Blood Music Short Guide Blood Music by Greg Bear

Blood Music Short Guide Blood Music by Greg Bear The following sections of this BookRags Literature Study Guide is offprint from Gale’s For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources.

(c)1998-2002; (c)2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design and Thomson Learning are trademarks used herein under license.

The following sections, if they exist, are offprint from Beacham’s Encyclopedia of Popular Fiction: “Social Concerns”, “Thematic Overview”, “Techniques”, “Literary Precedents”, “Key Questions”, “Related Titles”, “Adaptations”, “Related Web Sites”. (c)1994-2005, by Walton Beacham.

The following sections, if they exist, are offprint from Beacham’s Guide to Literature for Young Adults: “About the Author”, “Overview”, “Setting”, “Literary Qualities”, “Social Sensitivity”, “Topics for Discussion”, “Ideas for Reports and Papers”. (c)1994-2005, by Walton Beacham.

All other sections in this Literature Study Guide are owned and copyrighted by BookRags, Inc.

 

 

Contents Blood Music Short Guide ………………………………………………………………………………………………. 1

Contents …………………………………………………………………………………………………………………….. 2

Overview …………………………………………………………………………………………………………………….. 3

About the Author ………………………………………………………………………………………………………….. 4

Characters ………………………………………………………………………………………………………………….. 5

Setting ……………………………………………………………………………………………………………………….. 7

Social Concerns …………………………………………………………………………………………………………… 8

Social Sensitivity ………………………………………………………………………………………………………….. 9

Techniques ………………………………………………………………………………………………………………… 11

Literary Qualities ………………………………………………………………………………………………………… 12

Themes …………………………………………………………………………………………………………………….. 13

Adaptations ……………………………………………………………………………………………………………….. 14

Key Questions …………………………………………………………………………………………………………… 15

Topics for Discussion ………………………………………………………………………………………………….. 17

Ideas for Reports and Papers ………………………………………………………………………………………. 18

Literary Precedents …………………………………………………………………………………………………….. 19

For Further Reference ………………………………………………………………………………………………… 20

Related Titles …………………………………………………………………………………………………………….. 21

Copyright Information ………………………………………………………………………………………………….. 22

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Overview “Are you stoned?” I asked.

He stood his head, then nodded once, very slowly. “Listening,” he said.

“To what?”

“I don’t know. Not sounds . . . exactly. Like music. The heart, all the blood vessels, friction of blood along the arteries, veins.

Activity. Music in the blood.”

“Blood Music” is a tale warning about the dangers of genetic engineering that echoes the cautionary themes of Mary Shelley’s Frankenstein: or The Modern Prometheus (1818; see separate entry, Vol. 5). The novelette completely overturns the conventions of the Romantic protagonist as Vergil Ulam, the ostensible hero, defies his superiors, saves his experiment in intelligent “Medically Applicable Biochips,” and by so doing leaves a fatal legacy of horror and misery to humanity. The “music in the blood” is the relentless activities of invaders of the human body that turn their creators into gigantic versions of themselves.

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About the Author Greg Bear was born in San Diego, California on August 20, 1951. He grew up in many different areas of the world because his father was a Navy man who served assignments in Japan and the Philippines, as well as postings to naval bases on the Gulf Coast, East Coast, and West Coast of the mainland United States. His childhood experiences in diverse lands may account for the sensitivity to different cultures displayed in his fiction. It is difficult for young children to make friends when moving about frequently, and Bear’s passion for reading may have its origin in lonely hours when he was young. He is an eclectic reader of science, history, and fiction.

His ambition to be a writer seems to have begun early, perhaps when he was eight years old, and Bear was writing in hopes of publication by the time he was a teenager. This precocious feat was achieved at fifteen when he sold a short story to Famous Science Fiction. Despite his early good fortune Bear, like many young writers, found it difficult to publish other works; his second professional publication did not appear until he was in his early twenties, but he attracted critical attention as one of science fiction’s most promising young talents.

In the years since he has retained the respect of critics with his taut narratives and imaginative settings.

To supplement his income as a novelist, Bear worked as a journalist, contributing to Southern California newspapers during the 1970s and early 1980s. Bear is widely admired by his science fiction peers, and he has served in various posts for the Science Fiction Writers of America, including president from 1988 to 1990.The Science Fiction Writers of America have given Bear three Nebula awards: for best 1983 novella, Hardfought; for best 1983 novelette, “Blood Music”; and for best 1986 short story, “Tangents”. The World Science Fiction Convention has twice given Bear its annual Hugo award: for best 1984 novelette, “Blood Music” and for best 1987 short story, “Tangents.”

In 1983 he married a second time to Astrid Anderson, daughter of science fiction author Poul Anderson, and they have a son Erik and a daughter Alexandra.

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Characters Blood Music’s cast of important characters is small. Vergil Ulam launches the plot with his quest. He is thirtytwo years old and at the beginning of the novel overweight, bespectacled, troubled with health problems. He is a misfit at the Genetron lab and in society. He had been frustrated all his life, very gifted but never “good at gauging the consequences of his actions.” Moreover, he is a flawed character ethically, having falsified university credentials to obtain his job. Yet he feels no guilt, believing that “the world was his personal puzzle,” and “any riddlings and unravelings he could perform . . . were simply part of his nature.” Vergil is somewhat the stock, “pure” scientist.

Minor characters offer perspective, illumine themes of alienation and power politics. Gerald T. Harrison, the Genetron boss who judges Vergil “very ambitious” but too wayward, cares less for research than he does for management. He represents the big- business system of control. Earlier the company had forced Vergil’s lab partner Hazel Overton to destroy her sideline experiment because it was feminist and “socially controversial.”

A notably more significant character is Dr. Edward Milligan, physician, Vergil’s former college roommate. In the novel Edward functions as something of a stock character, the cautious man of science. He responds to the theme of change in the novel for he believes innovation is essential, but “everyone had the right to stay the same until they decided otherwise.”

When noocyte-induced bodily changes strike Vergil, he goes to Edward for tests. At this point Vergil looks good, having lost weight and discarded his spectacles, but tests reveal skeletal and blood abnormalities, and more.

Edward wants Vergil hospitalized, but the stricken man refuses and toys with the notion of letting out his bath water to release noocytes throughout the city. It is then that Edward acts as “the last responsible individual” and electrocutes Vergil. He does it at scant advantage to himself, however, for he has already been invaded by noocytes.

At this point Dr. Michael Bernard, an expert in artificial intelligence and neurophysiology, emerges into prominence. As a fictional creation, Michael is remarkable, a blend of Vergil and Edward. He is interested in the situation, meets Vergil and contracts noocytes through a handshake. Knowing he has little time, Michael pilots his own plane to Germany and takes refuge in a friend’s isolation lab. There he remains and observes the effects, which include ugly patterns on his skin and, like Vergil in his later stages, grotesque reshaping of the body.

In the later chapters Michael engages the reader as the interpreter of unfolding events in the world. Isolated, but aware of these through the media, he contributes commentary, including philosophical and thematic points.

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Michael ponders the social dangers in scientific findings, including those of Pasteur and Salk, which perhaps saved murderers. As for himself, Michael relates to the “rational” and “noble” scientists. He also compares himself to Frankenstein, the fictional character who created a monster. “People were so afraid of the new, of change.”

Philosophical considerations build, through the characters Michael and his visitor Sean Gogarty, a British professor of theoretical physics. Michael finds himself communicating with the noocytes on the topic of free will within a totalitarian group. “I’m afraid,” he tells them, “you’ll steal my soul from inside.” Sean explains to Michael that change is inevitable, based upon the nature of reality. “There is nothing, Michael, but information.” Eventually, Michael rejoices in the camaraderie as he is engulfed. He is at once individual and each member of his “research team.” Michael now fears only that change is needed to accommodate so much freedom.

Major themes echo in lesser characters. Candice Rhine, who becomes Vergil’s lover, breaks through Vergil’s social ineptness. She specifically overcomes his long-standing reticence with women. He thinks of her in terms of a successful experiment; she is soon the unwary victim of his.

April Ulam, Vergil’s mother, provides another perspective, that of parent and son. She is vital, enigmatic, and generally calm on learning of her son’s noocytes. April raises points that would occur to many readers, bringing out some subtle themes. Alienated by the idea of “intelligent germs,” she calls them nonsense. When Vergil declares their fascination and importance to him, April voices a popular opinion: “Not when I see the world in the shape it’s in today, because of people with your intellectual inclinations.” Lab people daily come up “with more and more doomsday.”

April’s reaction to the ongoing noo cyte transformation of California is a metaphor for the acceptance of the inevitable. She willingly approaches the burgeoning mass to seek Vergil, accompanied by brothers John and Jerry Olafsen, blue-collar workers. In contrast to these types stands Suzy McKenzie, who declines to submit.

Mentally “slow,” Suzy has a special chemistry and cannot be readily transformed, a fact the noocytes know. With all other New York City residents “absorbed,” she struggles with isolation, but finally yields happily.

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Setting The setting for “Blood Music” is sketchy, apparently a common, undistinguished American city where the principal characters live in apartments, and this ordinariness of place may well be a deliberate authorial device to heighten the reader’s identification with the horror inherent in the story. The acts with terrible consequences committed by Vergil occur in a community familiar to the novelette’s audience; their homes, their apartments, and their streets could be the setting for the beginning of the end of humanity and its collective aspirations.

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Social Concerns In the hard science fiction novel Blood Music, Bear explores the far-reaching impact of biotechnological research gone awry. Vergil I. Ulam is a researcher in cutting-edge biochip technology, described as “the incorporation of protein molecular circuitry with silicon electronics.” This work on genes is believed to have important medical applications. Vergil’s scientific quest is outside the specific goals of his employer, who claims ethical and governmental restrictions on projects where there is a risk of creating new plagues.

Vergil is ordered to destroy his cultures, which consist of “autonomous organic computers,” “the world’s tiniest machines.” They are engineered, altered microbes incorporated into white cells — lymphocytes — from his own blood.

When management puts pressure on him, then fires him, Vergil irresponsibly injects himself with his cell culture in order to preserve it. Integral to this novel is the question of social responsibility on the part of the scientific community. Vergil’s thinking cells — dubbed noocytes — go to work inside his body and brain, interacting to achieve their optimal, selfish good. The result is a transformed Vergil, with “improvements” now visible in his bones, muscles, skin. However, it is only a matter of time until he becomes malformed, hideous. Another appalling aspect emerges as the noocytes spread to other persons. Vergil’s girlfriend, for example, turns into a living lump of flesh. Soon the cells threaten to spread through the city’s water and sewer systems.

The cells seem to succeed by such strong cooperation that individual people are “absorbed” by the whole vast, expanding organism. Through the process Vergil calls “blood music,” the strange, ugly growth covers California, then New York City and elsewhere.

The situation raises specific questions about science and society, but it has broader implications as well. “The hierarchy [of the noocytes] is absolute,” but “they effectively have more freedom than we do.” The novel implies that today’s people are absorbed into societies where they suffer ruthless stifling of their individualities.

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Social Sensitivity “Blood Music” directly involves experimentation with dangerous microbes and indirectly involves the manipulating of genes, two aspects of advanced science that are very worrying to many people. These fears, though often dismissed as irrational, are in fact reasonable ones shared by some scientists. Certainly, people have good cause to be worried about microbes such as the smallpox virus escaping into the human population; some microbes have the potential to kill people by the millions. Proper security is important when people experiment with dangerous germs, and even very exacting standards of handling them may not be enough, given the error-fraught and mistakeprone nature of human beings.

A real-life example of this occurred at the English laboratory that houses a sample of the smallpox virus for possible study in the event that a similar virus someday attacks people. A lapse in security procedures resulted in the death of one laboratory nurse, possibly the death of another employee, and one other infection that resulted in recovery. The laboratory’s director committed suicide, perhaps overwhelmed by the thought of what would have happened had those infected not been quickly isolated from other people. In “Blood Music,” Vergil’s defiance of his laboratory’s rules is a very serious breach of ethics, and readers should note that his employers were not some stereotypical oppressors—too often found in science fiction for young people—but were enforcing rules that would have saved humanity if Vergil had followed them.

