It is a course for literature:nonfiction. It is worth 25 points.
Here is the info.
You are required to upload your discussion board post to this dropbox to authenticate its originality before posting on the unit discussion board. This condition must be met (by 11:59 on June 2) in order for you to be eligible to post your discussion and reply to other students. *The discussion board will be VISIBLE only after you upload your post.
Reminder: you will build on this assignment by writing a reflection essay, so look at this assignment as an opportunity to start this assignment. Write a detailed POST (about 300 words each or 600 words total) for TWO of the following FOUR questions. Your REPLY to two other students (who have not received a peer reply) should be thoughtful — about 100 words is right. Make sure your REPLY pushes the conversation about the text — go beyond telling your peer what you liked or that your peer made a great point. Find another example, offer another way to see/understand the reading, etc. For example, what is something that you saw differently or what do you think your peer might also consider about the piece? And/or how does your own personal life inform/influence how you read this piece? Replies are due on JUNE 4th.
*Your POST should A) include the questions followed by your response and B) use paragraph formatting to separate each question, so that your response is clear and readable.
Cisneros (collection of readings)
Soto, “The Jacket”
Brooks, “The Prison We Called Home”
1) What does the word “ghetto” mean to Brooks ? Select at least 2 sensory images, specific details, metaphors, similes, anecdotes, etc. used in each text that convey what life is like in a ghetto? For example, what does Brooks say that the projects are “more than a physical location, they’re also a state of mind”? [Think about her essay title and also SETTING. Elements of Essays/Nonfiction 2020]
2) Soto’s “the Jacket” focuses on a very typical adolescent experience of feeling like a loner and an outsider. He thinks that getting a cool “jacket” will give him self-worth and status. In this way, he’s a bit like the child narrator, Cisneros, who longs for a “real” house. Where in each text do readers find evidence that discontent and shame perhaps reflects larger American cultural values about wealth and status? And, why does it matter that this shame, self-loathing, and frustration is felt at formative moments in our life — late childhood and early adolescence?
3) Using one essay of your choice, explore the theme, geography or our perspective about who we are and where we live shapes who we become by responding to one of the following:
Why is the jacket an “ugly brother” (oxymoron)? What’s interesting and important about the complex relationship the narrator (Soto) develops with this item of clothing? Have a look at #5 Pattern of language or Imagery here: Elements of Essays/Nonfiction 2020
Feel free to find your own image or pattern of ideas, if you don’t want to write about one of these.
4. What does a “real” house mean to Cisneros in the title piece, “The House on Mango Street”? Then, read “A House of My Own” reflecting on Cisneros’ ideas of home from her adult perspective of a writer. Choose a particular line or passage from this essay that you think reflects her larger, conceptual idea of home. Suggestion — how is the concept of home something more than a particular place where one lives? What does a home or house mean to a writer and/or think about how the homes that Cisneros inhabits as an adult woman reflect her life and vocation. Be sure that your response builds on this quote and relates the quote to the larger theme of the geography of home unit or a dominant impression! See Speaker, Audience, and Message (#1) here: Elements of Essays/Nonfiction 2020
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