Rhetorical Reading for Jalisa Sterling: "Why Me, Why Not Me?"

Starling's "Why Me, Why Not Me?"

Starling

Jalisa Starling, author of “Why Me, Why Not Me?”(2014) is a personal essay that explains a tragic death of her family and how it was difficult growing up. Starling explains her personal experiences from her youth in transition to an adult. Her purpose is to show how she accepted God back into her life in order to understand why things happen the way they did. Her intended audience is all people who have difficulties accepting the death of loved ones.

 

Starling’s narrative expresses how a personal tragedy affected her life. It’s striking for a student essay. I feel her narrative is relatable to everyone because tragedy has an effect on the outcome of one’s life. I also feel I could relate to Starling’s story through my own forms of tragedy, which both destroyed and renewed my faith in God. I understand the toll that takes on a person. The grief and emptiness. My loss was much different than hers, but I experienced it with the same confusion and the same constant wondering thought of “why me?” I too know how hard it is to fall and then rise again all while searching through the clouds of despair and lost faith. The struggle is always difficult, but it also makes you wonder if the strength gained was worth the pain suffered.

            Jalisa Starling begins her personal essay with musings of superficial and minor inconveniences of everyday people. She believes simple “why me” situations such as losing a wallet, cracking a cell phone screen, and break ups “wouldn’t even compare to the life changing events that aren’t even thought of in your world (Starling 162).” Starling, for the most part, accuses the audience of having only minor conveniences in their life by assuming with the word “your”. She then reveals that her entire family was murdered. The writer continues on with the retelling of her day the day before the news of her family reached her. As she recalls the memory, her tale is full of trivial things ten year olds are worried about. Starling recalls, “[She] had one important phone call to [her] mother about [her] hair (Starling 164).” Jalisa Starling calls it “important” because at the time, it was priority to her. Upon reveal of her family’s massacre, Jalisa quotes her prayers to God and at this point, the personal essay turns from retelling of the memory to her personal struggle with God. Starling expresses her personal demons as, “[She] felt like [she] had one foot on God’s side and one foot on the Devil’s (Starling 167).” Starling reached her clarity as she finally reached the final stage in grief years later as she came to terms with God. The personal essay comes to a conclusion as Starling reflects on her journey with God and her triumph over a true “why me” situation. Starling concludes with a title drop that instead of asking “Why me?” She asks, “Why not me?” 

Precis by Pernida Freeman.

Opinion by Jensine Maxis.

Analysis by Aja Taylor.

Green's "How It Feels To Be Falsely Accused"

The Life of Harrison's "How It Feels To Be Falsely Accused

Josh Green, the author of "How It Feels To Be Falsely Accused"(2014), is a narrative essay that explains how Clarence Harrison was wrongfully accused of rape, robbery, and kidnapping. Green explains this by giving examples of Harrison's life before and after prison. His purpose is to give advise to others that is wrongfully accused in order to obtain justice. His intended audience is those seeking justice, or those trying to help seek justice for someone who has been falsely accused.

             In his narrative essay, Green explores the loss of freedom experienced when falsely accused. I can’t possibly imagine how difficult it must have been to lose all personal freedoms under the pretext of a crime you didn’t commit. Green’s description of the events as they took place gave me further insight to the injustice of the legal system and how its attempt at remedying failures through financial restitution does little to replace the time lost or pain suffered. I also found the line “when they took my youth from me, they also took my future away” to hold much validity in not only its power but its truth. How good is one’s future without a past, a foundation to build it from? I could also feel the speaker’s gratification over just being free as well as a variety of other emotions, such as grief over loss time in regards to his family. Though his language is simple, Green’s diction helps to convey the emotions of the speaker to the reader effectively.

             Josh Green begins this excerpt by informing the audience of the background beyond the following passage. The italicized information is clearly Green being the informant; however, the un-italicized passage is not very clear on if Green is participating in a form of persona writing or if Clarence Harrison (the accused) is giving his own account of the injustice against himself. The voice of Harrison starts with the moment of the jurisdiction, relaying the inner turmoil and the disappointment of the women who raised him. He continues to say, “Fighting in there was like recreation, something to do, entertainment (Green 221).” The way the experience is relayed is very personal and as if Green had recorded an interview with Harrison—almost like Green took the words right from Harrison’s mouth without any editing for propriety. Before Harrison was accused, “[he] knew Atlanta very well.” But while he was incarcerated, the cars—once big, boxy Cadillacs—evolved into smaller, sleeker cars that were similar to “little flying saucers (Green 222).” The world seems to become almost alien to him as all familiarity has been snatched unjustly. Harrison claims, “You’re out here physically, but mentally you’re still in prison (Green 222).” Prison is what Clarence Harrison has learned to survive for seventeen years and it will be hard to get out of that mindset. Being accused falsely is a flaw of the American justice system as many innocent people are blamed due to carelessness on the part of our criminal justice investigators. Harrison states that “when they took [his] youth from [him], they took [his] future away (Green 222).” As Harrison was incarcerated, life went one while all he knew remained at a standstill.