A more nettlesome issue is that of genetic experimentation. As of this writing, scientists have recently announced experiments to change the genes of people afflicted with genetic diseases, using genetically engineered viruses that substitute a healthy gene for the corrupted one in human cells.

Other researchers have used engineered microbes to flush out the AIDS virus from the cells it invades. These are promising avenues of research, and it would be cruel to insist that people afflicted with diseases go without treatments that could save their lives.

On the other hand, research to cure hereditary diseases often logically focuses on the fetus, and this is the area of scientific and medical study with the most potential for ethical abuse in the headlong pursuit of “results” by scientists, the companies that fund their work, and desperate people who need heath problems treated.

Correcting a potentially fatal disorder in the womb may result in the birth of a healthy baby rather than one struggling for life. This raises the concern that people might want healthy fetuses changed, perhaps to suit fashion, resulting in look-alike, soundalike, think-alike children missing significant parts of their parents’ genetic heritage. Such a possibility seems too close to Nazi nightmares of a genetically “pure” race, with everyone who does not fit the image of perfection wiped out of existence. These issues, unspoken in “Blood Music,” are given life by Vergil’s actions. Disregarding ethics, even fundamental morality, he breaks the rules for research, and unleashes his genetic machines on humanity, threatening all people with becoming motionless giant cells,

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imprisoned by their own bodies. Bear touches on a very sensitive issue in modern science—a social issue that concerns many people outside of science—and gives it life, suggesting that an excess of self-confidence coupled with a self-righteous disregard for rules of conduct could be disastrous.

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Techniques Blood Music is constructed in sections, with frequent, skillful shifts of point of view, especially in the later part. After Vergil’s departure, sections are devoted to people confronted by great changes. Young Suzy is baffled by her family’s transformation, then wanders through a seemingly empty, eerie city. John and Jerry cope with the tragic loss of family. In addition, Bear employs the ingenious device of having Michael and the cells converse, with the cells’ “talk” expressed partly in capital letters and boldface. The stock device of the genius/mad scientist character, often seen in science fiction, fits the imaginative plot. Suspense is sustained by balancing biological details, described in scientific language, with characterization and action rendered in more commonplace terms.

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Literary Qualities “Blood Music” is structured as the reminiscences of one narrator, which allows him to foreshadow events he has alredy experienced and to shift back and forth through time as it suits him. Nonetheless, he is a limited narrator. He cannot read thoughts, nor can he definitively know events he did not witness; he can only speculate, offer opinion instead of fact, and rely on hearsay for much of his narrative.

Given the subject matter of “Blood Music,” full of science and technological hardware, the reminiscence structure offers a humanizing tone, one that scales down the lofty idea of MABs healing people in its grandest sense to its effects on individual people. This turns the arcane subject matter into something that can be seen as affecting ordinary people, making complicated concepts and mind-boggling situations accessible to an audience of nonscientists.

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Themes Vergil’s work is integral to his identity. To destroy the cultures would spell the death of Vergil’s dream to belong to society’s mainstream, create “billions of capable cellular computers,” then found his own laboratory and company. Tests show the cells to be very intelligent — each as intelligent as a mouse, with potential for becoming as intelligent as a rhesis monkey. The novel’s themes of personal identity and alienation involve all of humankind as well, since Vergil’s “selfish” genes overwhelm him and spread beyond his body.

A related theme of social structure arises as other characters observe and speculate. What happens to individuality in an all-consuming group? Bear extrapolates here on the basis of information theory, largely through another “infected” character, Dr. Michael Bernard. “Was the noosphere a rigid hierarchy, lacking in dissent or even comment?” Michael asks. The engulfing cells prompt his comment on the theme of rebirth: “I have no past. I am cut loose and there is really nowhere to go but where they wish to take me.”

Questions of human identity and the nature of reality are resolved as the situation evolves toward a single consciousness, a single vast, bizarre life form taking over a continent: “Textures and forms hitherto unknown to biologists, to geologists, cover the cities and suburbs, even the wildernesses of North America.” The novel rejects the possibility of humankind’s spiritual transcendence and provides a wholly materialistic depiction of reality: “pipeline-like structures can be seen flowing into Chicago from all directions. In some areas the pipelines open up into broad canals and we can actually see the rapid flow of a viscous green fluid.” But despite highly imaginative descriptions of horror, Bear does not present an overall dismal view. Michael decides he loves being “an integral part, in turn loved and necessary.”

He lives in a Thought Universe: “The blood is a highway, a symphony of information, instruction.”

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Adaptations Blood Music is available on audiocassette, read by George Guidall and published by Recorded Books in 1991. (The short story “Blood Music” is available in a collection of stories by various authors titled Best of Science Fiction and Fantasy published in 1991 by Dove Audio.) A radio play was broadcast by the Canadian Broadcasting Corporation. A Bear interview indicates that director-producer Louis John Carlino has written a screenplay.

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Key Questions Because of its topical focus on the biotechnological altering of human life, Blood Music should generate intriguing discussions. The novel incorporates a disturbing question typically found in Bear’s fiction: What may humankind’s destiny be? Bear has said that humankind now can control evolution toward its own ends. A good line to pursue is whether readers believe a materialistic future is inevitable, as Blood Music suggests. Discussion groups may benefit from comparing the novel’s culmination to that of Clarke’s Childhood’s End.

Bear’s fiction generally lends itself to discussion about technologically based change. The question arises of how individuals and societies can best respond. Groups interested in both philosophical questions and in scientific and technological issues are sure to find Bear’s works stimulating.

1. Discuss Vergil’s opinion of himself and his work in contrast to Genetron’s position. Who is right?

2. Do you agree with the Frenchwoman who accosts Michael toward the end with the question: “Will it never end? Disaster and death, scientists — responsible, you are all responsible!” What do you think the scientist’s role in society should be? Take into account the various ethical considerations the novel presents, including Michael’s frustration at being unable to use aborted embryos in his research.

Should the public be allowed to exert control?

3. How effective has Bear been in depicting the “blood music” which constitutes the novel’s central subject? Do you fully understand the process of the change?

4. Compare the characters of Michael, Suzy, John and Jerry as they cope with noocytes. How do their responses differ?

5. Discuss the character Sean Gogarty. What is he saying about the nature of the universe?

6. The noocytes almost become characters in their own right, as they converse with individuals. What do they convey? What especially do they say about their social order and the nature of individuality and dissent?

7. Blood Music was originally a short story which focused on the interaction between Vergil and Edward and ended with Edward’s body changing, due to noocytes. Was Bear effective in developing the story into a novel?

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8. At one point the noocytes transmit the message “We do not understand God,” but Michael is driven to prayer in his state of “unholy fear.” Is there really any religious aspect to this novel?

9. In Blood Music, do the science elements unduly overshadow the characters?

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Topics for Discussion 1. Are you satisfied by the ending? What would you change?

2. Edward says, “There is only so much change anyone can stand: innovation, yes, but slow application. Don’t force. Everyone has the right to stay the same until they decide otherwise.” Do you agree with this? To what extent is it true? To what extent is it false? Is it desirable to slow change?

3. Does Vergil appear heroic when he defies his boss and saves his experiment by injecting it into himself. How does he appear when it turns out that his defiance had catastrophic effects.

4. Are all rules oppressive? If Vergil had followed the rules, what would have happened?

5. Why would the intelligent microbes make their hosts look like cells?

6. Why does Edward not go to legal authorities once he knows that Vergil has injected himself with MABs? Why not tell Genetron?

7. How much of a co-conspirator is Edward?

8. By the end of “Blood Music,” is there any way to stop the spread of the MABs?

9. Why did Vergil not foresee what would happen to him? How could he have programmed his MABs so that they would not transform him?

10. In what kind of cosmos do the events of “Blood Music” take place? Is there a God in the novelette’s cosmos?

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Ideas for Reports and Papers 1. The science of building small machines includes not only biochips but tiny machines often called nanobots. How close are engineers to building tiny machines that can be used in the human body? What uses for the machines are predicted? What are the dangers? Do any of the dangers resemble what happens in “Blood Music”?

2. “Blood Music” shares with many other works of fiction the Frankenstein theme, an idea derived from Mary Shelley’s Frankenstein: or The Modern Prometheus. What is the “Frankenstein theme”? How does “Blood Music” resemble Shelley’s novel?

3. What other fiction, motion pictures, or television shows have depicted a body being taken over by microbes that eventually start spreading to the rest of the world? How do they compare to “Blood Music”?

4. Some research laboratories deal with very dangerous microbes. There are, for instance, two laboratories (in England and Japan) that store samples of the smallpox virus, one of the deadliest diseases ever to afflict humanity. What are the precautions such laboratories take to prevent deadly microbes from escaping? How are workers at such laboratories protected? Does Vergil’s work place have any of these precautions?

5. What is the use of MABS that have already been developed?

6. What do scientists hope to achieve by changing genes? What has been accomplished so far?

7. What are the ethics of genetic research? When it comes to ethics where do researchers disagree?

8. There are many genetic engineering companies in the world, most redesigning foods. For instance, the tomatoes shipped to grocery stores are likely to have been genetically engineered so that they are more resistant to diseases in the field and bruising whilst in transit. The company in California that developed this new tomato has had its stock value soar. What other projects are genetic engineering companies up to? How many have shares traded on the stock market? How profitable are they?

9. Write a short story or essay explaining how the MABs are discovered after the end of “Blood Music” (their destruction is not the only possibility).

10. What are the smallest microchips being made? What technologies are involved? How may logic circuits be made even smaller?

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Literary Precedents Blood Music and the short story from which it was developed were considered innovative, so much so that Bear’s writing reputation received a distinct boost. At the same time, the novel falls within literary tradition. The plot echoes, distantly, Mary Shelley’s Frankenstein of 1818. Blood Music follows great names in hard science fiction such as Robert A. Heinlein, Arthur C. Clarke, Theodore Sturgeon, James Blish. The novel’s answer to the question of “whither humankind” is often compared to Clarke’s resolution in Childhood’s End of 1953. It must be noted, however, that Clarke’s path and overall perspective differ markedly from Bear’s. Clarke poses a religious rather than a material transcendence.

In an interview Bear states that he is uncertain about the precedents for his idea of a Thought Universe, but finds it hinted at in Alfred Bester’s The Stars My Destination (1957), William Hjortsberg’s Gray Matters (1971), and certain John Varley stories. Bear particularly mentions Varley’s “Overdrawn at the Memory Bank” (1976), which poses the idea of a computer containing the human spirit. The movie Tron (1982) was an influence, along with William Gibson’s novel Neuromancer (1984), which disseminated the idea of cyberspace.

Blood Music’s focus on the self and an individual’s ability to shape his world has some kinship with Heinlein’s thought. Heinlein’s 1973 novel Time Enough for Love explores the individual consciousness, although with an elderly hero. Sturgeon wrote stories focused on the inner life of characters and used the theme of humankind’s evolution into a higher consciousness.

Bear’s depiction of tiny intelligent beings draws from a tradition of microscopic science fiction, which includes Sturgeon’s “Microcosmic God.” This tradition also includes James Blish’s “Surface Tension,” which depicts tiny, genetically engineered human descendants who reside in a mud puddle on another planet. In honor of Vergil I. Ulam’s own fascination with the very small, Bear named the character as an anagram, with debt to Jonathan Swift: “I am Gulliver.”

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For Further Reference Clute, John. “Bear, Greg.” In The Encyclopedia of Science Fiction. Edited by John Clute and Peter Nicholls, et al. New York: St. Martin’s Griffin, 1995, pp. 99-100. An overview of Bear’s career, emphasizing the relationship of his writings to the period in which they were written, mostly in the 1980s.

Easton, Tom. Analog Science Fiction & Fact 118 (July-August 1998): 227. He admires Dinosaur Summer.

Perlberg, Marilyn A. “Greg Bear.”

Beacham’ s Encyclopedia of Popular Fiction. Edited by Kirk H. Beetz.

Osprey, FL: Beacham Publishing, 1996, pp. 114-117. Perlberg summarizes Bear’s life, career, and critical reception, and she provides a heavily annotated bibliography of resources for learning about Bear.

