...Research Paper #2 Chloe Ardelia Wofford, most commonly known as Toni Morrison, is an American novelist and professor. She was born on February 18, 1931, in Lorain, Ohio. She is the second child among her sister and two younger brothers. She came from a black working-class family that took pride in their heritage. As a child, Morrison enjoyed literature, unlike most children. She had a variety of favorite authors such as Jane Austen and Leo Tolstoy. She later on attended an integrated school with Europeans, Mexicans and Southern blacks. Since she adored literature, she was the only black student in her first grade class who could read. She maintained excellent grades and graduated with honors from Lorain High School in 1949. Wofford continued her education at Howard University, where she majored in English with a minor in classics. During this time, she alternated her name to Toni, since most people had difficulty pronouncing her original name. In the years she spent at Howard, Toni participated in a repertory company and graduated in 1953; more over, she later on attended Cornell University and achieved her master's degree in 1955. Wofford taught introductory English at Texas Southern University in Houston. A year or so later she met Harold Morrison, a Jamaican architect. The two ended up falling in love and eloped in 1958. They had their first son in 1961, who was named Harold Ford. Although, she was suffering from an unhappy marriage because she felt that her husband...
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...Toni Morrison’s Beloved: A Realistic Saga of Black Female Slavery by Vaseem G Qureshi Margaret Atwood in The New York Times Book Review says about The Beloved by Toni Morrison as thus: In the book, the other world exists and magic works, and the prose is up to it. If you can believe page one – and Ms Morrison’s verbal authority compels belief – you’re hooked on the rest of the book. (Atwood, 1993, 35) Toni Morrison’s fifth novel, Beloved (1987) explores the degradation imposed upon all African slaves of America. The novel is about matrilineal ancestry and the relationships among enslaved, freed, alive and dead mothers and daughters. The text is so grounded in historical reality that it could be used to teach American history classes. The protagonist of the novel, Sethe’s character is based on a factual slave woman Margaret Garner in an exaggerated way. For Random House project, The Black Book (1974), “scrap book” of three hundred years of the folk journey of Black America, Morrison had to gather details for the text. A fugitive from Kentucky, Garner attempted to kill her children rather than having them re-enslaved when they were all captured in Ohio in 1850. She succeeded in killing only one, however, whose throat she slashed. Acknowledging that she had indeed conducted research while writing Beloved, Morrison told Martha Darling: I did research about a lot of things in this book in order to narrow it, to make it narrow and deep, but I did not do much research on Margaret...
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...Beloved Research Paper Prompt #5 Final Infanticide, neglect, rape, starvation, and loss are all terms describing what the institution of slavery may result in. These same words, however, can very easily fit to summarize Toni Morrison’s Beloved, a story that not only captures the overall theme of slavery, but also delves into a deeper understanding of what these hardships entail. Within it’s controversial pages, Toni Morrison’s Beloved properly and accurately portrays slavery’s brutality and harsh conditions. It is true that the Middle Passage was the largest migration of any group of persons, but no historian could completely grasp what trials and tribulations that this event encompasses. In Beloved, Morrison demonstrates just one of the many cruelties during the long journey across the Atlantic. Sethe recalls the sexual violence her mother encountered while being brought from Africa and the trauma brought about by such. Both Sethe’s mother and Nan were “taken up many times by the crew” (Morrison 66). During the travel to the New World, women were within a closer proximity to the deck and thus, closer to the white men on board. These black women on board were “prey to captains and crew members who would often rape them”, along with other forms of violence to keep order (Rice 9). Sethe’s mother was so affected by the traumatic experience that she murdered her children that were conceived from the white men raping her. This idea of sexual violence is not an exaggeration...
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...Narration The person telling the story is the narrator the narrator helps t shape the story for the reader. Point of view The point of view is the perspective from which the narrator tells the story. The point of view can be indentified in five ways. 1 First person It will use the Pronoun “I” and will place the narrator in the story. 2 Third person this will use the pronouns “he” or “she but will typically limit it to one characters Point of view Third Person Omniscient Will use the pronouns “he” “she” and “they however, the narrator will move in and out of the mind of several characters. Third person objective point of view will limit the intervention of the narrator. The setting and action will be described and we will listen in audience. The narrarator will not interpret for the reader. Shifting point of view The shifting point of view will shift the focus from a narrow to a broader perspective of the omniscient narrator Setting the location and the atmosphere of the story Conflict this is the struggle of opposing external or internal forces Plot This is the structure of the story. It’s the twists & turns. It you the story un folds. Plot structure Crisis / Climax The moment of truth rising action conflict builds, exposition, We learn about the various characters, the falling action crisis is over resolution the story ends. what happens at the end. Allteration This is the use of similar consant sounds. Using woods that begin with the same on similar...
