Friday, October 25, 2019

A Brother's Murder



Credit
Credit
IT HAS BEEN MORE THAN TWO years since my telephone rang with the news that my younger brother Blake - just 22 years old - had been murdered. The young man who killed him was only 24. Wearing a ski mask, he emerged from a car, fired six times at close range with a massive .44 Magnum, then fled. The two had once been inseparable friends. A senseless rivalry - beginning, I think, with an argument over a girlfriend - escalated from posturing, to threats, to violence, to murder. The way the two were living, death could have come to either of them from anywhere. In fact, the assailant had already survived multiple gunshot wounds from an incident much like the one in which my brother lost his life.
As I wept for Blake I felt wrenched backward into events and circumstances that had seemed light-years gone. Though a decade apart, we both were raised in Chester, Pa., an angry, heavily black, heavily poor, industrial city southwest of Philadelphia. There, in the 1960's, I was introduced to mortality, not by the old and failing, but by beautiful young men who lay wrecked after sudden explosions of violence. The first, I remember from my 14th year - Johnny, brash lover of fast cars, stabbed to death two doors from my house in a fight over a pool game. The next year, my teen-age cousin, Wesley, whom I loved very much, was shot dead. The summers blur. Milton, an angry young neighbor, shot a crosstown rival, wounding him badly. William, another teen-age neighbor, took a shotgun blast to the shoulder in some urban drama and displayed his bandages proudly. His brother, Leonard, severely beaten, lost an eye and donned a black patch. It went on. I recall not long before I left for college, two local Vietnam veterans - one from the Marines, one from the Army - arguing fiercely, nearly at blows about which outfit had done the most in the war. The most killing, they meant. Not much later, I read a magazine article that set that dispute in a context. In the story, a noncommissioned officer - a sergeant, I believe - said he would pass up any number of affluent, suburban-born recruits to get hard-core soldiers from the inner city. They jumped into the rice paddies with ''their manhood on their sleeves,'' I believe he said. These two items - the veterans arguing and the sergeant's words - still characterize for me the circumstances under which black men in their teens and 20's kill one another with such frequency. With a touchy paranoia born of living battered lives, they are desperate to be real men. Killing is only machismo taken to the extreme. Incursions to be punished by death were many and minor, and they remain so: they include stepping on the wrong toe, literally; cheating in a drug deal; simply saying ''I dare you'' to someone holding a gun; crossing territorial lines in a gang dispute. My brother grew up to wear his manhood on his sleeve. And when he died, he was in that group - black, male and in its teens and early 20's - that is far and away the most likely to murder or be murdered.
I left the East Coast after college, spent the mid- and late-1970's in Chicago as a graduate student, taught for a time, then became a journalist. Within 10 years of leaving my hometown, I was overeducated and ''upwardly mobile,'' ensconced on a quiet, tree-lined street where voices raised in anger were scarcely ever heard. The telephone, like some grim umbilical, kept me connected to the old world with news of deaths, imprisonings and misfortune. I felt emotionally beaten up. Perhaps to protect myself, I added a psychological dimension to the physical distance I had already achieved. I rarely visited my hometown. I shut it out.
As I fled the past, so Blake embraced it. On Christmas of 1983, I traveled from Chicago to a black section of Roanoke, Va., where he then lived. The desolate public housing projects, the hopeless, idle young men crashing against one another - these reminded me of the embittered town we'd grown up in. It was a place where once I would have been comfortable, or at least sure of myself. Now, hearing of my brother's forays into crime, his scrapes with police and street thugs, I was scared, unsteady on foreign terrain.