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Related Titles “Blood Music” is part of the Frankenstein tradition in literature. While staying in the home of Lord Byron in Switzerland in the early 1800s, Mary Shelley had a dream that she shared with Byron and other guests during a parlor game in which each person told a scary story. Inspired by a dream in which a monstrous being pulled aside her bed curtains and looked at her while she slept, Shelley created a story of a frightful being who had been brought to life in a scientific experiment. This story became the novel Frankenstein: or The Modern Prometheus.

The subtitle refers to the Greek Titan who stole fire from the heavens and brought it to Earth for the use of all humanity against the wishes of the chief god Zeus. In Shelley’s tale, Dr.

Frankenstein is symbolically equated with Prometheus because he usurps God’s power to create life.

Frankenstein has exerted a profound effect on subsequent literature, and in the realm of science fiction its deepest theme that science oversteps its bounds when it takes on the powers of the Almighty without concern for the consequences has been worked and reworked countless times. In “Blood Music,” the narrator Edward points out that scientist Vergil Ulam, the analogue of Dr. Frankenstein, was “the last person I would have called insightful and wise about large issues.”

Like Shelley’s scientist, he becomes so caught up in his experiment that he forges ahead without thinking about consequences to his actions. Dr. Frankenstein tries to put an end to his monster at the novel’s close when he is seen struggling with his creation on an ice floe. Vergil, by contrast, is too much of a fool to realize that he needs to undo what he has done. Shelley closes her novel with a Romantic ending in which the ignoble Frankenstein finally sacrifices himself to do what is right, but the conclusion of Bear’s novelette is a Postmodern one in which a seemingly unstoppable scourge unleashed by one scientist’s arrogant lack of judgment threatens all humanity. Dr. Frankenstein eventually takes responsibility for what he has done, after many people have suffered because of his monster, but “Blood Music” implies that responsibility does not matter once the line between science and playing God has been crossed. Vergil is not even alive to see the horrors his creation has caused, and little can be done to put an end to his monsters.

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Copyright Information Beacham’s Encyclopedia of Popular Fiction

Editor Kirk H. Beetz, Ph.D.

Cover Design Amanda Mott

Cover Art is “Pierrot,” 1947, by William Baziotes Oil on Canvas, 42 1/8 x 36 Donated by the Alisa Mellon Bruce Fund, ©, 1996 Reproduced with Permission from the Board of Trustees, National Gallery of Art, Washington, D.C.

Library of Congress Cataloging-in-Publication Data Beacham’s Encyclopedia of Popular Fiction

Includes bibliographical references and index

Summary: A multi-volume compilation of analytical essays on and study activities for the works of authors of popular fiction. Includes biography data, publishing history, and resources for the author of each analyzed work.

ISBN 0-933833-41-5 (Volumes 1-3, Biography Series) ISBN 0-933833-42-3 (Volumes 1-8, Analyses Series) ISBN 0-933833-38-5 (Entire set, 11 volumes)

1. Popular literature—Bio-bibliography. 2. Fiction—19th century—Bio-bibliography. 3. Fiction—20th century—Bio-bibliography. I. Beetz, Kirk H., 1952-

Z6514.P7B43 1996[PN56.P55]809.3—dc20 96-20771 CIP

Copyright ©, 1996, by Walton Beacham. All rights to this book are reserved. No part of this work may be used or reproduced in any form or by any means, electronic or mechanical, including photocopy, recording, or in any information or storage and retrieval system, without written permission from the copyright owner, except in the case of brief quotations embodied in critical articles and reviews. For information, write the publisher, Beacham Publishing Corp., P.O. Box 830, Osprey, FL 34229-0830

Printed in the United States of America First Printing, November 1996

Beacham’s Guide to Literature for Young Adults

Editor – Kirk H. Beetz, Ph.D.

Library of Congress Cataloging-in-Publication Data

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Beacham’s Guide to Literature for Young Adults Includes bibliographical references. Summary: A multi-volume compilation of analytical essays on and study activities for fiction, nonfiction, and biographies written for young adults. Includes a short biography for the author of each analyzed work. 1. Young adults—Books and reading. 2.Young adult literature—History and criticism. 3. Young adult literature—Bio-bibliography. 4. Biography—Bio-bibliography. [1. Literature—History and criticism. 2. Literature—Bio-bibliography] I. Beetz, Kirk H., 1952 Z1037.A1G85 1994 028.1’62 94-18048ISBN 0-933833-32-6

Copyright ©, 1994, by Walton Beacham. All rights to this book are reserved. No part of this work may be used or reproduced in any form or by any means, electronic or mechanical, including photocopy, recording, or in any information or storage and retrieval system, without written permission from the copyright owner, except in the case of brief quotations embodied in critical articles and reviews. For information, write the publisher, Beacham Publishing, Inc., 2100 “S” Street, N.W., Washington, D.C. 20008.

Printed in the United States of America First Printing, November 1994

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  • Blood Music Short Guide
    • Blood Music by Greg Bear
  • Contents
  • Overview
  • About the Author
  • Characters
  • Setting
  • Social Concerns
  • Social Sensitivity
  • Techniques
  • Literary Qualities
  • Themes
  • Adaptations
  • Key Questions
  • Topics for Discussion
  • Ideas for Reports and Papers
  • Literary Precedents
  • For Further Reference
  • Related Titles
  • Copyright Information

English Composition (Journal Part 1: Entries

INTRODUCTION Welcome to English Composition. You may be surprised to find out that, even now, you’re already a writer. You’ve probably done a great deal of writing as a student and per- haps in other roles, as well. Maybe you’ve kept a diary, tried your hand at poetry, or written a short story. Maybe you have a job or a voluntary position that requires records, reports, or case notes. Even if you’ve never thought of such activities as writing experience, they are.

This course is designed not to make you a writer from scratch but to encourage your growth as one. Both the textbook and the instructors will guide you in developing the skills and techniques of effective writing through practice. You’ll learn to make conscious decisions using particular tools to communicate more effectively and efficiently to your reader.

COURSE OBJECTIVES You’ll learn to apply different writing strategies in varying arrangements to explore, develop, and refine written work according to your purpose and audience.

When you complete this course, you’ll be able to

n Identify the steps in the writing process

n Use prewriting, drafting, revising, and editing to write formal, college-level essays

n Distinguish between different patterns of development

n Apply an appropriate pattern of development to a specific purpose and audience

n Write effective thesis statements

n Write effective introductions and conclusions

n Develop paragraphs using topic sentences, adequate detail, supporting evidence, and transitions

n Define plagiarism and academic honesty

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Instructions to Students2

n Employ responsible research methods to locate appropri- ate secondary sources

n Quote, paraphrase, and summarize secondary source material correctly and appropriately

n Use Modern Language Association (MLA) citation and documentation style to reference secondary source material correctly and appropriately

n Apply the conventions of standard written American English to produce correct, well-written essays

COURSE MATERIALS This course includes the following materials:

1. This study guide, which serves as a companion to your textbook, contains an introduction to your course and

n A list of lessons and reading assignments

n Exercises and self-check quizzes to help you learn the course content, and then synthesize and apply your knowledge to journal entries and essays

2. Your course textbook, Successful College Writing, which contains the assigned reading material

YOUR TEXTBOOK Your primary text for this course is Successful College Writing, Sixth Edition, by Kathleen T. McWhorter. Begin reviewing the text by reading the table of contents on page xxvii–xlv. Then follow the study guide for directions on required reading assignments. Note the following features of your text:

n The “Writing Quick Start” features at the beginning of each chapter are short introductions designed to help you get a head start on the material. Make sure you work through the exercises, even though they won’t be formally evaluated.

 

 

n The major headings and subheadings break down each chapter’s content into manageable sections. Exercises and model essays are also important parts of every chapter.

n Modern Language Association and American Psychological Association style guides for citing and documenting your research. These can be found beginning on page 616 in Chapter 24.

n The grammar handbook includes information and exercises on the foundational elements of writing, such as grammar, sentence structure, punctuation, and word choice.

ACADEMIC SUPPORT AND ONLINE RESOURCES Penn Foster’s digital library offers students access to online resources in all major disciplines and courses offered at Penn Foster, as well as one of the most comprehensive academic databases available today, Expanded Academic ASAP.

Penn Foster’s librarian is available to answer questions about research and to help students locate resources. You can find the librarian in the Community, by using the Contact an Instructor link in the Help Center in your student portal, and the Ask a Librarian link in the library.

Grammar Resources Grammarly.com is offering discounts to Penn Foster students who register for a year of service. For a discounted fee, Penn Foster students have unlimited access to the Grammarly’s grammar, spelling, and punctuation check, as well as the plagiarism check. For students who have limited experience with research writing, Grammarly could be the helping hand you need to negotiate the research papers in your future.

To learn more about Grammarly or to register for an account, please contact an English instructor.

Instructions to Students 3

 

 

Other online resources for grammar, punctuation, sentence structure, and mechanics include the following:

A STUDY PLAN Read this study guide carefully, and think of it as a blueprint for your course. Using the following procedures should help you receive maximum benefit from your studies:

1. Read the lesson in the study guide to introduce you to concepts that are discussed in the textbook. The lesson emphasizes the important material and provides addi- tional tips or examples.

2. Note the pages for each reading assignment. Read the assignment to get a general idea of its content. Then, study the assignment. Pay attention to all details, espe- cially the main concepts.

3. To review the material, answer the questions and prob- lems provided in the self-checks in the study guide.

4. Complete each assignment in this way. If you miss any questions, review the pages of the textbook covering those questions. The self-checks are designed to allow you to evaluate your understanding of the material and reveal weak points that you need to review. Don’t submit self-check answers for grading.

5. After you’ve completed and corrected the self-checks for Lesson 1, complete the first exam.

6. Follow this procedure for all seven lessons.

Instructions to Students4

Daily Grammar: http://www.dailygrammar.com/archive.shtml

Blue Book of Grammar and Mechanics: http://www.grammarbook.com/

Guide to Grammar and Writing, sponsored by Capital Community College Foundation:

http://grammar.ccc.commnet.edu/grammar/index2.htm

Purdue University’s Online Writing Lab: http://owl.english.purdue.edu/owl/

 

 

Instructions to Students 5

Note: Future lessons will include completing prewriting and essay examinations, submitting journal entries, and attending webinars.

COURSE INFORMATION

Study Pace You have a study time limit for the semester, but not one specific to English Composition. You must pace yourself wisely through the semester’s courses. Allow sufficient time for reading, prewriting, drafting, revising, and grading. To learn more about study time and when to complete each assignment, see the ENG100 FAQ supplement on your student portal.

Because the course goal is to help you grow as a writer, you’ll use the process approach to writing to identify your strengths and improve weaknesses. The prewriting assignments for Lessons 4 and 5 will help you to develop and organize your ideas, and must be evaluated before your essays for those Lessons will be accepted. If you have other courses available for study, you may work on those and submit those exams while also working to complete this English course.

Course Journal Your course journal is an ongoing assignment that will be evaluated at regular intervals during the course. Instructions for the course journal are at the end of this introduction.

Required Webinars Webinars are live classes that students attend online. There are two required webinars in English Composition: “The Writing Process” and “Research Writing and Citation and Documentation.” The English Composition course information includes webinar instructions and the webinar schedule. Read the webinar instructions to learn how to regis- ter for a webinar. Webinar classes are offered at a variety of times to fit students’ schedules. To earn a passing grade in the webinar, you must log in on time, participate actively, stay for the entire class, and focus on the presentation, not other applications on your computer. There is nothing to submit on your My Courses page.

 

 

Instructions to Students6

Exam Submissions Use the following information for submitting your completed exams:

1. Multiple-choice examinations (Lessons 1, 2, 3, and 6): You’ll submit your answers for these exams online.

2. Written examinations (Lessons 4, 5, and 7): Essays must be typed, double-spaced, in Times New Roman 12 pt. font and left justification. Use 1-inch margins on all sides. Note that most word-processing programs are set at 1 inch by default. Indent the first line of each new paragraph by one tab (five spaces). Tabs are generally set by default as well. Each page must have a properly for- matted header containing your name, student number, exam number, page number, mailing address, and email address, as in the following example:

Jane Doe 23456789 25020200 Page 2 987 Nice Street My Town, AZ 34567 janedoe@yahoo.com

Name each document using a unique file name which will help you identify the file, such as this example: Process Analysis Johnson.