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...As an English major I have learned to appreciate the peaceful, yet exhilarating moment when my mind engages with an author's thoughts on a page. As Toni Morrison says in The Dancing Mind , "[reading is] to experience one's own mind dancing with another's." In my early days as a college student, I wanted to know the "true" meaning of a work or what the author intended, however, I have now realized this would void literature of its most noteworthy complexities. Individual interpretations bring varied insights to a work and it is also interesting to point out messages the author may not have realized s/he included in the piece. I have always been a thinker, but throughout my coursework, I have greatly sharpened my critical analysis skills. Instead of focusing on proposed meanings or biographical background, I have learned to continuously ask "why" on many different levels. I challenge myself to dig into a text as deeply as possible and unpack every detail to develop a satisfying close read. Also, by reading multiple novels by the same author I have learned to identify different writing styles and make connections that weave texts together; this helped me develop a deeper understanding of the novels. When I look at one of my freshman level novels and see clean pages, I realize that I did not actively read the book. I guess you could say that I have learned to read with a pen, which has drastically taken my writing to a new level because I am able to connect back with my initial...
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...As an English major I have learned to appreciate the peaceful, yet exhilarating moment when my mind engages with an author's thoughts on a page. As Toni Morrison says in The Dancing Mind , "[reading is] to experience one's own mind dancing with another's." In my early days as a college student, I wanted to know the "true" meaning of a work or what the author intended, however, I have now realized this would void literature of its most noteworthy complexities. Individual interpretations bring varied insights to a work and it is also interesting to point out messages the author may not have realized s/he included in the piece. I have always been a thinker, but throughout my coursework, I have greatly sharpened my critical analysis skills. Instead of focusing on proposed meanings or biographical background, I have learned to continuously ask "why" on many different levels. I challenge myself to dig into a text as deeply as possible and unpack every detail to develop a satisfying close read. Also, by reading multiple novels by the same author I have learned to identify different writing styles and make connections that weave texts together; this helped me develop a deeper understanding of the novels. When I look at one of my freshman level novels and see clean pages, I realize that I did not actively read the book. I guess you could say that I have learned to read with a pen, which has drastically taken my writing to a new level because I am able to connect back with my initial...
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...Biography of Dr. Na’im Akbar Dr. Na’im Akbar Born Luther Benjamin Weems, Jr. on April 26, 1944, Dr. Na’im Akbar was raised in Tallahassee, Florida. There, he lived in a complete Black American social environment. It was not until his freshman year of college that he first had contact with the White American race. In 1971, he changed his name after joining the nation of Islam. He attended the University of Michigan to receive his Bachelor of Arts (B.A.), Master of Arts (M.A.), and Doctorate of Philosophy (PhD.) in Psychology. Careers Upon receiving his terminal degree, Akbar accepted the opportunity to work in the Psychology Department of Morehouse College of Atlanta, where he remained for five years. There, he instituted the college’s first Black Psychology course which eventually led to the development of the first Black Psychology program at any historically black college or university. After two years, he became chair of the psychology department. After, he relocated to Chicago, IL where he helped start the Office of Human Development at the Nation of Islam Headquarters. Later, he joined the faculty of Norfolk State University where he also instituted courses in Black Psychology. In 1979, he began teaching at Florida State University, where he still remains, teaching a specialized course on the psychology of the African American. In the 1980s, he independently started his own publishing company, Mind Productions...
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...York: Routledge, 1994. Harrold, Stanley. American Abolitionists. New York: Pearson Education, 2001. Youngs, J. William T. American Realities: Historical Episodes-From First Settlements to the Civil War. New York: Longman, 2000. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. COURSE DESCRIPTION: A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from the 17th-, 18th- and 19th- century autobiographies and narratives to 20tth –century works. Authors include: Jupiter Hammon, Briton Hammon, Sojourner Truth, Nat Turner, Claude McKay, Zora Neale Hurston, Sterling Brown, Richard Wright, Lorraine Hansberry, Amiri Baraka, Toni Morrison, Haki Madhubuti, Ton Cade Bambara, and August Wilson. COURSE OBJECTIVES By the end of this course, you will: o be able to distinguish amongst genres of literature; o be familiar with various works by and about African American writers in various literary genres; o be familiar with the Black Aesthetic, as well as other literary theories; o gain...
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...English 311.01 (13471): The History of African-American Writing Fall 2015 Tuesday, Thursday 11:00-12:15 JR 244 Professor Nate Millsnathaniel.mills@csun.eduOffice hours: Tuesdays 1:00-3:30 and by appointmentSierra Tower 718 | Course Description / Objectives Through a historical survey of the work of major African-American writers from slavery to the present, this course will examine the defining features of African-American expression. The course is organized around a foundational question: what makes African-American literature African-American? Is it just a set of texts that happen to have been written by authors who identified as black in their respective historical moments? Are there distinct formal and thematic paradigms that unify these texts into a coherent literary tradition? What relation do black texts bear to other black texts, as well as to the Western canon? Are African-American texts necessarily “political,” by definition protesting the social and political marginalization of black people in America? Do African-American texts represent the particular experiences of African Americans, or do they (also?) address universal problems and experiences? The cultural, literary-formal, and political distinctiveness of African-American writing will thus be the guiding theme of this course’s rigorous, fast-moving survey. Additionally, students in 311 will acquire knowledge of the following: * The ways African-American...
