In my opinion, literature should preserve its authentic language, particularly when reflecting historical context and characterization. However, educators must provide disclaimers and trigger warnings, especially for students whose ancestors have faced oppression. Rather than censoring texts, they should explain the origins and significance of such language, helping students understand its historical impact and why certain terms should not be used casually or repeated verbatim. Classrooms should foster a respectful and inclusive environment where students feel comfortable discussing sensitive topics. By addressing offensive language thoughtfully, educators can encourage critical thinking while ensuring that literature remains a tool for learning, not harm. This balance allows for meaningful discussions while respecting those affected by historical oppression, ensuring that all students can engage with literature in an informed and thoughtful manner. As I pursue my education with motivation and optimism, I was disheartened to encounter the derogatory term “nappy-headed bitch” in “The lesson.” While this language reflects a particular historical context, it left me feeling uncomfortable, especially as I did not expect to confront such language in an academic setting. It prompted me to wonder whether students at prestigious institutions such as Princeton, Yale, Harvard, and Notre Dame are similarly exposed to such language in their curricula. Where are the texts that uplift and inspire, rather than perpetuate ignorance and division? While engaging with literature that reflects historical realities is essential, it is equally important to include works that empower and foster understanding without resorting to harmful language. For me, encountering such language was a cultural shock, as it is an unacceptable form of speech within my diverse social circle. This type of language does nothing to propel society forward. The usage of such terms adds no substance to our lives nor aligns us toward prosperity. I believe that it is crucial to challenge […]
Nicole sylvain
Over the past two weeks, I feel like my ability to read poetry has definitely improved. At first, I struggled with the unique language and structure of poems. I was approaching them on a surface level and found it hard to fully understand or appreciate their meaning. But I’ve learned that each poem has its own rhythm, so now I try to only pause at commas and periods. This keeps the flow going and helps me avoid overthinking each line. Letting the words come together naturally allows me to appreciate the language more, without getting stuck on individual phrases. I also began paying closer attention to imagery, symbols, and figurative language, which has helped me uncover deeper meanings. I think this experience with poetry has really helped me with reading “Oedipus the King,” because both poetry and the play use a lot of symbolism, dramatic irony, metaphors, and figurative language. For example, when I read “My Last Duchess,” I focused on the imagery and how the Duke’s need for control leads to unwarranted jealousy toward his late wife. This reminded me of Oedipus’s attempts to control his fate, which ultimately causes his downfall. While Oedipus is devastated by his tragic realization, the Duke, on the other hand, never learns from the consequences of his actions. Instead, his pride and arrogance only grow, as he views his control over his wife’s fate as a symbol of power. Both works explore characters learning things too late, but with different responses—Oedipus faces his downfall with regret, while the Duke’s prideful nature leads him to see his actions as justified. After working with poetry, I now feel better equipped to appreciate the layers of meaning in Oedipus the King, especially the symbolism and irony.
When reviewing my essay, I realized that I made several mistakes in my approach to analyzing the student’s work. Initially, I misinterpreted the focus of the assignment and didn’t fully follow the specific instructions provided. The task required analyzing an idea from the Rader article, but I mistakenly centered too much on the theme of beauty, which isn’t the main point of the article. As a result, I misjudged the student’s argument and the effectiveness of their supporting evidence. I also failed to do a thorough multi-comprehensible breakdown, which was required to fully understand the assignment’s core elements. Additionally, I overlooked the introduction’s requirements, particularly the need for a clear thesis statement, which weakened my analysis. In future writing assignments, I will ensure that I focus closely on the instructions, carefully read the prompt, and accurately interpret the sources before diving into my analysis. This experience taught me the importance of staying on topic and being precise in my approach.
In The Lesson by Toni Cade Bambara, Miss Moore, a well-educated woman, takes a group of children from a poor neighborhood to a fancy toy store, intending to teach them about marginalized realities. The children, initially unaware of the value of these expensive items, begin to understand how out of reach such luxuries are for them. Their once-limited understanding allows them to conceptualize the undeniable causalities of economic disadvantage having a direct effect on their existence. There is dramatic irony displayed in both Miss Moore’s actions—her knowing what the kids don’t know and aiming to spark thought-provoking enlightenment—and the narrator’s (Sylvia) reflection, where her narrowed perspective ultimately leads to further interpretation. For example, Sylvia mentions, “Who are these people that spend that much for performing clowns and $1000 for toy sailboats? What kind of work do they do, and how do they live, and how come we ain’t in on it?” This quote emphasizes Sylvia’s growing understanding that there are people in society who live vastly different lives from hers and the other children in her neighborhood. The idea that some people have access to wealth and luxury, while others do not, becomes a point of reflection for Sylvia. At the start, the children are unaware of the larger world beyond their own experience. But through Miss Moore’s lessons, they begin to realize that there are many things they don’t know. The story highlights how experiences can challenge and change a person’s internal reality, helping them grow and see the world in a new way. If I had the chance to retitle the story, I would change it to “The Wonderful Memoir of the Unheard Voices” to reflect the intersectional challenges and unspoken truths revealed by Miss Moore’s lesson.
Hi, my name is Nicole. I was born and raised in Brooklyn, and I’m American of Haitian descent. My parents came to America seeking better opportunities, and their journey has inspired me to work hard and pursue my own dreams. Like my parents, I would like to keep the dream of success alive and expand beyond what they ever could have possibly imagined, living out their vicarious expectations of what they couldn’t accomplish through me. I want that mindset, ambition, and optimism to carry on for future generations to come. I’m currently in school for an accounting degree with hopes of becoming an entrepreneur. My hobbies include working out, Pilates, stretching, swimming, and traveling. Having traveled to over 20 countries, I’ve gained valuable insights that influence my diversified perspective while always staying true to myself. I generally like to explore new things and am open to optimistic ways of thinking. When I discover a new niche, I actively try to become a connoisseur at it, perfecting my craft and seeking further enlightenment .I believe knowledge is an ever-growing, unique tool that one should nourish, expand, and remain vigilant about.
The prewriting assignment in Week 1 Activity 10 is designed to help you prepare for your essay. First, we will read the story “The Most Handsome Drowned Man” by Gabriel García Márquez and the article Overview of “The Most Handsome Drowned Man’ by Dean Rader. Then, you’ll review guides on how to create a thesis statement, use quotations, and follow MLA formatting. This prewriting step does not require you to write anything yet; instead, it helps you understand the story and the article. Moreover, you’ll need to think about which idea from Rader’s article you find interesting and can use for your thesis. When you write your essay, you will use quotes from both the story and the article to support your argument. The purpose of this prewriting is to help you get ready for the actual writing by organizing your thoughts and reviewing important guidelines.
