use and
Share Essay 1 skim pp. 61-66
“Methods of Development” Song: Bjork’s “It’s Oh So Quiet” w/ vid
Student Sentences
Writing Assign. Due: Journal 3
Week 5:
Feb. 27 Introverts Quiet (chapter handout) by Susan Cain
TED Talk MLA: pp 67-69; 70; 71; 80-85; 86; 96-97;
124 on Mechanics
Song: “John Cage’s 4’33” w vid
Writing Assign. Due: Essay 1, 2nd draft w/ 1st draft attached (Creative Non-Fiction Essay; 3 pp.)
March 1 On Research Quiet (chapter handout)
- MLA: pp. 75-77 on Quotations;
pp 10-17 on Evaluating Sources
Song: “Imagine” w/ vid
Writing Assign. Due: Journal 4
Week 6:
March 6 Stu Sentences “Lessons in Stillness” (handout w/ video)
MLA: skim pp 20-50 but rd 23-
33; 35 carefully; skim pp 102-115.
Song: “Silence” by Jay Chou
March 8 Share Writing for Essay 2 “Aubade” by Philip Larkin (online)
Stu Sentences Punctuation
Writing Assign. Due:
Journal 5
Week 7:
March 13 Student Sentences Find online: full chapter of “The Misery of Silence” by Maxine Hong Kingston Song:
PART II: The Dangers of Silence
March 15 “The Transformation of Silence into Language and Action” Audre Lorde (online; live)
https://shrinkingphallus.wordpress.com/the-transformation-of-silence-into-language-and-action-by-audre-
Song: “Stand Up for Your Rights”
Create question for Essay 2 and search for 1 article in class w/ prof.
HW: Find a 2nd article that will help your thinking about your question. Read both articles for 3/20. Write WC page for 3/20.
Writing Assign. Due: Journal 6
Week 8:
March 20 Write an Outline for Essay 2 following OWL Purdue options. Must include thesis.
Start Essay 2, 1st draft (in-class: intro and thesis.) COMPUTER LAB: 6-155
Conferences
Writing Assign. Due: Works Cited page for Essay 2 (completed by 3/20 as homework)
Outline for Essay 2 (to be written in class)
March 22 Essay 2, 1st draft: (in-class; 3 pp.) COMPUTER LAB
Conferences; Student Sentences song: “Bring the Noise” by PE
Writing Assign. Due:
Essay 2, 1st draft; 3 pp. min. Journal 7
Week 9:
March 27 Student Sentences On Civil Disobedience, Thoreau
Share Essay 2, 1st draft (online); Song: “Ohio”
CR Demonstrate 3 Digital Media Projects
March 29 MLA Method; Sentence Structure On Civil Disobedience, Thoreau
Student Sentences Song: “Working for the Union”
Determine 3 Digital Media Projects and Homework
Writing Assign. Due: J8
Week 10:
April 10 Guest? “Letter from Birmingham Jail”
Student Sentences (online) by MLK, Jr.
Sentence Structure Song: “Say It Loud—I’m Black and I’m
Proud” (James Brown)
Writing Assign. Due: Essay 2, 2nd draft (5 pp)
April 12 Organization Techniques Film (live: And the Band Played On, Joshua, Spotlight, Erin Brockovich, etc)
Student Sentences rd. MLA on outlining
Writing Assign. Due: Journal 9
HW: email [email protected] your proposed project as a one-sheet, double-spaced.
PART III: Synthesis (post-spring break)
Week 11:
April 17 Student Sentences COMPUTER LAB: 6-155
Work on Digital Project, 1st Draft (in class) Song: “This Land Is Your Land”
April 19 Work on Digital Project, 1st Draft (in class) COMPUTER LAB 6-155
Student Sentences Song: “Glad To Be Gay”
Writing Assign. Due:
Journal 10
Digital Project, 1st Draft
Week 12:
April 24 Share Digital Project progress COMPUTER LAB
Student Sentences Song
April 26 Work on Digital Project, 2nd draft: in class COMPUTER LAB: 6-155
Song
Writing Assign. Due: Journal 11
May 1 Work on Digital Project, 2nd draft: in-class COMPUTER LAB
Assign. Due: Digital Project, 2nd draft
May 3 Student Sentences, TBD
Writing Assign. Due: Journal 12
Week 14:
May 8 Conferences
May 10 Digital Project, 2nd draft Demonstrations
Writing Assign. Due: Journal 13
Week 15:
May 15 Digital Project, 2nd draft Demonstrations
Student Sentences; Voc list due
Writing Assign. Due: Journal 14
Note: Final is likely Tuesday, May 22 around 10-12:00 pm. COMPUTER LAB: 6-155
Grading Rubric
Criteria A/A- B/B- C/C- D F
| Response to Assignment | Clear and direct, but also innovative—shows thought both including and beyond class discussions. | Clear and direct, but perhaps not so original. Reflects attention to class discussion and relevant texts. | Shows only a basic understanding of the assignment or of the relevant texts, but still makes an attempt to address the assignment. | Reveals a lack of full understanding of the topic, but still attempts to address the assignment. | Does not respond to assignment.