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...------------------------------------------------- Professor: Dr. Vicky Newman ------------------------------------------------- Email: vicky.newman@utah.edu ------------------------------------------------- Honors Center 140 ------------------------------------------------- Office hours: By appointment, Honors Center CLASS TEXTS Required: Ballenger, Bruce. The Curious Researcher (7th Edition) Williams, Joseph. Style: Lessons in Clarity and Grace (9th Edition) A portfolio. This should be a notebook with rings and paper you can move work in and out. Additional required assigned readings (on line or on E-reserve) This class is designed to introduce you to and allow you to develop and practice techniques and skills of writing. You’ll learn to develop ideas and clarify ideas, formulate questions and research them rigorously, and draft and revise until your writing reflects university level work. You will be asked to write in several different genres and conduct research in order to provide evidence and support for your work. In addition, and not least, you will work to create an engaging and credible authorial voice. REQUIREMENTS Active Class Participation: Attendance is mandatory. A writing class is a class designed around participation. You need to be prepared, having read and written what is required for the day, and you need to be engaged in discussing, creating, and revising. If you are absent or tardy you are not participating. You are expected to participate actively...
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...African American Women Under Slavery This paper discusses the experiences of African American Women under slavery during the Slave Trade, their exploitation, the secrecy, the variety of tasks and positions of slave women, slave and ex-slave narratives, and significant contributions to history. Also, this paper presents the hardships African American women faced and the challenges they overcame to become equal with men in today’s society. Slavery was a destructive experience for African Americans especially women. Black women suffered doubly during the slave era. Slave Trade For most women who endured it, the experience of the Slave Trade was one of being outnumbered by men. Roughly one African woman was carried across the Atlantic for every two men. The captains of slave ships were usually instructed to buy as high a proportion of men as they could, because men could be sold for more in the Americas. Women thus arrived in the American colonies as a minority. For some reason, women did not stay a minority. Slave records found that most plantations, even during the period of the slave trade, there were relatively equal numbers of men and women. Slaveholders showed little interest in women as mothers. Their willingness to pay more for men than women, despite the fact than children born to enslaved women would also be the slaveowners’ property and would thus increase their wealth. Women who did have children, therefore, always struggled with the impossible conflict...
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...Executive Summary The report is developed to analyse the importance and the role of the resource decision in the strategic development and the strategic planning of Tesco. The report also analyse the different strategic tools and techniques used for the strategic decision making and which are also helping the organization in developing strategic plans of the organization. There are various issues which are described in this report like the ratio analysis, break even analysis, and the other appraising methods which are used in strategic decision making and planning of Tesco. The management of the tangible and intangible assets of Tesco are also analysed by the different analytical tools and the report reveal that the organization is taking effective steps and it is managing its resources effectively and efficiently. Contents TESCO PLC: 2 Task 1: 3 Resource Decisions and their Impact on Strategy of the Organization: 3 Task 2: 5 Role of financial Analysis and techniques in the strategic planning and strategic development: 5 Task 3: 8 International Financial perspectives of Tesco: 8 Risk Assessment and Management 9 Financial Performance 9 Task 4: 11 Task 5: 16 Contemporary management Accounting: 16 Task 6: 18 Analysis of environment of Tesco: 18 Political Factors 18 Economic Factors 18 Social/Cultural Factors 18 Technological Factors 18 Steps Taken By Tesco to respond these changes: 19 Task 7: 20 Importance of Communication: 20 References...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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...Oprah Winfrey: An Inspiring Leader Of Today Rhonda Whiteman Central Methodist University Abstract A black female born in the Deep South to poor unwed parents, during the mid 1950’s, Oprah Gail Winfrey had very little chance of becoming one of importance, much less becoming the first black female billionaire in the world. This paper will explain Oprah’s difficult childhood and continue on into her adult life explaining how she succeeds not by chance, but through perseverance, generosity, and inner strength, she wears her heart on her sleeve and has the ability to listen to her public in a way that no other has achieved. She inspires hope and inspiration to millions by sharing her imperfections of just being Oprah, overcoming diversity, proving to her faithful audience that anyone’s dream of success can truly become a reality. Biography Life for Oprah Gail Winfrey started out January 29, 1954 in a small poor town deep in the south of Kosciusko, Mississippi. An unwed mother named Vernita, informed Oprah’s father about the conception after she was born. Vernita realized that she could not make a living for her and her young daughter, so the decision was made to leave Oprah with her paternal grandmother, while Vernita moved to Milwaukee. Oprah was a very bright child learning to read by the age of three, and appeared in front of her first audience for her church Easter program. Oprah at a young age, moved...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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