Exams may be submitted in Rich Text Format or MS Word. Preview your document before you submit to ensure that your formatting is correct. You should take care to check that the document you’ve uploaded is the one containing your final work for evaluation.

Evaluation Evaluation usually occurs within seven business days of receipt. Exams are scored according to the parameters of the exam assignment using the associated evaluation chart located in the study guide. Your instructors will apply the grading criteria, ensuring all essays are evaluated in the same way. They may also include feedback on both the essay and the evaluation chart. Evaluations are monitored by the department chairs of both the General Education Department

 

 

Instructions to Students 7

and Exam Control Department to ensure accuracy and reliability. To read the instructor’s comments, click on the View Project button next to your grade for the exam, then download the Instructor Feedback File. Be sure to save the Instructor Feedback File to your computer since it’s available on your student portal for just a brief time.

Retakes You’re required to complete all assigned work, including a retake for any first-time failing attempt. The evaluation of any first-time failing exam for English Composition will include a Required Retake form. That form must then be included with your retake exam submission to ensure proper handling. If the assigned work isn’t provided, submissions will be evalu- ated according to the criteria, but points will be deducted for not following the instructions. Please review school policy about retakes in the Student Handbook.

Plagiarism Carefully review the academic policies outlined in your Student Handbook on your student portal. The first submis- sion that departs from this policy earns a grade of 1 percent. If it’s a first-time submission, the student may retake the exam (see the retake policy in the Student Handbook). A sec- ond such submission on any subsequent exam results in failure of the English Composition course.

Grammar and Mechanics The focus of this course is to engage you in the writing process so you learn to make deliberate decisions about which writing strategies will best help you accomplish your purpose for your audience.

 

 

Instructions to Students8

Essay assignments require you to apply standard conven- tions of American English, which include correct and appropriate grammar, diction, punctuation, capitalization, sentence structure, and spelling. The course provides various revision exercises throughout the self-checks and lesson examinations so that you can apply these conventions during the editing and proofreading phases of your writing. For more information on the fundamentals of writing, refer to the Academic Support and Online Resources section.

GRADING

Six Traits of Good Essay Writing Your writing assignments will be evaluated on six traits of good writing. The instructions for each exam include the grading evaluation form, or rubric, that instructors will use to grade your work. It’s important to review the rubric for each exam before you submit to ensure that you have met all the requirements..

Criteria

Ideas and Content

The essay’s content is clear, original, and pertains to the assigned subject. In addition, you should have a well- developed thesis that fits the topic, audience, and purpose of the assignment. There should be enough evidence (which shouldn’t be from outside research unless that is part of the assignment) to help the reader understand the point you’re making and to keep the reader’s interest.

 

 

Instructions to Students 9

Citation and Documentation

When you incorporate borrowed content from other sources into your writing, you must cite and document your sources using Modern Language (MLA) format. For more information on MLA format, refer to Chapter 24 in your textbook.

Organization

All essays need a clear beginning, middle, and end. Consider each paragraph as a mini-essay, containing a thesis that’s related to the main purpose of the entire essay. Thinking this way can help your essay retain unity and make sense. Use transitional phrases to ease the movement and make connec- tions between the paragraphs.

Voice

Use the appropriate point of view for the style of essay you are writing: first person for personal narratives; third person for critical essays.

Word Choice

Don’t use slang, jargon, Internet abbreviations, or profanity. Remember, these are college-level essays; they require formal, proper American English writing.

Sentence Fluency

Mix your sentence styles. Readers dislike reading all short, choppy sentences or a series of long sentences.

Conventions

Run a spell check and grammar check, and proofread the essay. In addition, ensure that you met the length and format requirements.

 

 

Instructions to Students

Skill Levels All these criteria are evaluated according to skill levels. Here’s an explanation of the skill levels:

Skill not evident. (69–0) If the essay scored in this category, the assignment either doesn’t include this required element or severely lacks this trait.

Skill emerging. (70–79) If the assignment scored in this cat- egory, the writing lacks the trait or is below average for a college-level paper.

Skills developing. (80–89) If the essay scored in this cate- gory, the essay shows effort and competence but indicates a lack of complete understanding or command in this area.

Skill realized. (90–100) If the assignment scored in this category, the writing demonstrates that you’re in command of the skills.

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Course Rubric

Course Objectives

Use prewriting, drafting, revising, and editing to write formal, college-level essays

Distinguish between different patterns of development

Write effective thesis statements

Employ responsible research methods to locate appropriate secondary sources

Use Modern Language Association citation and documentation style to reference secondary source material correctly and appropriately

Develop paragraphs using topic sentences, adequate detail, supporting evidence and transitions

Quote, paraphrase and summarize secondary source material correctly and appropriately

Use Modern Language Association citation and documentation style to reference secondary source material correctly and appropriately

Apply the conventions of standard written American English to produce correct, well-written essays

Apply the conventions of standard written American English to produce correct, well- written essays

Apply the conventions of standard written American English to produce correct, well- written essays

 

 

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GRADING CRITERIA IDEAS AND CONTENT ORGANIZATION VOICE CLARITY AND CORRECTNESS LENGTH AND FORMAT

A Paper 100-90

The essay provides a clear thesis statement that effectively introduces the topic and states a claim.

The thesis effectively previews the main points of the essay.

The essay presents ideas that are fresh, insightful and engaging.

The essay provides specific, relevant evidence to illustrate ideas and support the thesis.

The essay effectively employs the required, and if necessary other relevant patterns of develop to effective convey ideas.

Ideas that cannot be considered common knowledge are correctly cited and documented using Modern Language Association (MLA) citation format.

Introductory paragraph effectively engages the reader and includes a thesis statement which states both topic and claim.

The main ideas that support the thesis are effectively organized into paragraphs beginning with clearly defined, correct topic sentences.

Evidence provided within each paragraph clearly and relates to the topic sentence and thesis statement, effectively supporting the main idea and purpose of the essay.

Transitions are used effectively to guide the reader through the essay.

The conclusion effectively reinforces the thesis statement and provides a satisfactory ending to the essay.

The essay addresses the appropriate audience.

The essay effectively engages the audience with appropriate tone and point of view.

The essay is focused on the writer’s own claim, knowledge and experience.

If secondary sources are present, they are used correctly and effectively to support the writer’s own claims.

The essay effectively addresses the purpose of the assignment.

The essay is free of errors in sentence structure, grammar, punctuation, and word choice.

Unfamiliar and technical terms are clearly and effectively defined for the reader.

The essay has been effectively proofread, edited and spell and grammar-checked.

The essay meets the length requirement according to the directions in the digital study guide.

The essay is formatted using the correct header, font and margins.

 

 

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GRADING CRITERIA IDEAS AND CONTENT ORGANIZATION VOICE CLARITY AND CORRECTNESS LENGTH AND FORMAT

B Paper 89-80

The essay provides a thesis statement that states the topic although the exact claim is not articulated.

The thesis offers adequate direction for the essay, but does not explicitly outline main points.

The essay offers adequate insight and ideas, though much of the information is factual or obvious.

The essay offers specific evidence to illustrate ideas and support the thesis.

The writer follows the required pattern of development, and incorporates other patterns adequately to develop content.

The writer has attempted to use MLA format to indicate borrowed content but formatting requires some revision.

The introduction identifies the topic and includes a thesis statement but offers little beyond the obvious to engage the reader.

Most paragraphs begin with a topic sentence that relates to and supports the thesis statement.

Most evidence provided is relevant to the topic sentence and thesis.

The writer uses transitions between most paragraphs to guide the reader through the essay.

The conclusion restates the thesis, but lacks development that would end the essay satisfactorily.

The essay adequately addresses the appropriate audience.

The essay adequately engages the audience using appropriate tone and point of view.

The essay is adequately focused on the writer’s own claim, knowledge and experience.

If secondary sources are present, they are used correctly and effectively to support the writer’s own claims.

The essay adequately addresses the purpose of the assignment.

The essay is reasonably free of errors in sentence structure, grammar, punctuation, and word choice.

Unfamiliar and technical terms are clearly and adequately defined for the reader.

The essay has been proofread, edited and spell and grammar- checked but includes minor errors in word choice that would draw the reader’s attention away from the purpose and content.

The essay exceeds the maximum length for the assignment but content is engaging and directly related to the thesis and purpose.

The essay falls short of the minimum length for the assignment, but covers all required elements adequately.

The essay is formatted using the correct header, font and margins.

 

 

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GRADING CRITERIA IDEAS AND CONTENT ORGANIZATION VOICE CLARITY AND CORRECTNESS LENGTH AND FORMAT

C Paper 79-70

The thesis is a factual statement that offers no claim or assertion.

The thesis offers some direction for the essay, but does not explicitly outline main points.

Some fresh insight is provided, though much of the information is factual or obvious.

The essay offers some specific evidence to illustrate ideas and support the thesis.

The writer follows the required pattern of development, but the essay lacks the content that additional patterns would provide.

The writer has attempted to use a citation and documentation format, but does not adequately credit secondary sources.

The introduction includes a thesis statement but is otherwise underdeveloped.

The writer attempts to organize main ideas into paragraphs but topic sentences are weak and do not control content; paragraphs lack focus and logical development.

Evidence is provided but its relationship to the thesis and topic sentence is not clearly defined. Some evidence is not relevant to the thesis and topic sentence.

Transitions are used in some cases, but the essay lacks cohesiveness overall.

The conclusion restates the thesis statement, but is underdeveloped or contains irrelevant information.

The essay illustrates some awareness of audience.

The essay employs colloquial or idiomatic language, lacking appropriate tone and point of view.

The essay is somewhat focused on the writer’s own knowledge and experience but lacks a clear claim or position on the topic.

If secondary sources are present, they are identified but citation and documentation is incorrect and requires revision.

The essay addresses the purpose of the assign- ment only tangentially.

The essay is includes errors in sentence structure, grammar, punctuation, and word choice.

Unfamiliar and technical terms are somewhat defined for the reader but lack full development.

The essay shows attempts at proofread- ing, editing and spell and grammar-checking, but includes several errors in word choice that would draw the reader’s attention away from the purpose and content.

The essay exceeds the maximum length for the assignment; content is repetitive and unengaging.

The essay falls short of the minimum length for the assignment, and does not fully address the topic and purpose.

The essay includes the correct information for the header but it is not inserted correctly.

The essay does not employ the correct formatting.

 

 

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GRADING CRITERIA IDEAS AND CONTENT ORGANIZATION VOICE CLARITY AND CORRECTNESS LENGTH AND FORMAT

F Paper 69-0

The essay does not offer a thesis statement.

The ideas presented are not original to the writer; ideas do not convey writer’s engagement with topic.

The essay does not provide specific, relevant evidence to illustrate ideas and support the thesis.

The essay does not employ the required or relevant patterns of develop to effective convey ideas.

Ideas that cannot be considered common knowledge are not cited and documented.

Introductory paragraph does not engage the reader, lacks thesis statement and development.

Essay lacks clearly defined main ideas; the essay is not organized into paragraphs.

Essay lacks evidence or provides unreliable or inaccurate.

The essay lacks transitional words, phrases or sentences.

The essay lacks a conclusion, or the conclusion contains irrelevant information.

The essay does not address the appropriate audience.

The essay does not engage the audience with appropriate tone and point of view.

The essay relies heavily on secondary sources with little to no focus on the writer’s claim, knowledge, and experience.

If secondary sources are not cited or identified, resulting in plagiarism.

The essay does not address the purpose of the assignment.

The essay contains numerous errors in sentence structure, grammar, punctuation and word choice, mak- ing it difficult for a reader to follow and comprehend.

No attempt is made to define or clarify unfamiliar terms.

The essay does not appear to have been proofread, edited or spell and grammar- checked.

The essay does not meet the length require- ments.

The font, margin and line spacing do not meet the requirements.

The header is missing.

 

 

Instructions to Students16

Course Journal Your course journal isn’t just a series of examinations, it’s also a record of your progress through English Composition. As you complete the 18 journal entries, you’ll have the opportunity to test the stages of the writing process, practice different methods of organizing your essays, and evalu-

ate your progress in the course. All the journal entries are included in your study guide; each

entry corresponds to the assigned reading in your textbooks.