|
| Thesis | Easily identified, clear, succinct, insightful and novel. | Easily identified and clear. May not be innovative, but still reflects a thorough understanding of the subject. | May be spread out in the introductory paragraph or otherwise not obvious, but is still present. | There is still a focus to the paper, but the thesis statement is not clear. | Either not present or unclear. |
| Structure | Well-organized paragraphs with apparent topic sentences and clear transitions. Each paragraph addresses a distinct point, uses appropriate support in an insightful manner | Well-organized paragraphs but possibly lacking clear transitions. Paragraphs still contain topic sentences and make distinct points. | Paragraphs still make distinct points but may not be so well ordered. Each paragraph still addresses one point, but may lack a single, clear topic sentence. | Paper is still comprised of paragraphs, but there may be some bleeding of topic from one paragraph to another. | There is no clear division of the paper into paragraphs making separate points |
| Content | A balanced combination of original thought and exemplary support from relevant texts. | Uses both original thought and support form relevant texts, but maybe not so well balanced. Quotes may be slight misses—not the best example from the text but still relevant to the paper topic. | There is an attempt to use both original thought and textual evidence to support the thesis, but may not be innovative, or quotes may not be appropriate. | There is either an overreliance on textual support or on original thought—an imbalance in support. | Paper is missing either textual support or original thought. |
| Mechanics | Grammar, spelling, sentence structure and punctuation are all correct. This paper conforms to all paper formatting guidelines according to MLA style. Writing shows personal style that is both formally appropriate, witty and clear. | Grammar, spelling, sentence structure and punctuation are still generally good—there may be a few errors. Paper still follows MLA format. Style is still formally appropriate but may not be personally at ease. | There are some errors in grammar, spelling, sentence structure and/or punctuation, but still reflects the use of spelling and grammar check. Style may not be the most formally appropriate and/or personal voice may be stilted. | There are multiple errors in grammar, punctuation or sentence structure, but there is still evidence that the writer used spell check. Style is either completely formally inappropriate or lacking a personal voice. | Numerous mechanical errors and the obvious omission of any spell check.
|
| Citations and Sources (Where applicable)
|
Conforms to MLA citation in-text and on works cited page. All quotes are relevant and well-chosen. | Conforms to MLA guidelines. Quotes may not the best choices. | Attempts to follow MLA guidelines and use quotes from text, but may be inconsistent. | There is an attempt to follow MLA guidelines, but with multiple errors. Quotes are minimal or inappropriate choices. | There is no observance of MLA guidelines and are no quotes from the text. Plagiarism will immediately result in a failing grade for the assignment and, possibly, the class. |
Essay 2: Research Paper
(Research: A Search for Answers to Something You Really Want to Know!)*
*This is not primarily a research exercise. The focus should be on writing: developing a thesis-driven paper or project that engages critical sources in a meaningful way in order to deepen the student’s own argument.
* Failure to not submit any of the required steps described in this handout will result in Essay/Project 3’s final grade being lowered a step. For example, failure to hand in an outline would make an A- paper become a B+ paper.
Note: Your concrete assignments and due dates are in bold below.
Phase I: Decide on a researchable question you are passionate about; get approved. Write it as a question. This is something of a proposal. Bring as a note to instructor: March 20.
Example: As the biggest fossil fuel burner in the world for a long time, what now should the United States do about its carbon emissions? Is the environmental policy of cap and trade promising? Due: March 20.
Phase IIA: Preliminary Research: Be sure your topic is researchable. Are critical articles available on your question? Are there differing interpretations?
Example: Joe Shmoe, a scholar at Harvard in the 1990s, famously said that “If the United States doesn’t curb its excessive burning of fossil fuels, the U.S. can no longer be said to be a role model of economic progress.” By 2014, most scholars have come to agree with this idea; in fact, they say that ____________. I have read 3 long (~20 pages) articles that argue that not only has the U.S. exceeded its acceptable emissions due to coal, oil and gas use, it is seen around the world as the most stubborn nation in terms of agreeing to cutting emissions. Due: March 20
Phase IIB: Gather and read material. One trick to finding sources is read the cited sources a paper uses. Be sure you find at least 2 reputable, academic sources. Take notes as you read. Keep careful track of citations. Keep track of when you are quoting and when paraphrasing. Also, print out source material’s passages you will use in the writing of your paper. Decide on a position and try writing it as a thesis statement.
