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 […]
Discussion Boards
I think that literary works should keep their original language because it keeps the work’s validity and gives us a clear picture of history. Words used by writers like Flannery O’Connor in their stories showed how people really thought and felt at that time, including prejudices and social attitudes. If you change their words, it can change the historical background and make the story less powerful. By sticking to the original language, readers can get into the text the way it was meant to be read and have deep conversations about the ideas it offers. Some words are insulting now, but they help us remember the past and see how language and society have changed over time. We shouldn’t limit literature; instead, we should use it as a chance to think about, study, and learn from the past. But I also know that some people might find some of the words I use offensive. In school settings, content warnings or led talks can help set the scene while still protecting the original work’s integrity. Literature should push us, even if it makes us feel bad because feeling bad can help us understand things better and think more critically.
I think literary texts should keep their authentic language, even if it includes offensive terms. As an African living in United state for 4 years now, reading stories like” A Good Man is Hard to Find” gives me a deeper understanding of what Black people were going through during that time in America. Even though some of the words in the text hurt me as a Black person. I feel like they help me connect with the reality of the struggles and injustices faced by Black communities back then. It’s painful, but it also feels important to see the truth of how things were, and recognize the changes that have happened since then. For me, preserving the original language helps us understand history better—the good and the bad. It shows us the mindset of the people living in that era and helps explain why society was the way it was. Changing or erasing those words might make the story less impactful because it takes away the raw honesty of the time period. I know not everyone feels the same way, and I respect that. Offensive language can be hard to read, especially for people who’ve experienced racism or discrimination. But I think keeping the authentic language allows us to have meaningful conversations about the past and learn from it. For me, it’s not just about the story—it’s about understanding the history behind it and seeing how far we’ve come
I overall really enjoy reading poems. I enjoyed the poems assigned to us and getting a deeper understanding of the types of poems and how they should be read. Being that i’ve already had plenty of experience with poetry, i believe that reading “Oedipus the King” took me a little longer to understand, a frequent problem i have with plays. I agree with my colleagues i think the poem “The Last Duchess” has the most connection with “Oedipus the King” because of it being very archaic.
In writing the essay I was a little confused and needed to re read the passages multiple times in order to connect it to the rubric. I learned about my style of writing and understanding what I need to incorporate into my next essay. For me I’m a very straight to the point style of writer as well as person and with this essay I learned that my attention to detail is extremely important in order to improve the readers experience. In my future assignments, I will approach them differently. I will definitely be reviewing them in the perspective of the reader in order to get a glimpse of how the reader would receive the message I’m trying to convey. I would also create a better outline for myself including the proper quotes that support my thesis. Overall, it was a tough assignment but I did learn better writing techniques and definitely will apply them moving forward.
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.
Most of the discussion in Toni Cade Bambara’s “The Lesson” is about economic disparity, but part of the merit of the story is Sylvia’s refusal to learn and change. Rather than simply accepting Miss Moore’s lesson in institutionalized unfairness, Sylvia resists, holding onto pride and superiority to the other children. This isn’t stubbornness—it’s survival. She also won’t grow weak, illustrating how entrenched in her conviction is. The utilization of the first-person narrative by Bambara is critical in presenting Sylvia’s internal conflict. Her rapid, sarcastic voice captures her intelligence and confidence, but when the story ends, her silence and not wanting to think about it disclose that Miss Moore’s lesson has sunk in. What this shows is that development may not be in tangible terms. Sylvia’s defiance act, rather than being a sign of not learning, can actually be the beginning of true self-awareness.awareness.
Miss Moore’s Way of Teaching in “The Lesson” In “The Lesson” by Toni Cade Bambara, Miss Moore is a very different kind of teacher. She does not tell the children what to think. Instead, she asks questions and makes them see things for themselves.Her way of teaching is not like school lessons—it is about real life. Miss Moore does not just say, “Life is unfair.” Instead, she takes the children to a fancy toy store where they see toys that cost more than their families’ rent. She asks them, “What do you think?” This question forces them to think about money, class, and unfairness in a way they never did before. Instead of giving answers, she helps them find the answers on their own. Instead of talking about rich and poor people, Miss Moore makes the kids feel the difference. They go from their neighborhood, where money is tight, to a store where some people can spend $1,000 on a toy boat. This makes them uncomfortable but also curious. They start asking questions: Why do some people have so much while others have so little? This lesson is powerful because it is real. Sylvia, the main character, does not like Miss Moore. She does not want to admit that she is learning something. But at the end of the story, she says she is “thinking this over.” This shows that Miss Moore’s lesson worked—even if Sylvia does not want to admit it. Her way of teaching is not about memorizing facts, but about making kids see the world in a new way. Miss Moore teaches in a way that makes kids think deeply.She does not give easy answers but pushes them to question the world. Her lesson stays with Sylvia, making her wonder about money, fairness, and what she can […]
In an essay on “The Lesson” by Toni Cade Bambara that is less about socio-economic issues I would write about the importance of Miss Moore’s role as a teacher. Throughout the story Miss Moore’s intentions were to be a good mentor for the students as should any teacher, though the children didn’t see it that way. Their interactions with Miss Moore can show that Sylvia and the other students may not be used to a good mentor or a positive leading figure. Instead of Miss Moore wanting the students to criticize their own background she may have wanted to shift the students thinking and allow them to have an open mind and see a different environment or perspective. It wou This gives more detail into a different perspective on Miss Moore rather than her pointing out socio-economic issues. I would name my essay “ A Guiding Figure” as it describes Miss Moore’s role as a teacher and mentor for her students.