The journal serves as the final exam. Remember the following objectives as you work on

each journal:

n Identify the steps in the writing process.

n Use prewriting, drafting, revising, and editing to write formal, college-level essays.

n Distinguish between different patterns of development.

n Apply an appropriate pattern of development to a specific purpose and audience.

n Write effective thesis statements.

n Develop paragraphs using topic sentences, adequate detail, supporting evidence,

and transitions.

n Define plagiarism and academic honesty.

n Employ responsible research methods to locate appropriate secondary sources.

n Quote, paraphrase, and summarize secondary source material correctly and appropriately.

n Use Modern Language Association citation and documentation style to reference secondary

source material correctly and appropriately.

n Apply the conventions of standard written American English to produce correct,

well-written essays.

Directions: Read each entry assignment carefully. Some entries are based on textbook exercises for

which the pages are given. Most entries require multiple parts to be considered complete. For exam-

ple, you might have to complete both a prewriting and a thesis. Assignments generally include a

minimum length, a range, or a general format (such as one paragraph). A few assignments allow you

to choose the length and format to accomplish the required work. The guidelines list the minimum

amount of work you must produce, but you should continue writing until you complete your thoughts

and demonstrate your knowledge and ability to apply the relevant concepts. Complete each journal

entry as you read the corresponding assignments in your textbook and study guide. You’ll use your

time more efficiently.

 

 

Instructions to Students 17

The course journal is divided into three parts made up of six entries each. At the end of each

course unit, you’ll submit your journal for evaluation. Therefore, you’ll submit your journals

n After you complete Lesson 3

n After you complete Lesson 5

n After you complete your argument essay

Format: Use the exam submission instructions already given, except that you should single-space

your journal. Use double spacing between entries only. First, type the date, hit Tab once (one-

half inch), and type in capital boldface letters the word ENTRY, followed by the number and name

of that entry. Hit Enter once, and then type in and underline the first part label followed by your

writing for that part. Then, do the same for any additional parts. Use this example as a guide:

May 1, 20— ENTRY 1: Me, A Writer?

Attitude: I enjoy writing, but I hate being graded . . .

Inventory: I am a social learner, so a distance education approach may be difficult for me . . .

May 20, 20— ENTRY 2: The Role of Correctness in Writing

Evaluation: Your journal will be evaluated according to the same requirements used for all written

assignments requirements:

n Ideas and content—How accurately and effectively you’ve responded to the entry. Your

writing is focused on the topic of the entry and is based on the correct reading assignments

in your texts; you’ve effectively engaged with the content of the reading assignments and

composed thoughtful original responses to each entry; when required, you cited and

documented secondary source material appropriately and correctly.

n Organization—How well each entry is developed. All paragraphs begin with an appropriate

topic sentence and are developed fully by using examples, illustration, and/or evidence;

each entry meets the required minimum length.

n General correctness—How well entries meet the expectations of college-level academic

writing in the following areas:

n Sentence structure

n Grammar

n Word choice and spelling

n Punctuation

n Format—How accurately you’ve followed the prescribed format for the journal by

including the required header, entry title and date, and used correct margins, font,

and line spacing.

 

 

Instructions to Students18

NOTES

 

 

Unit 1: Introduction to Composition Lesson 1: Critical Thinking, Reading and Writing Skills For: Read in the Read in the

study guide: textbook:

Assignment 1 Pages 24–27 Chapter 1

Assignment 2 Pages 28–31 Chapter 2

Assignment 3 Pages 32–39 Part 7, Pages 721–779

Assignment 4 Pages 40–43 Chapter 3

Assignment 5 Pages 44–46 Chapter 4

Examination 250394RR Material in Lesson 1

Lesson 2: The Reading and Writing Process For: Read in the Read in the

study guide: textbook:

Assignment 6 Pages 47–52 Chapter 5

Assignment 7 Pages 53–56 Chapter 6

Assignment 8 Pages 57–61 Chapter 7

Assignment 9 Pages 62–65 Chapter 8

Examination 250395RR Material in Lesson 2

Lesson 3: Revising and Editing For: Read in the Read in the

study guide: textbook:

Assignment 10 Pages 68–74 Chapter 9

Assignment 11 Pages 75–80 Chapter 10

Examination 250396RR Material in Lesson 3

Unit 1 Course Journal: Entries 1–6 25020000

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Lesson Assignments20

Unit 2: The Writing Process in Action

Lesson 4: Narration and Process Analysis For: Read in the Read in the

study guide: textbook:

Assignment 12 Pages 85–89 Chapter 11

Assignment 13 Pages 90–94 Chapter 12

Assignment 14 Pages 95–99 Chapter 13

Assignment 15 Pages 100–103 Chapter 14

Assignment 16 Pages 104–107 Chapter 15

Examination 25020100 Prewriting: Process Analysis

Examination 25020200 Essay: Process Analysis

Lesson 5: Classification and Division For: Read in the Read in the

study guide: textbook:

Assignment 17 Pages 120–125 Chapter 16

Assignment 18 Pages 126–130 Chapter 17

Assignment 19 Pages 131–135 Chapter 18

Assignment 20 Pages 136–140 Chapter 19

Examination 25020300 Prewriting: Classification and Division

Examination 25020400 Essay: Classification and Division

Unit 2 Course Journal: Entries 7–12 25020500

Unit 3: Research Writing and MLA Citation Lesson 6: Research and MLA Citation For: Read in the Read in the

study guide: textbook:

Assignment 21 Pages 156–159 Chapter 22

Assignment 22 Pages 160–163 Chapter 23

Assignment 23 Pages 164–167 Chapter 24

Examination 250397RR Material in Lesson 3

 

 

Lesson Assignments 21

Lesson 7: Arguments For: Read in the Read in the

study guide: textbook:

Assignment 24 Pages 170–178 Chapter 20

Assignment 25 Pages 179–182 Chapter 21

Examination 25020600 Essay: Argument

Unit 3 Course Journal: Entries 13–18 25020700

Note: To access and complete any of the examinations for this study

guide, click on the appropriate Take Exam icon on your student

portal. You should not have to enter the examination numbers.

These numbers are for reference only if you have reason to contact

Student CARE.

 

 

Lesson Assignments22

NOTES

 

 

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Lesson 1: Critical Thinking, Reading, and Writing Skills

INTRODUCTION Understanding basic grammar can help in all parts of your everyday life, from casual conversation, to emails, to formal reports. Correct grammar can help you personally, profes- sionally, and academically.

To become an effective writer, you must first have a strong understanding of English language. You should know how words are pronounced, how they’re spelled, and how they fit into sentences. Knowing the basics will enable you to be more comfortable and confident when faced with any writing task.

The main topics discussed in this section are grammar, spelling, punctuation, sentence structure, and word usage.

OBJECTIVES When you complete this lesson, you’ll be able to

n Effectively use your textbook

n Discuss why writing is an important part of your study program

n Identify your unique learning style

n Use active reading methods to understand and analyze text

n Point out the importance of prewriting in developing a piece of writing

n Describe the parts of speech and how they work within sentence structure

 

 

English Composition24

n Develop effective, structured sentences

n Use a variety of words in your writing

n Discuss the need for a strong foundation in English com- position and effective writing skills

ASSIGNMENT 1: GETTING STARTED Read the following assignment in your study guide. Then, read Chapter 1 in your textbook. Be sure to complete the self-check before moving on to the next assignment.

Succeeding in College People write for two basic reasons. The first is private and personal. That is, some of us write to express ourselves, to translate thoughts and feelings into words. One example in this context is the poet Emily Dickinson. She wrote for her- self and one or two close friends—only a few of her poems were published during her lifetime. Many people keep per- sonal journals that express their feelings and sometimes help them to think through problems or opportunities. Still others find that writing down ideas and rephrasing concepts helps them study and learn.

The second reason people write is to convey ideas and infor- mation to others. This purpose covers most other types of writing, from published novels to advertising, from blogs to essays for school. Through effective language skills, we expand our experiences, make personal connections, and sharpen our communication skills.

For writing to be effective, standard rules must be learned and applied. You’ll practice using proper grammar, sentence structure, and organized paragraphs to help you achieve this purpose.

You can practice good writing by paying close attention while you’re reading. Pay attention to mistakes, too. If you come across a sentence or headline in a newspaper that you have to read several times before you understand it, try rewriting it

 

 

Lesson 1 25

to make it clear on the first reading. It may need to be rearranged, divided into two sentences, or have a comma or two added. If you can, keep a file of the poor sentences and your improvements. Note what the problem was and what it took to fix the sentence. Also, when you write, try reading aloud from your paper to see if there are any stumbling places.

The most agile of runners begins with baby steps. Likewise, all learning proceeds in stages, step by step. For a student of English composition, here are some of the most important principles:

n Study the rules of effective sentence construction for all types of sentences, so you’ll be better able to say what you want to say clearly and concisely.

n Learn to make your points directly and effectively. Back up your statements with evidence that supports your case and persuades your reader.

n Keep your reader’s interest. Even the most boring sub- jects can be improved with anecdotes, examples, and clever word choices.

n Approach different kinds of writing and different audi- ences in appropriate ways. Letters, memos, academic essays, instructions, and business reports each require a different style of writing. Always consider your audience before you begin writing.

n Study the techniques used by skilled writers, including brainstorming, free association, outlining, organizing, revision, self-criticism, and editing.

Practical Applications of Writing As noted earlier, regardless of the career you choose, commu- nication is a key to success. Virtually all job descriptions include some kind of paperwork—record keeping, summaries, analyses—and the higher up the ladder you go, the more communication will matter. The following examples reveal the broad range in the types of writing different career fields

 

 

English Composition26

require, from using narration to persuasive analysis. Even if your field of interest isn’t listed, you can see the importance of writing in a variety of careers.

Early Childhood Education

n Narration recording weekly observations of playground behavior among first-grade students

n Case study in early-childhood cognitive development analyzing the concepts of Jean Piaget in light of the observed behavior of selected subjects

Health Information Technology

n Process analysis to explain what’s involved in a specific medical procedure

n Proposal and illustration of methods by which type-2 diabetes patients may be encouraged to pursue a pre- scribed health regimen

Accounting

n Analytical essay comparing and contrasting the American double-entry bookkeeping system with the European five-book system

n Comparison and analysis of corporate performance in metals-refining industries based on financial statement data derived from Moody’s Industrials

Engineering

n Historical and analytical description of the evolution of load-bearing theories in bridge construction

n Process analysis to describe technology and molecular theory for detecting likely metal stress areas in an air- craft prototype

 

 

Lesson 1 27

Self-Check 1 At the end of each section of English Composition, you’ll be asked to pause and check your

understanding of what you’ve just read by completing a “self-check” exercise. Answering

these questions will help you review what you’ve studied so far. Please complete Self-

Check 1 now.

1. Complete Exercise 1.1 on page 9.

2. Complete Exercise 1.2 on page 10.

3. Complete the “How Stressed Are You?” Quiz on page 11.

4. Complete Exercise 1.3 on page 13.

5. Complete Exercise 1.4 on page 13.

There are no correct responses to these exercises. The exercises are for practice and per-

sonal use. However, you can check possible responses to Exercises 1.1 and 1.2 in the

Answers section.

 

 

English Composition28

ASSIGNMENT 2: WRITING AND READING TEXT Read the following assignment in your study guide. Then, read Chapter 2 in your textbook. Be sure to complete the self-check before moving on to the next assignment.

Introduction In this chapter, you’ll learn what constitutes academic writ- ing (as opposed to informal writing). You’ll also learn the importance of becoming a better writer, and you’ll learn and develop techniques to improve your writing skills.

Reading Highlights

Pages 21–24

Academic writing is distinctive from, say, writing a letter (or email) to a friend or expressing sentiments in a birthday card or keeping a personal diary. Here’s a preview of your text’s view of academic writing:

n You can expect your writing to shift from personal to less personal. You’ll use your “left brain” to take an objec- tive—as opposed to subjective—point of view.

n Academic writing takes different forms, generally depend- ing on particular college courses. Lab reports, critical-analytical essays, book reports, and comparisons of different cultures will call for different perspectives and different writing styles. So, put simply, you’ll need to adopt the language of particular disciplines, such as world history, labor relations, art appreciation, social psychology, or organic chemistry.

n In every case, you’ll be expected to use standard American English. In many cases you’ll be expected to properly document sources, conduct online research, and, quite often, collaborate with fellow students.