Example: While some prominent scholars have debunked Joe Shmoe’s notion that “The United States has the least to lose when it comes to climate change,” it is time to return to his original argument because __________________________________________
Read between March 20 and April 10. (Yes, there’s overlap as you build this paper.)
Name your 2 critical sources in full, as if they are a listing on your Works Cited page. Note: Sources must be from online or print sources and not e-readers, which are difficult to document due to the frequent case of unclear pagination.
Due: March 29
Phase III: Outline how you will structure your research paper. This is a one-page sheet that tells the instructor and group members how you will structure the paper and what you will say. Do this on 1 sheet of paper only. Please also bring in more copies to share in groups.
Due: March 22
Phase IV: Writing/creating/collaborating Time. After receiving collaborative approval from your group, write a draft. Then another. Then another. Then show an excellent reader. Then write another. Then proofread. Then input changes. (And so on.) Be sure this paper makes clear what it was out to figure out; what your position is in one thesis statement; and then each paragraph offers why you make the claim that you do. Remember, one main idea per paragraph. Each paragraph should flow from the last.
Phase V: Essay 2, 2nd draft completed. Due: April 10. Mandatory: Bring extra copies for your groups. Also bring in copies of the material you use in your paper (1 copy for instructor.) Highlight with a highlighter the passages you quote or paraphrase or summarize.
Page Count: minimum is 4 full pages, double-spaced, typed, use Times New Roman, 12 pt. Note that this does not include the Works Cited page.
Citations: At least 2 academic (scholarly) articles, both of which must lengthy. Maximum citations: 5. Note: Sources must be from online or print sources and not e-readers which are difficult to document due to the frequent case of unclear pagination.
Phase VI: Essay 2, 2nd draft completed. Due: April 10. Turn in copies of the material you use in your paper. Highlight with a highlighter the passages you quote or paraphrase or summarize. This date is inflexible.
Page Count: 5 full pages minimum, double-spaced, typed, use Times New Roman, 12 pt.
NB: 4.5 pages goes down one grade increment. (A “B” would become a B-). Less than 4.5 pages cannot pass. Maximum citations: 5.
Reminders:
1) Create a title, probably lifted from your own wording.
2) Quote only when needed; otherwise privilege paraphrasing, but remember to attribute all ideas and significant words using the MLA method.
3) Basic MLA method: “Blah blah blah” (Rodriguez 62).
4) Do not use the first person “I” if you can help it.
5) Do not merely report or summarize. I can do that work myself. What I can do is know how you pull it all together; in other words, what meaning you make of it. Persuade us through support, proof, logic, and compassion.
6) Double-space, 12 pt font, Times New Roman
7) No cover page or folder needed. Place your name at the top.
8) Conclusions do not merely repeat what you wrote before. Readers are not so dumb they cannot remember what you said. Conclusions must offer the larger vision, the larger view–perhaps solutions, words of hope, etc. Summarize the paper only to serve this last chance to contribute something to the world by arguing your position.
9) Works Cited is the way to head the works cited page, and there is no other way.
10) Alphabetize the works you cite and use the MLA inverse indentation.
Research Topics Related to English 2150T Theme:
We will create this list together mid-semester.
Our librarian: Christopher Tuthill [email protected]
Journal Entry Excerpts
Fiction:
I finally finished Much Ado. It is really hard as a modern reader to just laugh along. Hero, who is arguably the main character, gets the shortchanged at every turn: she is submissive, non-verbal, and ultimately marries the jerk who symbolizes the rampant misogyny of the period! It is always a challenge to read Shakespeare—not just because “it’s Shakespeare,” but because he is a man of his era, even when he challenges gender roles.
I love “Sonny’s Blues.” Honestly, it reminds me of my relationship with my brother. I try to see him as an artist, not a slacker, but the truth is, he’d rather be playing video games than his flute. He claims that he wants to play Carnegie Hall, but my mom keeps letting him get away with hanging out in his room. That puts all the more pressure on me, the golden boy. Of course, that may be part of the reason for Sonny’s brother’s rise out of his world of Harlem—He wants to show his parents he won’t fall prey to the problems of the ghetto.
I’m so mad at Charlotte! Step up, girl! This was your only chance at love and you blew it by going to the carnival instead of off with Henry. Seriously? Then again, maybe her not going with him shows an unconscious resistance to the norms of the day. A premature “sisterhood is powerful”? Resistance?
Nonfiction:
When I read Barbara Ehrenreich, I find myself falling for everything she says as truth. It’s hard to question when your politics is in line with a writer, but I really want to work on keeping a skeptical mind.
Maus is definitely rattling my world. I’m hold the Holocaust as so sensitive I see it as sacrilege to write a comic book out of a Holocaust story. Then again, I admit it raises questions about who “owns” these stories and this history and what art form is ever right for it?