Literary Analysis: Example Paper

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Professor Amano-Tompkins
English 100
15 October 2019
City of Thieves
    War brings about a lot of physical and emotional destruction upon a society and makes people act differently. There is something about war that brings people together and a sense of comfort that is found in complete strangers. In the novel City of Thieves, the author David Benioff tells the story of two young boys on the search for a dozen of eggs all while dealing with the war between the Soviet Union and Germany. Along the way, they meet various people and deal with tragic life changing events. In the beginning of the novel, Lev is this scared shy little boy, but throughout the novel begins to develop into a young man as a result of Kolya’s experience and knowledge, his father’s death, and Kolya’s death. 
Kolya helps Lev develop as a young man through the knowledge and experiences he has faced. When Lev tells Kolya that he likes Vera he responds with, “Fine, you think you like her because she doesn’t like you. It’s very understandable, but I’m telling you, you don't like her. Let’s forget about Vera” (Benioff 45). Lev is still very immature at this point of the novel. He is still insecure and unsure about the feelings he has for Vera and seems to like her merely because Vera is the only girl Lev has ever known. On the other hand, Kolya is aware of Lev’s true feelings and lets him know. Because Lev has never been with a girl before he is unable to grasp this concept of love and therefore, does not know how to love a woman. Kolya acts as an older brother to him and offers wise advice and allows him to forget about Vera instead of romantically fantasizing about her. Another example would be when Kolya allows Lev to see his cards which “each presented a different photographed woman, some naked, some wearing garter belts and lace corsets, their heavy breasts tumbling from their cupped hands, their lips slightly parted for the camera” (Benioff 137). Since Kolya has slept with many girls and has experience in the way it must be done, he advises Lev since he has never slept with a girl, let alone be with one. He allows for Lev to be more confident in who he is and converts him from being a shy boy. By allowing Lev to see his cards allows for Lev to become more familiarized with a woman’s body and learn more about sex, which is something very important for him since he is at that age where it is experimental. Moreover, Kolya advises Lev and tells him, “Listen, Lev, after this is over tonight, promise me you’ll talk to your little calf. Don’t run away like the shy boy you are. I’m very serious about this. She likes you. I saw her looking at you” (Benioff 137). Because Kolya has been with many women before, he is aware of the fact that the girl from the farmhouse likes Lev. With this acknowledgment, he pushes and encourages Lev to go talk to her, although he does not know how because he has never been with a girl. Kolya motivates Lev to step out of his shell and acts as a brother and role model to Lev. With Lev’s friends at the Kirov, he was so used to just running and playing around with them, but with Kolya he really has a deep connection with him and is able to have these conversations about sex and maturity and that really shows how he is growing up as he moves on from being unaware of the world around him to talking about more deeper stuff about the world.
Additionally, the death of Lev’s father has helped mold Lev into the young man that he is. In the beginning of the novel, when Sonya and Kolya bring up Lev’s father, Lev responds with “Don’t ever tell me to be proud of my father”(Benioff 92). Lev seems bothered by the fact that Sonya and Kolya bring up the name of his father and gives them an attitude for it. Because he still has not matured yet at this point of the novel, Lev is still afraid to talk about his father although he was a very good and talented man. However later on in the novel, when Vika brings up Lev’s father, he is able to talk about him. For example, “Because of my father. I realized she didn’t know what happened to my father, so I added quietly, They took him” (Benioff 236). Lev was not really expressive when it came to talking about his father, but it is something that Kolya has helped him learn. Prior to meeting Kolya, he would bottle up everything that was inside him and became very secretive about his father, however when Kolya mentioned Lev’s father’s name, Abraham Beniov, he was finally able to accept his father’s death. This acceptance and understanding that everyone is going to die truly depicts Lev growing up and developing into a young man because he is able to fathom the inevitability of death.
The death of Kolya has played a part in the development of Lev as a young man. Lev says, “If I had been alone, I would have stared at those ruins for hours without comprehension. The Kirov was my life” (Benioff 68). Lev is still not able to fully comprehend the fact that his home was ruined. He does not know how to handle the fact that his friends whom he has grown up with are probably dead. This demonstrates the fact that Lev still has not grown up in the beginning of the novel because he does not know how to handle death and seems to not be accustomed to the normalities of war, death. However, at the end of the novel when Kolya is breathing his final breaths, Lev stares at Kolya and saw him “open his eyes, those pale blue Cossack eyes, and smiled at me. We both knew he was going to die” (Benioff 251). After everything he had just experienced in the war, Lev is finally accustomed to the idea of death so when Kolya dies he is able to cope with it and understand that it’s a normal part of life. The difference in how he reacted to Vera and the Antokolsky twins’ death and Kolya’s death demonstrates how Lev has matured and developed into a young man because he is able to grasp this understanding of death. 
To conclude, Lev was a cowardly young boy at the beginning of the novel, however that all changes throughout the novel. Kolya’s experiences and knowledge he gave to Lev, his acceptance of his father’s death and Kolya’s death have all played an important role in shaping Lev into a mature young man. 
























   

Tuesday, October 22, 2019

Prompt: Reseach Paper


English 100
Research project
Professor Tompkins
Oct. 2019

Students,

There are several reasons for your research project. First, it’s an opportunity to become familiar with the amazing resources of the Harbor College Library. This is probably your first experience using the library’s databases, but you’ll use them more and more as your continue your education. Once, students and researchers were limited to the books and periodicals that were physically in a building. Now, information is organized and searchable.

