Category Archives: Posts

Class 12

Good morning, folks. Hope you were able to enjoy the long weekend.

We have peer editing for Essay 2 today. These experimental essays should be fun, but do bring to the editing process the same attention to detail in terms of main idea, evidence, and especially organization that you brought to Essay 1’s peer editing sessions. Something we’ll do between now and Thursday as an optional assignment is look at model lists from the open internet. Share what you find to this Class Notes post as a reply. (Again, this is optional but might be helpful for us to talk about). What formal features might we borrow for our lists? (An introduction? Bold text or italics? Sentences phrased in a certain way? Images or GIFs? An imagined audience addressed in a particular tone?)

Looking forward a little: Essay 2 is due in a week, on October 19. I’ll have you turn it in in two places. One place is to a Google Form, so I can give you feedback on it. The other place is to a page on your CUNY Academic Commons site. I’d like you to also post your final revision of Essay 1 there; these two formal pieces of writing will be key parts of your end-of-semester portfolio. Essays 3 and 4 will also end up there. You’ll share the first two pieces (Essay 1 and Essay 2) with your group on Oct 21, the day we officially start book clubs.

Yes! Oct 21, a week from Thursday, is the launch of book clubs. The whole schedule is on our neglected syllabus, and reprinted below:

See you in a few!

Module 3: Reading Alone and with Others (Oct 21-Nov 30) 

  • H, Oct 21:  Book groups start | We will meet in NAC 5/108
  • T, Oct 26: Posts for Session 1 (Laymon p 1-62 / Diaz p. 1-62 / Talusan 1-82)
  • H, Oct 28: Replies due; discussion We will meet in NAC 5/108
  • T, Nov 2: Posts for Session 2 (Laymon 63-116 / Diaz 63-142 / Talusan 83-149)
  • H, Nov 4: Replies due; discussion We will meet in NAC 5/108
  • T, Nov 9: Posts for Session 3 (Laymon 117-162 / Diaz 142-247 / Talusan 150-229)
  • H, Nov 11: Replies due; discussion We will meet in NAC 5/108
  • T, Nov 16: Posts for Session 4 (Laymon 142-end / Diaz 248-end / Talusan 230-end)
  • H, Nov 18: Replies due; discussion We will meet in NAC 5/108
  • T, Nov 23: Essay 3 Peer Editing [Google Docs]
  • H, Nov 25: NO CLASS — Thanksgiving
  • T, Nov 30: Essay 3 due by 9:30am to Forms

Class 11: Lists and Paragraphs

Note: I drafted this but neglected to post it Thursday–oops. I’ve updated it with the work we actually did in class, so it’s more or less what’s on the “Chalkboard” Doc.

We’ll start class today with a freewrite. What advice has the reading you’ve been doing about book clubs offered you as you think about how to run your own?

Once you’ve finished select some or all of your best advice and paste it here. There are a lot of great comments in Hypothes.is for both peer-reviewed readings. Hopefully we’ll get to look at it.

*

One place our conversation in class led us was to thinking about the list as a possible form for our Essay 2s. This led to a quick, impromptu lesson on form and structure. Much of what ended up on the board is captured here. If I missed anything add it in the reply section:

  • Paragraphs have topics and evidence (“whats”) as well as analysis and opinions (“so whats?”)
  • Structurally, paragraphs often express their topic in the first sentence, often a claim
  • Structurally, paragraphs ‘set up’ evidence with summary and cite it
  • Structurally, paragraphs analyze and discuss evidence –> This is NOT a paraphrase
  • Analysis is a series of arguments about the parts of the evidence (ie: words)
  • Analysis all should tie back to the claim in the topic sentence, & to the thesis 

Lists do the same thing as paragraphs (express analysis & opinions supported by evidence) — but differ in their form, phrasing, and visual presentation as we’ll see Tuesday.

In addition to all this, we also did a Essay 1 Paragraph revision activity.

Class 09: Cultural Artifacts and Us

Welcome to class! Today we have an in-class activity centered around the cultural artifacts you brought in. It will involve some writing, some discussion, snd some sharing of “accessible selfies”  to a set of Slides posted on the “Chalkboard” Doc. 

This task will help us do two things, one old, one new: first, this activity will allow us to abstract and concrete language (which we last discussed in the “expectations” posts). Second, this activity will also help us introduce a key concept of social scope writing (especially ethnography): the position of the narrator. 

We see that in the Pollack and Epstein piece you read for today. We also see it on the Alvarez-Alvarez source you will read for next Thursday . 