Precis by Pernida Freeman.

Opinion by Jensine Maxis.

Analysis by Aja Taylor.

Rhetorical Reading for Mark Larson

Rhetorical Reading of Larson’s “Watch Your Language”

Larson’s “Watch Your Language” (1992) is a journal entry that explores the challenges of students have with learning language. Larson explains this through his personal experiences. His purpose is to help others to become better with learning language  in order to become successful. His intended audience is students and teachers.






              Larson compares the box he was placed in as a child in regards to his language skills to that of a hurdle or “fabricated obstacle”. I agree with him that placing a label on a child regarding their language can be damaging and confusing, only leading that child or even adult to believe that they have to speak or write or even communicate a certain way, as if they are being forced rather than using a particular form of language of their own free will because they understand how and why. It is easy to rebel against something when that something exhibits qualities a part from one’s own, showing a lack of acceptance.  I also respect his insight on the experience he gained when he himself became an educator of English, wanting to correct his way of teaching that reflected the way he was taught by replacing it with a system of support where each students’ experience with language is not discouraged but incorporated with the new codes they are being taught.

In “Watch Your Language: Teaching Standard Usage to Resistant and Reluctant Learners” Larson remarks, “we continue to recite these rules to hapless would-be writers and public speakers, instilling in them a fear of the hobgoblins and hurdles to which they can easily fall victim if they do not proceed with caution (Larson 3).” Mark Larson speaks of ways of getting language through to certain learners similar to himself. He recognizes that to force learners to memorize rules, it causes them to trip up and make mistakes, thus making the learner an outsider to specified guidelines. Making a student an outsider makes them more defiant in learning and in adapting to social norms, because what is the point if they will be ostracized for something they do not understand? However, Larson does not believes that everything goes. He says, “One is to help kids recognize errors that jeopardize a writer's intention… to make kids aware of what Maxine Hairston (1981) calls "status markers" such as substandard verb uses…” He wants children to understand basic errors so there are no misunderstandings in message or basic grammar skills because to him not “anything goes”. Larson proposes issues, analyzes why the issues are and offers a final solution with three rules: “1. Support the language each student brings to school… 2. Provide them with input from an additional code… [and finally] 3. Give them opportunities to use the new code in a non-threatening, real communicative context (Larson 4).” Larson believes there is no way anyone should discourage anyone’s way of English, therefore creating disgruntled learners. Still, he believe in structure so there are no barriers in communicating in the English language.

Rhetorical Reading for James Baldwin

Baldwin’s Theory, “If Black English Isn’t a Language, Then Tell Me What Is?”

 

            Baldwin’s, “If Black English Isn’t a Language, Then Tell Me What Is?”(1979) is a personal essay that explains the role of language spoken by different people. Baldwin explains this by giving examples of how black people who came from different tribes, each with their own language, and were unable to communicate with each other. The purpose of Baldwin’s essay is to describe the differences in language in order to understand what black language is. Baldwin’s intended audience is a mixture of different cultures.

           I appreciate how Baldwin brings to light that language, especially black language, has nothing to do with the language itself but the role it plays. The sounds, the words, the articulations are all a reflection of a current reality. That’s how all language is, no matter who it is from. Each person’s language becomes their own due to their circumstances, who they are speaking to, and what situation they are in. I also connected with Baldwin as he explained that black language in a way is used as a form of protection against the white American. I actually never thought of it that way, but as a black American myself, I understand. It’s almost as if to say the dialect of black Americans created by black culture is a different language set apart entirely by the dialect of white Americans created by white culture, although in many ways they are one in the same. I personally think that American language has become divided in this way because of the lack of interest Americans have in not just getting to know one another but in truly understanding their neighbor. Although we say that in one nation we are free, in that same nation we are also oppressing ourselves through lack of unity. A country all about self cannot thrive when there is no foundation of unity to stand upon, thus creating our lack of unified language, which does not have to be the same, just understood.

