Tag Archives: Class 16

The Dangers of a Child’s Love

And while my parents yelled at each other and my mother threw the rotating table fan across the room and threatened to leave, I would lay my head on my pillow and feel nothing but the sharp sting of my father’s betrayal.

(Diaz, 2019, P. 51)

In the first section of our reading for Ordinary Girls, Diaz touches on a number of very heavy topics in her early life. Like many children, one parent is favorited over the other – in the case of Diaz, this is her father. Her father was like an idol to her, and she did everything to try and be like him and saw him almost like a hero. While her mother was unstable and ready to lash out, and her brother bullied her and belittled her because of her looks and gender, Diaz’s father stuck out as a source of comfort for Diaz. Diaz spent many nights with him while he read to her and she would always try and read his books so that he could understand his secrets and be more like him. However, as she grew older, the idolization began to fail. She found her father selling drugs in the plaza at a vey young age, he was a womanizer and constantly betrayed her mother with women in and out of their apartment complex, and ultimately, he left one day and didn’t come back for a very long time. Over time as well he began to belittle her for her gender as well, and not stick up for his daughter and refused to take ownership of his transgressions – leading to the quote I selected above from the reading.

In many ways, I can relate to Diaz’s experience with her family. As a very young child, there is the tendency in our minds to idolize or demonize things, to work in extremes. I hate her because she stole my toy. My dad is the best and I love him very much. After having pizza for the first time, pizza is my favorite food in the whole world and I want to eat it for the rest of my life. This extreme way of thinking is natural when we are small children, but as we grow older we begin to grow out of it. However, sometimes in toxic, abusive, and chaotic homes, this process can be delayed or end up not happening at all. With all the extremes and prejudice Diaz otherwise experienced (about her looks, her gender, the extremes of sexuality from her mother before even hitting puberty, the fights and drama of the home and neighborhood), I don’t find it all too surprising that she wasn’t in the headspace to stop the idolization until much later – until she had her heart directly pierced by her father and he turned her mother on her for something he did. While I did not face nearly as many instabilities outside of home, my the home instabilities led to a similar experience for me. We think so many things are normal that really aren’t, as Diaz states when she reflects on her violent games that she played as a child. Only later do we realize how insanely messed up our experiences were, and how it all makes sense that we ended up behaving the way we did later on. The way we think about ourselves, the way we treat others, and our wellbeing is deeply tied to our childhood experiences – and in an environment like this, it’s only natural that the idolization a child feels can turn into something incredibly dangerous even decades into their life, for themselves and everyone around them. It’s very likely that Diaz’s mother’s experience with abuse in her own family led to her growing mental health issues with age as she ignored the effects and was thrust into an underage marriage in an extremely unstable environment.

America Is in Crisis. That's Not New for Many of Us | Time

Díaz, J. (2019). Ordinary girls: a memoir. First edition. Chapel Hill, North Carolina: Algonquin Books of Chapel Hill.

Class 16

Welcome to Day 1 of our book groups. Thanks to Kevin, Ashley, Luis, Yingrong, Spencer, and Zoe for posting your initial replies to the first section of our books. (Those named above posted by around 9:00, which is usually when I log on for class and prepare these posts for publishing.)

A few bits of business, about a) blog posts and book clubs, b) the impact of this work on your grading contracts, c) Essay 2 (which I’ve finished reading and commenting on), and d) where we’re going with Essay 3.

Those of you who have arrived in class prepared and with your work complete, you’ll work in pairs and then threes to discuss the reading. I’d suggest you start out by sharing what you posted in the blog. It’s OK to have started with summary but the best discussions will move quickly to responses. These responses will be based in the books.

What I’d like these discussion to yield is: a) 2-3 passages from your book that you might be interested in talking about more with others; b) 1-2 “big questions” from the section of the book you read for today. Again, this will drive your conversation in bigger breakouts.

Blog Posts for Book Clubs

For easy reference, here’s a blog post requirement review

  • You’ll write one post per week to our course blog (due Tuesdays by 9:30am)
    • It should have a title, tags, a quote from the text, an image or a link out, and citations
    • It should engage the reading and be between 200 and 350 words (2-3 paragraphs).
  • You’ll also reply to the people in your groups (due Thursdays by 9:30am) 
    • These should be thoughtful comments that engage the writer and their ideas
    • They should be 1-2 paragraphs, and should summarize what the writer has said before you respond with your own ideas — this is sometimes called the “known-new” contract

Incomplete Work & Grading Contracts

If you didn’t complete your assignment, a) I will mark it as late, and b) you’ll need to spend some time in class completing it. There will be breakout rooms for this. Please go to the room that corresponds to the book you’ve decided to read. Work turned in later than today’s class will be marked “make-up” and, eventually, “ignored.” Please review our grading contract to recall how this can affect your semester grades.

Essay 2 Comments & Required Revisions

You should check your preferred email address (whatever you indicated that was during the submission of Essay 1). I have sent feedback to everyone who turned in Essay 2. These were, generally, pretty good. A few were really excellent and we’ll look at them with the writer’s permission. Some need a small amount of revision, with the most common reason being either a missing reference to the peer-reviewed reading or a lack of a works cited page. Both are easily fixable. In a few cases there was a bigger issue; if that’s your situation talk to me after class this week.

Essay 3 Topics

While the specific prompts won’t be available until next Monday, after we’ve gotten underway with book clubs, I can say with some certainty the general topic choices you’ll have for this essay. We’re returning to a more traditional format, in this case a 1,000-1,500 word essay. Your choices of topic will be as follows:

  1. The Research Option: Using library sources from CCNY’s Cohen Library or the NYPL, pose a research question about a social issue that emerges from your reading and discussion of your book. Your essay should define that issue and give it some background using at least two peer-reviewed sources. That background should explain where your book enters into a larger conversation about that issue. And your essay should explore the way that issue shapes the experiences of the writer of this book. Examples abound but could include: immigration; identity; sexuality; gender; race; education; place; family; disability. And many more!

2. The “Struggle” Option: As we articulated the reasons we were choosing these books, many writers described an interest in the “struggles” these writers “overcame” along the way to becoming “successful.” If you pick this option, you’ll engage that idea of a “struggle” story (sometimes also called a “deficit narrative”). In what ways do these stories resist that trope? In what ways do they reinforce it? Were these stories “inspiring”, “depressing” or something in between? How do these terms help us as readers, and how is that a binary that limits our interpretations?

3. The Fly-on-the-Wall Option: Drawing on Alvarez-Alvarez and (to a lesser extent) P & E as models, observe your own group and at least one other group. Use social science research/data gathering skills like interviews and surveys to make an argument about the benefits and limits of book clubs in a pandemic-influenced college class.

4. The You-Tell-Me Option. Think up your own topic and pitch it to me by Nov 4.

See you in a few.