 

 

Lesson 1 29

n Expect to read, write, and think critically. Writing essays allows you to illustrate and apply what you’ve learned in a course, to prove your points with supporting evidence, and to defend your positions on various topics.

n Expect to use and document scholarly sources. College- level writing requires you to support your reasons with evidence, so you’ll be required to do research, evaluate sources, and employ citation and documentation meth- ods to give credit to the sources you use in your writing.

You’ll review all of the excellent reasons that you should per- sistently strive to improve your writing skills. That process will include developing strategies for writing. To that end, be assured that you’ll get lots of useful tips, from how to make the best use of a course syllabus to discovering the virtues of keeping a writing journal.

Pages 24–25

Writing skills are essential in a world that depends on digital communication for academics, social networking, and business. In school, taking notes, outlining, summarizing and annotating help you to retain information. The ability to write well will also help you succeed in your future career. Employers look for job candi- dates who have not only specialized knowledge in their disciplines, but also strong oral and written communication skills.

Writing also helps you to think and to solve problems. By writing about issues, whether they’re personal, academic or professional, you can gain perspective and decide how to address them.

Pages 25–30

There are many resources available to support you in your writing course, but the most important factor is your attitude toward writing. Writing takes more time than most students expect, so if you know that before you start, you won’t get frustrated. Use your time effectively from the start by think- ing of writing as a process. The time you spend planning and drafting will pay off when it’s time to revise.

 

 

English Composition30

Take advantage of the resources your school provides by reading your syllabus carefully and learning about the serv- ices that are available, such as tutoring. You can find out more about the student support and online services that Penn Foster offers by reading the introduction to this study guide.

Pages 30–39

Discovering your learning style is a crucial part of this course. Take the “Learning Style Inventory” on pages 32–35, your text will guide you through the scoring process. You’ll discover where you stand in terms of five dichotomies:

n Independent or Social. Do you like to work alone, or do you prefer collaborating within a group?

n Pragmatic or Creative. Do you like to line up your ducks and follow clear rules or guidelines? Or do you prefer open-ended problems that allow you to bend the rules in interesting and innovative ways?

n Verbal or Spatial. Do you rely in language and language skills to analyze a problem? Or do you prefer gathering information from photo images, graphs, charts, and graphic metaphors?

n Rational or Emotional. In writing an essay, do you prefer a cool and objective weighing of facts and figures? Or do you prefer finding the right words to express your sub- jective intuitions and feelings?

n Concrete or Abstract. In a critical essay, would you focus on observable facts and step-by-step analysis? Or are you inclined to seek out underlying assumptions to reveal the “big picture”?

The best way to improve your singing is to sing. The best way to

improve your writing is by writing.

 

 

Lesson 1 31

After you’ve got a sense of your learning style, your text will offer you some handy tips for applying your particular learn- ing style to different kinds of writing challenges.

TIP: Figure 2.3 on page 39, “Your Strengths as a Writer,” offers you a graphic you can use to assess your learning style.

Required Journal Entry 1: Me, A Writer? Attitude: After reading Chapters 1 and 2 in your textbook, describe

your attitude toward completing this course. As part of the descrip-

tion, explore how your feelings about being required to take a

composition course may affect your performance in accomplishing

the course objectives. (1 paragraph, 6 sentences minimum)

Inventory: As part of this assignment, you’ll take the Learning

Inventory quiz starting on page 32 in your textbook. Explain what

you learned about yourself as a writer working through the inventory

exercise. Discuss two ways you want to improve as a writer and

why. (1 paragraph, 6 sentences minimum)

Self-Check 2 1. Complete Exercise 2.1 on page 26.

2. Complete Exercise 2.2 on page 29.

There are no correct responses to these exercises. The exercises are for practice and

personal use.

 

 

English Composition32

ASSIGNMENT 3: WRITING PROBLEMS AND HOW TO CORRECT THEM Read the assignment in this study guide. Then, read pages 721–779 in your textbook. Test your progress by completing the self-checks designated at various points throughout this assignment.

Introduction Your textbook includes a complete reference handbook that covers the parts of speech, sentence construction, punctuation, and mechanics. Please note that while this lesson covers some elements of correctness in writing, your instructors expect that you’ll refer to the handbook to check rules for punctuation, dic- tion, capitalization, spelling, and other facets of writing. You’re responsible for revising, editing, and proofreading your writing, and will be graded on these elements.

Reading Highlights

Pages 721–734

Before you can write a clear and grammatically correct sen- tence, you must have a command of the kinds of words you’ll use for speaking and writing. In this section of your study unit, you’re going to examine eight different types of words, or parts of speech. They are nouns, pronouns, verbs, adjec- tives, adverbs, conjunctions, prepositions, and interjections.

n When we’re small children, nouns are generally the first words we learn. Any person, place, or thing is a noun. Nouns can be broken down into five categories: common, proper, collective, abstract, and concrete. Understanding the various types of nouns and how they’re used in sen- tences can help you become a stronger writer.

 

 

Lesson 1 33

n Pronouns substitute for nouns. Like nouns, pronouns can serve many purposes in a sentence. There are six types of pronouns: personal, possessive, demonstrative, interrogative, relative, and indefinite.

n Verbs express action; they tell what the subject of a sen- tence is doing. Depending on the action and when it’s taking place, a verb can appear in many forms, and it can be more than one word. Pay special attention to the figures that give you examples of verbs in various tenses in both singular and plural forms.

n Adjectives describe nouns and pronouns, and they can make your speaking and writing more definite. Adjectives generally help answer a question (What kind? Which one? How many? How much?), and they can indicate color, size, or shape.

n An adverb is generally used to modify a verb, but it can also be used to describe an adjective or other adverb. Adverbs answer other questions: How? When? Where? Why? How much? How long? To what extent? In what direction?

n A conjunction joins words, groups of words, or sentences. There are three kinds of conjunctions: coordinating con- junctions, correlative conjunctions, and subjunctive conjunctions.

n A preposition shows the logical relationship or placement of a noun or pronoun in relation to another word in a sentence. Many prepositions show placement, but some refer to time or a relationship between two things.

n An interjection expresses emotion. It doesn’t relate to the other words within the sentence, but it’s used to add an emotional element. A sentence with an interjection often ends in an exclamation point.

Pages 735–742

The following section examines the various parts of a sen- tence, which your textbook defines as a complete thought about something or someone. Sentences can be simple, com-

 

 

English Composition34

plex, or compound, depending on the number of elements included. Complete sentences must include both a subject and a predicate, and can also contain other grammatical structures:

n The part of the sentence that names the person, place, or thing about which a statement is made is the subject. There are three types of subjects: a simple subject, repre- sented by one noun or pronoun; a complete subject, made up of a noun or pronoun described by other words; and compound subjects, which are made up of two sim- ple subjects joined by a coordinating conjunction.

n The predicate is the part of the sentence that includes one or more verbs and modifiers, and tells us what the subject does, what happens to the subject, or what is said about the subject. Predicates can be simple, com- plete, or compound.

n Objects are the recipients of actions described by the verb or predicate. A direct object is a noun or pronoun that is directly affected by the action of a verb or reflects the result of the action. An indirect object is the person or thing to or for whom the action of the verb is done.

n Complements are groups of words that describe either the subject or object of a sentence in a way that com- pletes the meaning of the sentence.

n A phrase is an incomplete thought, lacking either a sub- ject, a predicate, or both. This section examines several different kinds of phrases, including prepositional phrases, verbal phrases, participial phrases, gerund phrases, infinitive phrases, appositive phrases, and absolute phrases.

n A clause contains both a subject and a predicate, but may not always stand as a complete sentence. Independent clauses, for example, can stand alone because they express a complete thought. Dependent clauses, while they do include a subject and predicate, don’t express a complete thought.

 

 

Lesson 1 35

Pages 741–742

This section of your textbook describes the four different types of sentences: simple, compound, complex, and com- pound-complex. The types of sentences differ depending on the type and variety of clauses included in the sentence.

Self-Check 3 1. Complete Exercise 3.1 on page 746.

2. Complete Exercise 3.2 on page 747.

3. Complete Exercise 4.1 on page 751.

4. Complete Exercise 4.2 on page 752.

You can find the answers to the even-numbered parts of Exercises 3.1 and 4.1 beginning

on page 832 in your textbook. Check other answers with those in the Answers section.

 

 

English Composition36

Pages 742–752

Sentence fragments, run-on sentences, and comma splices are common sentence-structure errors in student writing. Learning to identify them will help you when you reach the revision stage and will improve your writing tremendously.

n A sentence fragment is a group of words that can’t stand alone as a complete sentence (page 742)

n A run-on sentence occurs when two or more independent clauses are joined without a punctuation mark or coordi- nating conjunction (page 747)

n A comma splice occurs when a word other than a coordi- nating conjunction is used with a comma to join two or more independent clauses (page 747).

Pages 752–757

Parts of sentences, such as subjects and verbs, and tenses and numbers, need to match. Not only is this correct grammar, but it will help your audience stay focused on your ideas and not the errors in your writing. In the revision stage, ensure that your sentences are correct by focusing on agreement.

n Subjects and verbs must agree in person and number. Person refers to the forms—first, second, and third— while number denotes singular or plural. In a sentence, subjects and verbs need to be consistent in person and number for your sentence to flow smoothly (page 752).

n Use singular verbs with most collective nouns (such as family and committee) and indefinite pronouns (such as anyone and everybody) (pages 753–754).

 

 

Lesson 1 37

Self-Check 4 1. Complete Exercise 5.1 on page 756.

2. Complete Exercise 5.2 on pages 756–757.

You can find the answers to even-numbered parts of Exercise 5.1 beginning on page 832 in

your textbook. Check other answers with those in the Answers section.

Pages 757–760

Be sure that you’ve used the correct verb form consistently throughout your writing. Mixing verb forms or switching tenses causes confusion for your readers.

Self-Check 5 1. Complete Exercise 6.1 on page 759.

2. Complete Exercise 6.2 on page 760.

You can find the answers to even-numbered parts of Exercise 6.1 beginning on page 832 in

your textbook. Check other answers with those in the Answers section.

 

 

English Composition38

Pages 760–768

Pronouns take the place of nouns, so they need to agree with their antecedents. Make sure that each pronoun refer- ence is clear and correct in person, number, and gender (pages 760–762). It’s also important to review pronoun case (subjective, objective, and possessive) to ensure that you’ve used the correct pronoun in reference to your antecedent (pages 764–765).

Self-Check 6 1. Complete Exercise 7.1 on page 761.

2. Complete Exercise 7.2 on page 764.

3. Complete Exercise 7.3 on page 767.

4. Complete Exercise 7.4 on page 767.

You can find the answers to even-numbered parts of Exercises 7.1, 7.2, and 7.3 beginning

on page 832 in your textbook. Check other answers with those in the Answers section.

Pages 768–773

To maintain a consistent, reliable voice in your writing, you need to avoid shifts in point of view, verb tense, mood, and level of diction. Maintain consistency in verb tense, keep your point of view stable, and use a consistent level of diction.

 

 

Lesson 1 39

Self-Check 7 1. Complete Exercise 8.1 on page 771.

2. Complete Exercise 8.2 on page 771.

3. Complete Exercise 8.3 on page 773.

You can find the answers to even-numbered parts of Exercises 8.1 and 8.3 beginning on

page 832 in your textbook. Check other answers with those in the Answers section.

Self-Check 8 1. Complete Exercise 9.1 on page 776.

2. Complete Exercise 9.2 on page 777.

3. Complete Exercise 10.1 on page 779.

4. Complete Exercise 10.2 on page 779.

You can find the answers to the even-numbered parts of Exercises 9.1 and 10.1 beginning

on page 832 in your textbook. Check other answers with those in the Answers section.

Pages 773–779

Modifiers such as adjectives and adverbs must be used cor- rectly to avoid awkwardness and confusion in writing. Misplaced modifiers inadvertently describe other elements of your sentences and change your meaning. Ensure that you use the correct modifiers in the correct form (comparative, superlative) to achieve clarity in your writing.