You will practice and refine your search skills; specifically, with the exception of Google Scholar, you will not use Google or any of the mainstream search engines. You must learn to search using academic search engines; you’ll practice using various search terms; and you’ll develop skills that will be essential to your academic future.

You will also learn how and why to use MLA citation and format style, including in-text citations.

Your project will concentrate on the challenges facing Vietnamese immigrants to the U.S. during the 10-year period after the end of the Vietnam War. You will have the choice of two topics:

1. The resettlement policies of the U.S. government to Vietnamese immigrants who arrived in 1975 and then in 1978-80 (the so-called “boat people.”)

2. Explore the challenges facing the Vietnamese-America children whose parents arrived between 1975-80. Some of these stories were not published until later; but they should refer to those years when they first came in contact with American culture. You’ll find academic as well as first person material of the sort that Lac Su wrote (but you can’t use that book).

3. There is no question that the suffering endured by the people of Leningrad was severe. Over 1,000,000 people starved to death, many during the bitter winter of 1941-1942. If you choose to investigate topics related to this, you must come and see me to discuss possibilities.
-One possible question is this: When people got access to historical records including diaries and other informal sources, the suffering and challenges the people of Leningrad faced sometimes were shown to be quite different from historical records (including what the world had been previously told). Examine the differences and try to explain the various accounts and ask why they so all stories weren't widely told by official records.

You must use at least five sources: one book (digital or hard copy), one scholarly journal, one newspaper or magazine, one website, and one video.

Your paper will be 2,000 words long. You will use Times New Roman, 12-point type, and MLA format and citation rules. The paper is due in-class at the final exam.


Tuesday, October 15, 2019

Reading analysis: I Love Yous Are for White People

on I Love Yous Are for White People
. Make a note of the chapter numbers and presentation dates that you sign up for below.
Reading analysis 4 chapters: ________________________  Presentation date: _________________
Reading analysis 5 chapters: ________________________  Presentation date: _________________
This assignment is worth 40 points – to receive credit, you must participate in the presentation of your analysis. You will be graded primarily on your written analysis (breakdown of scoring below), but outstanding presentations will be rewarded. To receive credit for your analysis, you must upload it to Canvas (Turnitin.com) before class on the day you present. Be sure to bring an electronic or paper copy of your analysis to class so you can refer to it while you are presenting. 
To prepare your written analysis:
Identify the chapter numbers you are covering. Answer the following questions. Please number and/or label your answers.
1.     Write a brief summary of each chapter. Expect to summarize each chapter in about one double-spaced page. Cover all the main events, not just what’s in the first two pages! While you should not attempt to include all the details, your summary should be written with enough clarity and specificity that someone who had not done the reading could understand what the chapters were about just by reading your summary. Your summary of all your chapters should not exceed three typed double-spaced pages.
2.     What Vietnamese beliefs or cultural practices are referenced or discussed in these chapters?
4.     Describe the relationship between the narrator and his father and track changes in the relationship that occur in your chapters.
5.     Explain a significant quote. Choose a sentence or two from these chapters that you find especially meaningful. Explain why you think it is significant.
6.     Comment on the persuasiveness and/or content of the chapters. Feel free to express your personal response and/or to relate the reading to your personal experiences.

Saturday, October 12, 2019

Prompt: Literary analysis




  • The fathers of both Lev and Vika were presumably executed by their government, and Kolya and Lev are given what some would regard as a ridiculous and dangerous task to win their freedom, yet all three voluntarily put themelves in extreme danger to defend their country. Explain this apparent contradiction by discussing examples throughout the novel.
  • The book illustrates a number of instances in which the extreme conditions of war lead to the loss of humanity, but in other instances, these same conditions leads to acts of heroism and self-sacrifice. Explain this apparent contradiction by discussing examples throughout the novel.
  • When Lev observes, “Everyone has fear in them somewhere; fear is a part of our inheritance…. Cannibals and Nazis didn’t make Kolya nervous, but the threat of embarrassment did – the possibility that a stranger might laugh at the lines he had written” (Benioff 165), he seems to be suggesting that at least some humans fear embarrassment more than danger and death. Is Lev right about Kolya? Is this true about Lev himself? Discuss the depiction of fear by discussing examples throughout the novel.
  • At the beginning of the novel, Lev is a scared teenager, too shy to tell Vera he likes her, but by the end of the book he shows he is capable of acts of both bravery and calculation. How does Kolya help Lev develop as a young man?
You may propose a topic of your own. However, you must get it approved by your instructor before you begin writing.
Your essay
  • Should contain a clear thesis statement asserting your view, evaluation, or interpretation of a narrowly defined, focused aspect of your topic.
  • Should abide by the conventions of writing about literature (e.g. use the present tense to describe fictional events and avoid attributing motive to the author.
  • May include research material, as long as you cite your sources properly. However, you are not required to use research, and your evidence should consist primarily of your own analysis of the text. 
  • Should be formatted in MLA style and should include an MLA style Works Cited page.

