II I follow mine,— a GIS of bad self-esteem and where I deserved it— To my jeans In the car On a road that is bumpier than I remember it With a seatbelt that I can’t manage to unlock Swelling out of my back pockets, I can hear the crinkle of the sugar, What biology … [Read more…]
Viewing The Hate U Give (THUG)by Angie Thomas through Stefancic and Delgado’s Critical Race Theory illuminates moments when the main character of THUG, Starr struggles between black nationalism and assimilation. Through Thomas’s representative consciousness of Starr, the reader is able to witness her actively choose to assimilate at her majorly white school, “I just have … [Read more…]
Last week I met with Mary Fraser to go over what data SASC had already obtained regarding writing support services. Something we came across in conversation— which I had not yet considered— was how ethical it would be to produce resources that addressed issues commonly discussed during tutoring sessions. Initially, I could only see the … [Read more…]
Questions for Engaging With Barrett Browning Why insert a story of romantic love in stanzas IX-XII? Think about how it brings the action to a crisis as well as the way it supplements the speaker’s reflections in stanzas IV-VIII. EBB inserts the story of romantic love in stanzas IX-XII, because it humanizes the mother prior … [Read more…]
A Lengthy Autobiographical Account of Developing Writing Boundaries One of my first memories is the desire to know how to write. I recall scribbles in purple gel pen on scraps of pink construction paper— whose original destiny of folding and flight was redetermined— which I would distribute to my grandmother, mothers, and older brother and … [Read more…]
Junot Diaz’s short stories “Drown” and “Boyfriend” in his book Drown include representations of central aspects of the theories proposed in Delgado and Stefancic’s book Critical Race Theory. In Diaz’s short story “Drown”, the narrator, Yunior, reflects on his past with specific memories regarding his former best friend Beto. As Yunior continues to proceed with … [Read more…]
Herrington and Stassen discuss the inherent vitality of writing in HIPs throughout a general education curriculum in their article Intersections of Writing, Reflection, and Integration. The article focuses on the inevitable utilization of writing as a tool to deploy reflection in HIPs, identifying that although, “… writing was not a focus of our design of … [Read more…]
Horatio Alger’s Ragged Dick is a “…quintessential rags-to-riches story…” (Hoeller ix). The story’s main theme is America’s “… central myth, the American Dream…”, which Suzanne Keen would regard as a Masterplot, or “… one of the major ‘metanarratives’ or governing fictions by which western civilization understands itself.” (Hoeller ix; 88). Richard Hinter (Ragged Dick) stars … [Read more…]
In the article, “Improving Success, Increasing Access: Bringing HIPs to Open Enrollment Institutions through WAC/WID”, Kester and co-authors discuss how different institutional environments can contribute significantly to the employment of HIP. Considering the concerns of the UNE environment that I brought up in last week’s article, I found the subject matter for this week especially … [Read more…]