Not much is due today except the reading, which we’ll talk about. Please make sure you set up a Commons site of your own and send me the url. (The form for that is, you guessed it, on the “Chalkboard”). You will use this site to compile work for Essay 4 (your self-assessment) and to house the “artifacts” in your end of semester portfolio.

One way we’ll work with the reading is to post reactions and questions to it as replies to this post. So — reactions/questions? Go for it.

(This is one of two digital alternate modes for this class; the other is the Accessible Selfies activity.)

Class 08

Today your first formal essay is due. Please turn it in using the Google Form at the very top of today’s entry on our “Chalkboard” Doc.

We’ll take a few minutes at the start of class to review all the content we’ve covered since the start of the semester. Since August 26, we have been busy…

  • editing the work of peers
  • summarizing assigned readings and other texts of our choosing 
  • composing responses to assigned readings, including each other’s work 
  • conducting research using library databases and learning about APA citation
  • continuing that research with internet sources
  • learning to evaluate both types of sources as reliable and/or relevant
  • annotating (alone and with others) independent readings
  • posing different kinds of questions and defining our own purposes as readers
  • discussing readings, activities, and our own writing in the context of our experiences
  • drafting and sharing exploratory writing verbally, in the chat, and on the course blog
  • completing both informal and formal staged writing tasks

There is, of course, a lot of semester left. This first Module prepared us to choose a book for Module 3’s book groups. Module 4 is reflecting on our progress on many of the above skills and concepts.

So what is Module 2 about?

To borrow the phrase from Rebecca Renner, a journalist whose work we’ll read today: “How to start a book club that doesn’t suck.”

The essays you’ll write will draw on another wide swatch of experience and sources to imagine the kind of experience you want in Module 3. As a class, we’ll read open internet sources and peer-reviewed social science articles about the social phenomenon of reading with other people. What makes it work? How does it change when it happens at school? And what (yes) expectations do you bring to this experiment from your own history as a reader, writer, and student? These are starter questions; we’ll refine them as a group next Tuesday, October 5.

The turnaround for this essay is going to be quite a bit faster: a draft will be due October 12, and the graded revision will be due October 19.

You can write a traditional essay, or you can use a different form: collaborative writing, a powerpoint presentation, a video of a reasonable length, multimodal writing, a story map or some other kind of digital project. Again, more on that this coming Tuesday.

Today, we’ll start class with a freewrite about reading alone and with others. You’ll expand this, eventually, to a blog post. Here’s the prompt — broad, with lots of questions, designed to keep you writing. Go where it takes you and use all 10 mins:

Prompt: What do you enjoy about reading on your own? What’s hard? Is anything different when you read for school? What drives you to share something you’ve read with another person? What was the last thing you read and shared (verbally or otherwise)? What else comes to mind when you think of reading? Of reading for school? Of reading in groups?

Class 07: Scrolls

We’re doing a fun in-class activity today. It’s about essay organization!

Things we learned while cutting paper bags and editing in crayon:

  • The paragraph is “the basic unit of composition” (so says the author of Charlotte’s Web)
  • Whether digital or analog, “tags” help us categorize and then organize work
  • Categorizing is about “this thought”; organization connects it to “other thoughts”
  • Without categorization organization of things you’re reading or writing gets very hard
  • Paragraphs help us identify, focus, revise, or understand and engage with the thesis

See the chalkboard for more!

Heavy, essay

Novel Sarker 

Professor Dalton

Eng 20100

September 21st, 2021

The author of Heavy, Kiese Laymon, has written many books and articles that revolve around race and how it affected him throughout his life. I am most interested in reading the book, “Heavy” because I believe that this book will talk about how Laymon grew up in such a racist environment, and he somehow overcame those impossible odds. It will also allow me to have a better understanding of what he went through from a personal perspective. Many articles I’ve read usually have a third person perspective. This would be an opportunity for me to read about an individual’s own life with racism and what he specifically had to deal with throughout his life. I’ve read about all the racial differences from the past but a memoir will acknowledge even the smallest details regarding racism. When we read Laymon’s other articles we get a sense of what his writings will be about. This is also an opportunity to learn the similarities between what we have going on in today’s world that revolves around racism and compare these real life events to the text. 