Due dates:
Prewriting – due _______________________
(2) Collect evidence that relates to your topic from the text (i.e. quotes, examples, and specific details). 
(3) Analyze your evidence carefully: look for trends and logical groupings that you can develop into points/subtopics/paragraphs.
(4) Define your points/subtopics/paragraphs and select the evidence that will best support each one.
(5) Organize your points and evidence into an outline.
(6) Draft a working thesis that expresses your interpretation of your specific topic.
We will workshop your outline in class. No points for late outlines!

Draft due _______________________
Bring to class a reasonably complete draft of your essay, typed or neatly handwritten, which we will workshop in class. No points for late drafts!

Final draft – due _______________________
Your final draft should be typed and double-spaced with all quotes and specific text references documented with parenthetical in-text citations in MLA (Modern Languages Association) format. Please include your prewriting/outline, draft, and peer review worksheets with your final draft.
 



Tuesday, October 1, 2019

Basic Outline

The Basic Outline of a Paper The following outline shows a basic format for most academic papers. No matter what length the paper needs to be, it should still follow the format of having an introduction, body, and conclusion. Read over what typically goes in each section of the paper. Use the back of this handout to outline information for your specific paper.
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I. Introduction The introduction should have some of the following elements, depending on the type of paper:
-Start with an attention grabber: a short story, example, statistic, or historical context that introduces the paper topic.
-Give an overview of any issues involved with the subject
-Define of any key terminology need to understand the topic
-Quote or paraphrase sources revealing the controversial nature of the subject (argumentative papers only)
-Highlight background information on the topic needed to understand the direction of the paper - Write an antithesis paragraph, presenting the primary opposing views (argumentative paper only) The introduction must end with a THESIS statement (a 1 to 2 sentences in length):
-Tell what the overall paper will focus on
-Briefly outline the main points in the paper

II. Body
-Clearly present the main points of the paper as listed in the thesis
-Give strong examples, details, and explanations to support each main points
-If an argumentative paper, address any counterarguments and refute those arguments
-If a research paper, use strong evidence from sources—paraphrases, summaries, and quotations that support the main points III. Conclusion Restate your thesis from the introduction in different words
-Briefly summarize each main point found in the body of the paper (avoid going over 2 sentences for each point)
-Give a statement of the consequences of not embracing the position (argumentative paper only)
-Endwith a strong clincher statement: an appropriate, meaningful final sentence that ties the whole point of the paper together (may refer back to the attention grabber) Additional Tips Decide on the thesis and main points first You do not need to start writing your paper with the introduction Try writing the thesis and body first; then go back and figure out how to best introduce the body and conclude the paper Use transitions between main points and between examples within the main points Always keep your thesis in the forefront of your mind while writing; everything in your paper must point back to the thesis Use the back of this handout to make an outline of your paper

 Paper Topic:____________________________________________________ Audience:__________ I. Introduction Possible ideas for the introduction (see front side of handout for suggestions): _______________________________ _______________________________ _______________________________
 Thesis Statement (Usually the last sentence(s) in the introduction): _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

 II. Body (A paper may have a few or many main points; decide how many your paper will need)

 Main Point: ___________________________________________________________________
 Examples/Details/Explanations: a. ______________________________________________________________________ b. ______________________________________________________________________ c. ______________________________________________________________________ Main Point: ___________________________________________________________________ Examples/Details/Explanations: a. ______________________________________________________________________ b. ______________________________________________________________________ c. ______________________________________________________________________ Main Point: ___________________________________________________________________ Examples/Details/Explanations: a. ______________________________________________________________________ b. ______________________________________________________________________ c. ______________________________________________________________________ Main Point: ___________________________________________________________________ Examples/Details/Explanations: a. ______________________________________________________________________ b. ______________________________________________________________________ c. ______________________________________________________________________ III. Conclusion Reworded Thesis (Usually found near the beginning of the conclusion): _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Other Ideas to Conclude: ________________________________ ________________________________ Clincher Ideas: _________________________________________________________________

A Brother's Murder

Credit Credit IT HAS BEEN MORE THAN TWO years since my telephone rang with the news that my younger brother Blake - just 22 years old -...