          We speak based on the realities given to us. Our speech is transmuted into our patterns based on how or why we speak: to protect, to earn, and—obviously—to communicate. To say one word in any part of the world using their language in that specific region could give away “your parents, your youth, your school, your salary, your self-esteem, and, alas, your future.” James Baldwin speaks of how whites in America would not sound the way they do now without appropriating black sound, words, and culture. By trying to “[imitate] poverty, trying to get down, …[trying to do] their thing, and [to do] their despairing best to be funky” whites were appropriating what they were not during The Beat Generation—another generation named from a black phrase. Baldwin speaks of how whites have twisted and turned the language into a misunderstood version of itself such as turning the sexual phrase, “jazz me, baby” into The Jazz Age. Baldwin comments on how the “white man” could not begin to understand Black language due to the reality it was created from—the reality where “the slave was given, under the eye, and the gun, of his master, Congo Square, and the Bible… under these conditions, the slave began the formation of the black church, and it is within this unprecedented tabernacle that black English began to be formed” because the whites would have to come to terms with its codes and face themselves—their history—in the “mirror in which [they] froze [themselves].” Baldwin proceeds to close out with a powerful line, saying, “ in a country with standards so untrustworthy, a country that makes heroes of so many criminal mediocrities, a country unable to face why so many of the nonwhite are in prison, or on the needle, or standing, futureless, in the streets--it may very well be that both the child, and his elder, have concluded that they have nothing whatever to learn from the people of a country that has managed to learn so little.”

Precis by Pernida Freeman

Analysis by Aja Taylor.

Opinion by Jensine Maxis

Rhetorical Review of "Talking in Color: Collision of Cultures"

A talent of the human race would be its ability to adapt through language. In the personal essay of Tiffany Hendrickson, “Talking in Color: Collision of Cultures” (21 March 2013), she explores the power of the voice and language and that we adjust ourselves based on the crowd we are speaking to using a method called “code switching”. The author develops the essay through her own personal experience and research in order to find an answer to what truly qualifies as “the correct English”. Originally, Hendrickson’s audience was her professor, though after being published it can be argued that she could be speaking to anyone who truly stands on two sides of the language barrier and has trouble—like she—understanding why they are being judged for not meeting the expectations placed upon them based on appearance due to society’s prejudice in regards to language, accents, and voice.

Amazing. Truly amazing. I find Hendrickson’s words insightfully honest as well as inspiring. It is as if I could feel and almost understand the challenges in which she faced. I felt that it was empowering. A story of true struggle followed by the ultimate rise to success. Although I cannot relate her entire story to one of my own, due to differences in economic success and communication barriers, there is one aspect I know all too well. I had moved to Georgia at just eight years of age. Back then in the town I lived in, African Americans were still the minority. I grew up with mostly white friends, but as more and more African Americans moved into my town, something was brought to my attention. Due to the education of my mother and my love for English and literature, I always held to a high standard that I would speak and write properly. Being the child of two immigrants, it was always fair to say that my speech varied from that of my parents and other relatives, but what made me stand out more was how my speech was received by those who were a part of the world in which I lived. This became a problem for me in school and even till this day, because no matter how hard I try and how many minor variations I add to my speech, my face will never match my voice or even the way I act. I also wonder, like Hendrickson, why speaking properly means speaking white and why that alone is held to a higher standard than that of someone who speaks black?

           Hendrickson’s speaks about her confusion on her speech and why white people look at her different after she starts to have a conversation with them. According to Hendrickson, she explains how she was treated by white people after engaging in conversations with them. Hendrickson tried to find out reasons why her speech was the way it is and why people looked at her differently after she spoke. In her first paragraph, she stated “As I wait for the bus, the white faces rushing to school look at me quizzically because I’m not walking to their school.”(Hendrickson, paragraph 1). Here she is explaining that she went to a school with black students, which she spoke like the kids that she was around. She wondered if this is the reason why her speech is the way it was. She also made a statement, “Growing up with a completely deaf mother, voices and messages are assorted in our household.”(Hendrickson, paragraph 1). She wondered if this could be part of the reason that her speech is also different. Hendrickson struggled with white people and how they treated her bad. She quoted a white guy saying, “Are you white?”(Hendrickson, paragraph 6). She replied yes he then said “Well, then talk white. Stop talking like a nigger.”(Hendrickson, paragraph 6).This really made Hendrickson feel bad and she didn’t want to speak to anybody for a long time. She went on in time trying to find out why people put a color to a voice. Which made no since to her. Hendrickson felt nobody should be judged solely because of the way they speak. She went on to major in Communications, which gave her a better understanding to speech and how it can be used effectively. Code-Switching helped her to understand how to speak differently with certain people. She accepted who she is and worried less on how others felt about her speech.

Precis by Aja Taylor

Response by Jensine Maxis

Analysis by Pernida Freeman

Dorothy Allison

Allison's writing, "Context"(1994), is a personal essay explains how she was nervous about introducing her lover to her family. She gives different examples and explains how her lover was brought up differently and explains how she was raised in poor living conditions. Allison’s purpose is to show hard it is for her being homosexual and trying to combine her family and lifestyles together. Her intended audience is people of different lifestyles.