  The difference between a third person perspective and a first person perspective is that the author gains their information through sources and recounts historical events to back up their claim. First person experience recounts only what the author has been through and this memoir is all about that. I believe that the evidence that comes from Laymon will give me details I’ve never read before in articles or texts. In the story, ‘Quick Feet’, Laymon recounts events from his childhood with a white family whom his Grandma once cleaned the house for. I remember reading about his experience with the Mumford boy. The boy would make indirect statements and questions, such as ““Naw,” I told him. “My mama won’t let me shoot squirrels in the head. I’m not allowed to shoot guns. I’m good.”. “But all yall do is shoot guns in jackson ” (Quick Feet). This is an example of a personal perspective on racism and this part interested me into reading more from the book because the book should have similar instances.

Jennifer Key was an author who wrote a detailed review of Laymon’s memoir, Heavy. She stated that, “From his first sentence, Laymon establishes his intention to set the record straight on a complicated and compelling personal narrative. He is uninterested in creating a false sense of progress or improvement. Rather, he is driven by the pursuit of truth, no matter how devastating it may be.” (Key) This statement proves that not only is Laymon writing a personal and detailed review recounting his life, but also the truth and the truth only. Laymon has never brought up situations in the past and he believes that hiding that fragment of his life is wrong. “But the cost of concealing lies and living a split existence proves too steep for Laymon to keep burying the past. Heavy shows that keeping a tight reign on your secrets might give you the illusion of power when really it’s the secrets that control you. Laymon painstakingly narrates that quicksilver transition from being in control to being controlled” (Key) He has gained control over his past and his secrets and delivered them in his writings.

I believe that this book will answer many of my questions regarding racism and give me a new insight of what this man has dealt with in his past. It can be relatable to the situations I’ve faced in the past as a minority as well. Key’s article gave us a short summary of what to expect from the author of the book. I believe that this story is one of a kind and will keep me engaged.

J. Key, (12/18/2019) Heavy, by Kiese Laymon, Review https://muse.jhu.edu/article/743908/summary

Picking a book-Heavy

Following the recent resurgence of social justice movements for people of color, I’ve come to a realization that I had never read a memoir of the black experience in America before. Many of what I know was broadly from the textbook, news, or interviews. I was motivated to hear an authentic narrative of the experience of an African American in America because it is important to learn and understand the lives of the minority. Hence, I choose to read Heavy in order to know more about the author Kiese Laymon’s struggle in the context of being African American in America. 

Upon looking at the book cover, I was drawn to the way the title of the book was displayed. The title was only one word, but it carried a lot of weight. This was demonstrated visually by the fact that the title took up the majority of the space, leaving the name of the author and awards he won to the side. It is almost as if the author does not want us to focus on himself or the awards he won but on the narrative of the author. The singular title, Heavy, connotated that Laymon, like many in his community, carried something huge on his shoulder that was overbearing. This sense of burden immediately reminds me of my family. As a first-generation immigrant family, we also kept a lot of our struggles to ourselves and rarely share them with others. We wanted to relieve this burden but it was difficult to do so. Thus, I was curious how did Laymon find the courage and willpower to relieve his burdens by revealing his secrets?

In a book review done by Jennifer Key, Key praised Laymon’s authenticity and honesty. Laymon’s narrative differs from certain biographies where the authors sugarcoat their struggles and attain peace through hard work. He is also uninterested in writing about a false sense of improvement in the lives of African Americans and improvement in equality in America. Instead, Laymon opens up his deeply hidden secrets, such as his eating disorder and exercise addiction. Although readers might not have similar conditions as he did, Laymon’s act of burying his secrets is universal to everyone. His honesty throughout the book is uncomfortable to hear, but Key explains that it is necessary to hear this authenticity to move on from our dark past, as well as America’s dark past. For instance, Key is candor about his mother who although had good intentions of protecting him was only hurting him instead. When asked by the audience if Laymon likes his mother in a reading done by Politics and Prose, he responded, “… I do not like the fact that sometimes my mom beat and abuse me under the auspice of trying to stop me from getting beaten and abused by white people… I do like my mom but like every child in this nation, some days I don’t like some of the things my mama has done to herself or to me.” Laymon also does not shy away from the fact that he was also guilty of following his mother’s footsteps in his romantic relationship, even though he abused in a different way. I really appreciated that Laymon was extremely honest in his memoir. He recognized and vocalized the flaws of people he loved and himself. Yet, he still loved them and worked to reconcile those flaws. 

Work cited 

Key, Jennifer. “Heavy by Kiese Laymon (review).” Prairie schooner 93.2 (2019): 189–190. Web.