After reading Toni Cade Bambara, I was struck by Sylvia’s complex response to the world around her. She carries an intense resentment toward Miss Moore, not just for the lesson she’s teaching, but for disrupting the comfortable ignorance that shields her from fully acknowledging economic inequality. Sylvia’s defensive and judgmental nature seems like a coping mechanism, a way to deflect the discomfort of realizing the systemic forces that keep her and her peers in a cycle of poverty. Rather than directly engaging with the lesson, she chooses to focus on the personal gain she managed to extract from the day—Miss Moore’s money. This irony reveals the tension between her disdain for wealth and her own desire for it. If I were to explore this theme in an essay, I might title it Sylvia’s Defiance: Between Awareness and Denial. Ultimately, her refusal to discuss the lesson outright suggests that, despite her resistance, Miss Moore’s words have left an impression she isn’t yet willing to admit.
In week 1 activity 10, it gives the instructions for the assignment that we will need to complete. In this activity we will need to evaluate a student’s sample essay. In the first step we would need to read the text “The Most Handsome Drowned Man” by Gabriel Garcia Marquez. In the second step we will need to read the Overview of ‘The Most Handsome Drowned Man’” by Dean Rader. The 3rd step will be to looking over PowerPoint on Thesis Statements and PowerPoint “How to Insert Quotations into a Literary Essay”. This step is important because we are learning what a thesis statement is and how to point out thesis that are not correct. Step 4 will be to look over Format Illustration/Format Matters Video and MLA Citation guide this is important because we need learn the correct MLA citation guide and how to see when it is correctly done. The video is important to see because it shows us why format matters.
The purpose of the prewriting assignment is to “Act as the professor.” At this time we weren’t asked to actually write but understand the guidelines provided, in order to evaluate the student sample essay provided and ensure it meets the guidelines. We began the prewriting portion by reading “The Most Handsome Drowned Man” by Gabriel Garcia Marquez and Dean Rader’s overview. We then reviewed the PowerPoints on thesis statements and the proper way to include quotes in essays. In addition, we were also able to watch videos on MLA formatting in order to cite and structure our essays according to the guidelines. After this, we are to examine the student sample essay in order to check if it follows said guidelines and achieves the assignment’s requirements. This prewriting assignment is to prepare us to use these core principles in our essays and provide the reader a better understanding of the writing.
For the paragraph assignment, I don’t believe in magic. My name is Anna. This is my first year in BMCC. My major is computer science. I hope this class is would be success in for my studies. I apologize for my introduction late today.
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.
My Take on the Prewriting Assignment in Week 1 Activity 10 In Week 1 Activity 10, we’re tasked with a prewriting assignment that helps us get ready to evaluate a sample student literary essay. Here’s how I understand it: First, we need to read “The Most Handsome Drowned Man” by Gabriel Garcia Marquez. This is important because it gives us a direct understanding of the story we’ll be analyzing. Next, we read Dean Rader’s “Overview of ‘The Most Handsome Drowned Man,’” which offers some critical insights and interpretations that can deepen our understanding of the text. After that, we go through several guides. These include PowerPoints on writing strong thesis statements and how to insert quotations into a literary essay, along with resources on formatting and MLA citation. These are all essential skills for writing a clear and well-supported literary analysis. Finally, we read the directions for the sample student essay and then the essay itself. This step allows us to see how another student has approached their analysis and apply what we’ve learned from the earlier steps. The purpose of this prewriting assignment is to prepare us with the tools and techniques needed to analyze literary texts effectively. By following this process, we can gain a better understanding of the material and improve our ability to express our thoughts clearly in writing. Overall, this prep work sets us up to write a thoughtful and well-argued literary essay.