Allison’s Context can be relating because I too have family members that I wouldn’t want for my boyfriend to meet. I think that plenty of people can relate to this. We all come from different upbringings and backgrounds. It is normal for anyone to feel nervous for family to meet the a significant other. It’s up to the person that we’re with to look past that and not judge them based off the family members that they meet.

Allison’s memory from her childhood is the reason she is nervous about her lover meeting her family. According to Allison, she explains horrifying experiences from her childhood such as her step fathers racial slur “Jew bastards will charge me if you break anything.”(pg133). Allison explained how she was embarrassed by her step father’s comment and how uncomfortable it made her. She even wanted to apologize to the clerk for his behavior and let him know that she wasn’t like him. She also stated “he insisted all that stuff was listed at robbery rates and cursed men who tried to tempt us with it.” (pg133). She makes is clear that she was ashamed of her step father’s behavior. Allison step father’s attitude towards others is embarrassing. These are examples of why she was nervous for her lover to be introduced to her family.

Precis, Opinion, and Analysis by Pernida Freeman

Reading Resonse To "The Use and Abuse of Cell Phones and Text Messaging in the Classroom: A Survey of College Students"

“The Use and Abuse of the Cell Phones and Text Messaging in the Classroom: A Survey of College Students”, an article by Deborah R. Tindell claims the introduction of cell phones has disproportionally disrupted the integrity of college education, revealing that classroom management would greatly benefit from the removal or reduction of the use and/or allowance mobile devices for the sole purpose of communicating. Tindell supports her statement through utilizing statistical facts such as numerical percentages and the citation of numerous authors and professionals in the specific subject matter. Tindell’s stand against the encouragement of cell phone use in the classroom emphasizes her disapproval in order to highlight the negative effects that doing so have on the learning experience. Therefore her purpose is to discourage such behavior. Throughout the article, Tindell speaks indirectly to not just college students but those who condone and permit the abuse of cellular devices during an instructional period. This establishes a challenge directed from Tindell to the audience, inquiring, what else can be done to decrease the distractions of text messaging through cell phone abuse?

I feel that cell phone use has both positive and negative impacts on the classroom setting. Cell phone use in the classroom can be distracting and can cause the student to miss vital information. I can testify to this because just today my daughter sent me a text while I was in class and everything that the teacher said I found myself having to catch back up to the lesson. The positive to that would be if there was an emergency, I would know right away. I was a little confused while reading the article because it stated that a student walking and talking on the cell phone was more vulnerable because he/she wouldn’t be paying attention to their surroundings. I don’t see how this is related to the classroom setting. After outweighing the possibilities I feel that it is more important to have a cell phone in case of any emergency situations occur. Like if you need to call 911, or have a family emergency. It’s better to be safe than sorry.

Texting in class may provide a student’s safety, while still paving way for academic dishonesty. Deborah Tindell states, “in an emergency, text messages can be sent directly to students’ phones informing them of the source of the emergency and giving instructions for how to respond(1).” Tindell goes on to argue against this statement, countering that it is actually quite the opposite. Student’s cell phones provide a “false sense of security” (1) during times of crisis. Though in cases such as Northern Illinois University and Virginia Tech, cellphones provide an immediate contact with students inside the school. A “false sense of security” shouldn’t always be a negative thing whereas if students involved with the Columbine tragedy needed a sense of security. Though safety is a big issue, cheating is an issue almost as big. Tindell cites, “the media have reported a number of cases of students using cell phones to cheat. For example, 12 students at the University of Maryland were caught cheating during an accounting exam (Anonymous 2003) (1).” Students are able to text answers to peers and receive them. Cell phones are also capable of sending photos of exams and tests. This ability gives way to cheating because the temptation for an easy way out is laid out for students.  Still, that also has to do with the belief that some teachers are unaware of what students are truly doing on the screen of their phones and laptops. If there is no fear or repercussion of being caught, there is no incentive for students to honestly use their technology for the purpose of the class. Tindell cites, “Many are not sure how to handle the issues, and some may not even be aware there is a problem (Dodds and Mason 2005) (2).” Perhaps instructors are aware, but have no way to find a solution other than threats to solve the problem. Instructors do not want to make false accusation and cause any issues within their classroom by jumping to conclusions, so many turn a blind eye until exams whereas 21.2 students find it just as hard to use their cellphones. The sufficient usage of phones in a college and high school is ultimately up to the self-control of the user. As upcoming adults and adults, people should know how to manage their usage of their phones for classwork. The instructor’s job is to make sure they teach the material, not stand over anyone’s shoulder to monitor them.

                         

Precis by Jensine Maxis

Opinion by Pernida Freeman

Analysis by Aja Taylor