 

 

English Composition40

ASSIGNMENT 4: READING AND RESPONDING TO TEXT Read the assignment in this study guide. Then, read Chapter 3 in your textbook. Test your progress by completing the self- checks.

Reading Highlights

Pages 40–43

The heart of this chapter is a guide to active reading. Obviously, active is the opposite of passive. For example, you can stare blankly at an historical landmark, or you can pose questions to yourself. Who was John D. Rockefeller? Who designed this monument? When? How? Why? In college, reading accounts for a large percentage of your course work. You’ll read to learn your course content, to find out what assignments you are required to complete, and to do research.

In college, you can expect

n To be responsible for your own learning, so you’ll need to schedule time for reading

n To read selections for academic audiences that will be more challenging than you’re used to

n To read selections with different genres and different purposes, because writers write for a variety of reasons

Required Journal Entry 2: Correctness in Writing As you complete this assignment on writing correct sentences, con-

sider the importance of correctness in writing. How do errors in

grammar, spelling, and punctuation affect the relationship between

the writer and the reader of an essay? What are your strengths and

weaknesses as a writer? (2 paragraphs, 5–7 sentences minimum for

each question)

 

 

Lesson 1 41

n To read critically, and to question and challenge the information presented to you

n To use readings a models, because they can help you improve your writing

n To respond to readings in writing, especially in an online setting

Pages 43–44

As a reader, you have a lot to consider before you even begin an assignment. Active readers evaluate the title and author and think about what they know of the subject before they start. Such a critical approach to reading will help you engage with the material and give you sense of what to look for, because you’ll need to evaluate the information in front of you. Keep a pen, pencil, or highlighter handy to mark impor- tant passages and to annotate the text. Review Figure 3.1: “The Active Reading Process,” on page 44.

Page 44–48

Preview the text to familiarize yourself with an essay’s con- tent and organization. Check out the title and author, and read any headings or subheadings; review visuals as well. Read the introduction and conclusion to get a sense of the author’s main point. This section includes the essay “American Jerk: Be Civil, or I’ll Beat You to a Pulp,” by Todd Schwartz (pages 45–47), which is offered here as an opportu- nity to practice your previewing skills.

Pages 48–52

Figure out which ideas are important and which are less so by reading critically and responding to the text. Examine key elements such as thesis statement, support, and explanation. Highlight key points, but also record your thoughts and reac- tions alongside your notes. This will help you remember and form opinions about the reading. In this section, you’ll have

 

 

English Composition42

another opportunity to read Todd Schwartz’s essay “American Jerk: Be Civil, or I’ll Beat You to a Pulp” (pages 49–50), to practice your critical reading skills. You’ll also have an opportunity to learn how to annotate a reading assignment to identify

n Important points

n Places where you need further information

n Places where the author reveals his purpose for writing

n Passages that raise questions or that intrigue or puzzle you

n Ideas you agree or disagree with or that challenge you

Pages 52–60

Don’t just close your book and walk away! Review what you read immediately after you finish. Write a brief summary to check your understanding and draw a graphic organizer or outline of the essay to identify key elements. Figure 3.2 on page 54 and Figure 3.3 on page 55 offer examples of the for- mat to use for a graphic organizer. Compare your summary and outline to your notes to see if you have sufficient infor- mation to cover the main point and supporting evidence.

 

 

Lesson 1 43

Self-Check 9 1. Preview “American Jerk: Be Civil, or I’ll Beat You to a Pulp” by Todd Schwartz (pages 45–47).

n Complete Exercise 3.1, “Testing Recall after Previewing,” on page 47.

2. Read “American Jerk: Be Civil, or I’ll Beat You to a Pulp” (pages 49–50).

n Complete Exercise 3.2, “Practice with Annotating,” on page 51.

3. As described on page 51 of your textbook, annotate and highlight or underline the essay as

you read to identify

n Important points

n Places where you need further information

n Places where the author reveals his purpose for writing

n Passages that raise questions or that intrigue or puzzle you

n Ideas you agree or disagree with or that challenge you

4. Review “American Jerk: Be Civil, or I’ll Beat You to a Pulp” and complete the “Reading

Response Worksheet” on page 59. Use your annotations, notes, and questions to help.

Check your answers with those in the Answers section.

Pages 60–72

Writing about what you read will help you retain knowledge and develop a deeper understanding of the issues presented in a text. When you respond to a text, you’ll synthesize the author’s ideas with your own by

n Looking for useful information that you could apply or relate to other real-life situations

n Thinking beyond the reading and recalling other material you have read or events you have experienced that relate

n Using the key-word response method to generate ideas based on your initial reaction to the reading

 

 

English Composition44

ASSIGNMENT 5: THINKING CRITICALLY ABOUT TEXT AND VISUALS Read the following assignment in your study guide. Then, read Chapter 4 in your textbook. Be sure to complete the self-check before moving on to the next assignment.

Reading Highlights

Pages 74–88

To succeed not only in college, but also in your career, you need to develop the skills necessary to read and think criti- cally about texts, both written and visual. It’s important to understand what an author means, as well as what he or she writes, to determine if there’s more going on in a text than meets the eye. You need to make inferences, or reasonable

Self-Check 10 Read Will Oremus’s article “Superhero or Supervillain? If Science Gives People

Superpowers, Will They Use Them for Good or Evil?” on pages 65–68.

1. Complete “After Reading” on page 68.

2. Complete “Responding to the Reading” on page 68.

Read Karen Vaccaro’s “‘American Jerk’ How Rude! (but True)” on pages 70–72.

3. Complete “Analyzing the Writer’s Technique” on page 72.

4. Complete “Responding to the Reading” on page 72.

Check your answers with those in the Answers section.

 

 

Lesson 1 45

guesses based on the available facts and information, to draw logical connections between what the writer states and what he or she implies. You’ll need to look closely at the available evidence or note that there’s no evidence to support either the author’s points or your own inferences. Decide what that means for the information he or she is attempting to convey. You’ll need to distinguish facts from opinions to determine if you can rely upon the author, and you’ll need to analyze his or her language to ensure that you aren’t being manipulated by the clever use of connotations, figurative language, euphemisms, and doublespeak. Finally, consider the general- izations and assumptions the author makes: is there any reason at all to doubt the author’s claims? If you have doubts, you’ll want to check other more reliable sources.

Page 88–95

This section offers you some helpful tips on making sense of visuals, such as photographs or computer-generated images, as well as charts and graphs designed to illustrate relation- ships among observable datasets. For most readers, interpreting visuals poses two basic challenges. First, you may get stuck on a particularly engaging image; you can get distracted from the flow of the written text. Second, you may simply tend to skip over or ignore the image. Instead, you should stop, look, and reflect on the image consciously. Then, as you study the image, reflect on its message and how it relates to the text. Always assume that the image is there to enhance the author’s narrative. Table 4.2 on page 89 of your textbook provides some helpful guidelines for analyzing photographs.

When it comes to graphics such as charts, graphs, or com- plex tables and figures, readers may be inclined to scan the graphic without analyzing it. That’s not a good idea. A better idea can be illustrated by how you should read text material related to mathematics. When you get to an equation, stop. Study it until you actually understand what it means. Apply that same principle to tables, charts, and graphs. Table 4.3 on page 91 of your textbook offers a handy reference for understanding common types of graphics, while Table 4.4 on page 92 provides useful guidelines for analyzing graphics.

 

 

English Composition46

NOTE: Before moving on to Lesson 2, please complete the examination for Lesson 1. Journal entries 1 and 2 should now be complete.

Self-Check 11 1. Complete Exercise 4.1 on page 76. Respond to the three questions aimed at making reason-

able inferences about the author’s opinion and attitude, and about details that are particularly

revealing about Americans’ behavior.

HOW DOES YOUR POSITIONALITY BIAS YOUR EPISTEMOLOGY ?

Harsh Jain

Professor Will

ENG 120 – 2/21/19

How does your Positionality Bias your Epistemology?

I find it kind of ironic that everything we see, (<<< too casual) execute and do is not anything new or otherwise unique but rather a determinant of our own view and feelings of the situation. Personality (change to positionality) refers to the individual’s social and political setting which forms your identity in regard to race, gender, class, sexuality and ability status. Ideally, personality is how your identity controls and potentially prejudice our understanding of and outlook at words.

YOU NEED A THESIS ^^^

YOU NEED TO INTRODUCE TEXT AND AUTHOR ^^^

Takacs insists on the significance of knowing our very own personality as well as those of others. One of the outstanding (wrong grammer)importance about this is to encourage embracing of multiculturism among people from diverse culture (for example, in a classroom). In his work, he observes that when, for instance, students are let to express their perception on the fact that speaking English as a second language is a deficit, might bring out aspects that even their native speakers may not have learned in their entire life. (ADD MLA CITATION)  This individualizing of knowledge brings a better common understanding rather than coping up with the difference. Understanding how positionality affects epistemology is empowering because one realizes that they have a unique claim or take about the subject which no one can refute, and when we listen to each other, we recognize the uniqueness which may pose doubts on correctness of our own position as it may come out that our view is limited by our very own experiences. (ADD CITATION) Becoming aware of this make us interact with others and realize that our own personality makes us view the world in a skewed manner. Through giving others an ear, one gets to realize our thinking is constrained by our identity and experiences.

Knowledge cannot come while one intervenes, rather, it comes about as a construction of the mingling between an individual and the world. By examining our very own knowledge shaping processes, one is likely to adopt a habit of skepticism (apathy and cynicism) such as questioning our fidelity to knowledge sources including ourselves. Since positionality is a product of our own experiences, no one person has privilege over the other, every view stands and each person can be empowered to speak out. Each person can assess their empowerment and disempowerment, whether it holds or not and no judgment is leveled against them. This interaction helps better our understanding of each other and disowning the biased view of the world. (COMBINE WITH BODY 1 there is no new content in this para)

Feminism Theory Critique On Chapter 16-20.”Their Eyes Were Watching God”

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Prince – Personal Edition
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ZORA NEALE HURSTON

Their Eyes Were

Watching God

With a Foreword by Edwidge Danticat

 

 

To Henry Allen Moe

3/260

 

 

Contents

E-Book Extra

Janie’s Great Journey: A Reading Group Guide

Acknowledgments

Foreword by Edwidge Danticat

Foreword by Mary Helen Washington

1 Ships at a distance have every man’s wish on board.

2 Janie saw her life like a great tree in leaf…

4/260

 

 

3 There are years that ask questions and years that answer.

4 Long before the year was up, Janie noticed that her…

5 On the train the next day, Joe didn’t make many…

6 Every morning the world flung it- self over and exposed the…

7 The years took all the fight out of Janie’s face.

8 After that night Jody moved his things and slept in…

9 Joe’s funeral was the finest thing Orange County had ever…

10 One day Hezekiah asked off from work to go off…

5/260

 

 

11 Janie wanted to ask Hezekiah about Tea Cake, but she…

12 It was after the picnic that the town began to…

13 Jacksonville. Tea Cake’s letter had said Jacksonville. He had worked…

14 To Janie’s strange eyes, everything in the Everglades was big…

15 Janie learned what it felt like to be jealous. A…

16 The season closed and people went away like they had…

17 A great deal of the old crowd were back. But…

6/260

 

 

18 Since Tea Cake and Janie had friended with the Bahaman…

19 And then again Him-with-the- square-toes had gone…

20 Because they really loved Janie just a little less than…

Afterword by Henry Louis Gates, Jr.