Laymon, K. [Politics and Prose]. (2018, December 18). Kiese Laymon, “Heavy: An American 

Memoir” [Video]. YouTube. https://www.youtube.com/watch?v=Fw2k_60xb-c&t=253s

Seeking Another Point of View

After much background research and a multitude of previewing activities, I have chosen to read Jaquira Diaz’s acclaimed debut memoir “Ordinary Girls.” The memoir stuck out amongst the three books because it allows for a comparative experience as I am queer myself and dealt with a similarly chaotic home environment with a mentally ill mother. Recently, I also have developed an interest in Latin American cultures and societies, and I will be able to read Diaz’ extremely personal struggle and get a glimpse at what a queer experience looks like outside of Western society. I feel as though reading this book, I will be able to get a much better understanding of the struggles of a black and Puerto Rican queer woman and hope to gain insight about how these factors all came to play in Diaz’ experience growing up in a highly discriminatory and chaotic environment.

From the first assignment, where we examined the cover of the books, “Ordinary Girls” stuck out to me because of the clear connotation of developing sexuality with the red and purple. The cover drew my eye, and the blurb on the back of the book drew me in with it’s description of a “raw” tale of “mapping a way out of despair toward love and hope” throughout her home with a alcoholic father and schizophrenic mother. I personally grew up in an environment with a bipolar mother and while it is not the same, my home life was extremely chaotic and I dealt with many of the things that Diaz dealt with and developed similar tendencies to avoid being able to speak. In my other previewing activities, I saw that Diaz went into more detail about her experiences with her mother.

In “Ghosts” which is another, much shorter memoir by Jaquira Diaz, she recounts her experience escaping her mother by invoking the Baker Act and joining the military. Up to this point, I had learned that Diaz had not been able to express her feelings at all, another fact of my life growing up that I unfortunately also had to deal with. Diaz met another young woman who finally let her speak and she fell in love with her. Although Diaz’ mother was comfortable with physical sexuality (she taught Diaz to masturbate and was frequently nude), being queer and black in 1980s Puerto Rico in a El Caserio was a true struggle and not something that was openly acceptable. After joining the military to escape her mother, she ran into more discrimination being a woman soldier, and had to navigate almost being raped and being sexually harassed on a regular. She found an escape in a very loose type of relationship with her married staff sergeant. Here, she explored bisexuality but also navigating something very wrong. I am really hoping that Diaz touches more on this story in Ordinary Girls, as this happened when she was still very young.

One more factor of the book that I am interested in is Diaz’ experience with racial discrimination. While trying to figure out which book to read, I read “America Is in Crisis. But Some of Us Have Never Known Anything Different”, which is a article Jaquira Diaz wrote for TIME magazine in the wake of the George Floyd protests. In it, she details her experience being black and dealing with police brutality and racial profiling in both Puerto Rico and in Miami. She goes into great detail relating her past and present experiences to how she joined, like many other non-white and non-standard people in the US, an alternate reality separate from the white experience in the United States. I am white myself and although I have heard many stories from acquaintances and friends alike, I will never experience the racism first hand. I am very interested to read about her experience growing up black in both Puerto Rico and Miami, because I haven’t read a writer’s personal perspective with modern racism in many years. It will give me more of an opportunity to get more acquainted with it and expand my understanding of racism in multiple perspectives.

Through my previewing activities and background research, I have gained a desire to read “Ordinary Girls”. Through the various articles Diaz has wrote and interviews with Diaz that I have read, I have gotten more insight on her incredibly interesting journey finding her identity as a black, queer Puerto Rican woman, and how her experiences have left her afraid and living in a reality that I do not experience due to the factors out of her control. I really hope that by reading this book, I will be able to further develop my understanding of the black, queer, and female discriminatory struggles on a perspective that is in and out of Western society. I believe her unique journey will be highly engaging and will have a very lasting impact on me – it’s only natural that such a raw and horrifying recount of a child’s life would do so. I am very interested to see others who have chosen to read Ordinary Girls and their reasons for doing so, and look forward to discussing it soon.

Bibliography:

Díaz, J. (2014). Ghosts. The Kenyon Review, 36(1), 196–209. http://www.jstor.org/stable/24242155

Martin, R. (2019, October 29). In New Memoir ‘Ordinary Girls,’ Jaquira Díaz Searches For Home . Morning Edition. Washington D.C., District of Columbia; National Public Radio.

Díaz, J. (2020, June 25). America is in Crisis. That’s Not New for Many of Us. Time. Retrieved September 13, 2021, from https://time.com/5859204/america-in-crisis/.