About the Author

Books by Zora Neale Hurston

Credits

Copyright

About the Publisher

7/260

 

 

E-Book Extra

Janie’s Great Journey:

A Reading Group Guide

Their Eyes Were Watching God by Zora Neale Hurston

Introduction

In her award-winning autobiography, Dust Tracks on a Road(1942), Zora Neale Hurston claimed to have been born in Eatonville, Florida, in 1901. She was, in fact, born in Notasulga, Alabama, on January 7, 1891, the fifth child of John Hurston (farmer, carpenter, and Baptist preacher) and Lucy Ann Potts (school teacher). The author of numer- ous books, including Their Eyes Were Watching God, Jonah’s Gourd Vine, Mules and Men, and Moses, Man of the Mountain, Hurston had achieved fame and sparked controversy as a novelist, anthropologist, outspoken essayist, lecturer, and theatrical producer during her sixty- nine years. Hurston’s finest work of fiction appeared at a time when artistic and political statements—whether single sentences or book- length fictions—were peculiarly conflated. Many works of fiction were informed by purely political motives; political pronouncements

 

 

frequently appeared in polished literary prose. And Hurston’s own political statements, relating to racial issues or addressing national politics, did not ingratiate her with her black male contemporaries. The end result was that Their Eyes Were Watching God went out of print not long after its first appearance and remained out of print for nearly thirty years. Henry Louis Gates, Jr., has been one among many to ask: “How could the recipient of two Guggenheims and the author of four novels, a dozen short stories, two musicals, two books on black mythology, dozens of essays, and a prizewinning autobiography virtu- ally ‘disappear’ from her readership for three full decades?”

That question remains unanswered. The fact remains that every one of Hurston’s books went quickly out of print; and it was only through the determined efforts, in the 1970s, of Alice Walker, Robert Hemenway (Hurston’s biographer), Toni Cade Bambara, and other writers and scholars that all of her books are now back in print and that she has taken her rightful place in the pantheon of American authors.

In 1973, Walker, distressed that Hurston’s writings had been all but forgotten, found Hurston’s grave in the Garden of Heavenly Rest and installed a gravemarker. “After loving and teaching her work for a number of years,” Walker later reported, “I could not bear that she did not have a known grave.” The gravemarker now bears the words that Walker had inscribed there:

ZORA NEALE HURSTON

GENIUS OF THE SOUTH

NOVELIST FOLKLORIST ANTHROPOLOGIST

(1891-1960)

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Questions for Discussion

1. What kind of God are the eyes of Hurston’s characters watching? What is the nature of that God and of their watching? Do any of them question God?

2. What is the importance of the concept of horizon? How do Janie and each of her men widen her horizons? What is the significance of the novel’s final sentences in this regard?

3. How does Janie’s journey—from West Florida, to Eatonville, to the Everglades—represent her, and the novel’s increasing immersion in black culture and traditions? What elements of individual action and communal life characterize that immersion?

4. To what extent does Janie acquire her own voice and the ability to shape her own life? How are the two related? Does Janie’s telling her story to Pheoby in flashback undermine her ability to tell her story directly in her own voice?

5. What are the differences between the language of the men and that of Janie and the other women? How do the differences in language reflect the two groups’ approaches to life, power, relationships, and self-realization? How do the novel’s first two paragraphs point to these differences?

6. In what ways does Janie conform to or diverge from the assump- tions that underlie the men’s attitudes toward women? How would you explain Hurston’s depiction of violence toward women? Does the novel substantiate Janie’s statement that “Sometimes God gits familiar wid us womenfolks too and talks His inside business”?

7. What is the importance in the novel of the “signifyin’” and “playin’ de dozens” on the front porch of Joe’s store and elsewhere? What

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purpose do these stories, traded insults, exaggerations, and boasts have in the lives of these people? How does Janie counter them with her conjuring?

8. Why is adherence to received tradition so important to nearly all the people in Janie’s world? How does the community deal with those who are “different”?

9. After Joe Starks’s funeral, Janie realizes that “She had been getting ready for her great journey to the horizons in search of people; it was important to all the world that she should find them and they find her.” Why is this important “to all the world”? In what ways does Janie’s self-awareness depend on her increased awareness of others?

10. How important is Hurston’s use of vernacular dialect to our un- derstanding of Janie and the other characters and their way of life? What do speech patterns reveal about the quality of these lives and the nature of these communities? In what ways are “their tongues cocked and loaded, the only real weapon” of these people?

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Acknowledgments

The Estate of Zora Neale Hurston would like to thank those people who have worked so hard over the years in introducing new genera- tions of readers to the work of Zora Neale Hurston. We are indebted to Robert Hemenway, Alice Walker, and all the Modern Language Asso- ciation folks who helped usher in Zora’s rediscovery. We are also deeply appreciative of the hard work and support of our publisher, Cathy Hemming; our editor, Julia Serebrinsky; and our agent, Victoria Sanders, without whom this reissue would not have been possible.

 

 

Foreword

BY EDWIDGE DANTICAT

I “Ships at a distance have every man’s wish on board.” So begins Zora Neale Hurston’s brilliant novel about a woman’s search for her authentic self and for real love. At first it might seem contradictory that a work whose central character is the remarkably resolute and re- silient Janie Crawford should start with a dictum about “the life of men.” However, that is one of the many shrewd manifestations of Zora Neale Hurston’s enormous talents: her ability to render a world com- plete with its codes and disciplines within a few sentences, and then placing in that world her vision of how her people—the women and men of her own creation, her characters—function, triumph, and sur- vive. So off that metaphorically distant ship comes our heroine Janie Crawford, and suddenly we realize that she had been on her own sin- gular journey all along, her dreams “mocked to death by Time,” but never totally defeated. And since women “remember everything they don’t want to forget,” Janie Crawford recalls all the crucial moments of her life, from the time she first discovers that she is a “colored” little girl by searching for her face in a group photograph, to the moment she returns to Eatonville, Florida, from the Everglades, not swindled and deceived, as had been expected, but heartbroken, yet boldly defi- ant, after having toiled in the bean fields, survived a hurricane, and lost the man she loved.

 

 

Janie Crawford is able to retrace her steps, disembark from her own ship, come home, and remember, because she has been close to death but has lived a very full life. So in spite of the judgmental voices that greet her upon her return, in spite of the “mass cruelty” invoked by her prodigal status, Janie has earned the right to be the griot of her own tale, the heroine of her own quest, the “member” of her own remembering.

In the loose call-and-response structure that frames the nov- el—Janie’s friend Pheoby asks her to tell her where she has been, and Janie responds with the story that constitutes the book—Janie’s is an intimate audience of one. She entrusts her adventures to Pheoby to re- tell to others only if Pheoby chooses. (“You can tell ’em what Ah say if you wants to. Dat’s just de same as me ’cause mah tongue is in mah friend’s mouf.”) Janie is recounting her story as much to Pheoby as to herself. Her response to Pheoby’s call is at the same time an echo, much like the nymph Echo who retains only her voice after having lit- erally been torn apart. Hurston herself also becomes Janie’s echo by picking up the narrative thread in intervals, places where in real life, or in real time, Janie might have simply grown tired of talking. Much like the porch sitters at the beginning of the book who are the first to see Janie arrive, Janie, Pheoby, and Zora Neale Hurston form their own storytelling chain, and it is through their linking of voices that we are taken on this intimate yet communal journey that is Their Eyes Were Watching God.

II I have always been extremely proud to remind all who would listen that Zora Neale Hurston’s masterpiece, Their Eyes Were Watching God, was written, by her own account, in seven weeks, in my home- land, Haiti. I once made a complete fool of myself in front of a group of young women writers who had just created a book club and had

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gracefully invited me to their first meeting. Soon after the book club’s newly elected president announced that the first book they’d be read- ing would be Their Eyes Were Watching God, I intervened to declare, “Did you know that Zora wrote it in seven weeks in Haiti?”

I was hastily rebuffed by a curt “So?” from one of the members.

“So?” I replied, embarrassed. “Could you write a book like that in seven weeks?”

Of course Hurston’s own account of how long it took to compose the novel has been debated and contested. However, I am awed by her ability to have found the time during her anthropological travels and constant research in Haiti to produce a novel—at all. As a writer, I am amazed by the way she often managed to use the places and circum- stances she found herself in to create a room, a world, of her own. Even with the menace of pennilessness always looming, she somehow unearthed the solace, or perhaps the desperation, to write.

Many of my contemporaries, including myself, often com- plain—sometimes with book contracts in tow—about not having enough time, money, and space to write. Yet Zora battled to write and she did, knowing, as Janie Crawford must have also known, that “there is no agony like bearing an untold story inside you.” Thus, no matter how many times I have read this book, when Janie begins telling that untold story inside her, I am always doubly elated, both with the story itself and with the way in which it came to be. And so when I blurt out my favorite piece of Hurston trivia, I do it partially out of pride for her association with Haiti, but I also do it heeding Alice Walker’s extremely wise advice in her foreword to Robert E. He- menway’s literary biography of Hurston: “We are a People.” (And I in- clude all the international peoples of the African diaspora in this cat- egory.) “A People do not throw their geniuses away.”

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Fortunately, over the years, I have met very few active readers of my generation (born after 1960), writers and nonwriters alike, who would even consider throwing Zora away. Many of us can remember vividly our first encounter with her work, particularly Their Eyes Were Watching God. Because of the efforts of Ms. Walker and others, who valiantly reclaimed Zora for themselves and for all of us, we read Zora either in high school or in college classes, where her work is enthusi- astically taught by men and women—most of whom were much older than we were when they first read her—and still had the exuberance of a recent discovery, much as in the early days of a love affair, or a re- union with a friend long thought dead.

I first read Their Eyes Were Watching God in an elective black his- tory class at Clara Barton High School in Brooklyn, New York. The class was taught by a young teacher who conducted it during his lunch hour. There was not much reading for young adults about Zora and her work, so we struggled with the plot and the language with a lot of coaching from our teacher. Most of us were new immigrants to the United States and read Janie, Pheoby, and Tea Cake’s dialogue out loud with our heavy Creole accents, and managed to come away with only a glimmer of the brilliance of what we had read.

At times, feeling as if my lack of English had robbed me of precious narrative information, I would raise questions that went beyond the scope of the novel, and my teacher would become very excited, ap- plauding the fact that I was stretching my imagination way beyond the words in front of me, which is what all good readers are supposed to do. “Where was Tea Cake’s family?” I would ask. “And what did Janie’s friend Pheoby do while Janie was gone?”

I would later explore more purposefully deliberate questions about the book in a freshman English class at Barnard College, where Zora had also been a student in the 1920s. Hers were among the books in a

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glass case in the Barnard library that also highlighted other famous alumnae authors, including the poet, playwright, and novelist Ntozake Shange. Each time I walked by that glass case, I felt my dream of be- coming an author growing more and more attainable, partly because Zora and Ntozake were black women, like me.

“Zora has lived in my country,” I happily told one of my class- mates, “and now I am living in hers.” I liked to think that Zora was drawn to Haiti partly because of the many similarities between Haitian and Southern African-American culture. Zora was from an all-black town, run and governed by black people, and I was from a black re- public, where Frederick Douglass had resided and where Katherine Dunham had studied and danced. In Tell My Horse, Zora finds an equivalent for the cunning Brer Rabbit of the Uncle Remus stories in Haiti’s sly Ti Malis of popular lore. And in the rural belief that our dead will one day return to Ginen, Africa, she uncovered echoes of the strong convictions of many of those who were forced on board slave ships for points of no return.

There were so many things that I found familiar in Their Eyes Were Watching God: the dead-on orality in both the narration and dialogue; the communal gatherings on open porches at dusk; the in- timate storytelling (krik? krak!); the communal tall-tale sessions, both about real people who have erred (zen) and fictional folks who have hilariously blundered (blag). Her description of the elaborate burial of Janie’s pet mule reminded me of an incident that she detailed in Tell My Horse, in which Haitian president Antoine Simon ordered an elab- orate Catholic funeral at the national cathedral for his pet goat Simalo, something many Haitians would laugh about for years.

In class at Barnard, we gladly raised structural questions about Their Eyes Were Watching God. Was it a love story or an adventure story? We decided it could be both, as many other complex novels are.

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Besides, don’t adventures often include romance? And aren’t all excit- ing romances adventures?

We brought up issues that concerned us as young feminists and womanists. Was Janie Crawford a good female role model or was she solely defined by the men in her life? Many of us argued that Janie did not have to be a role model at all. She simply had to be a fully realized and complex character, which she was. She certainly manifested a will of her own in spite of the efforts of her grandmother and her two first husbands to dominate her, leaving her first husband when life with him grew unbearable, and taking off with Tea Cake against public opinion after the second husband died.

Why did Janie allow Tea Cake to beat her? Some of us thought that Hurston tried to envision characters who are neither too holy nor too evil. Her men and women are extremely nuanced, reflecting human strengths as well as frailties. If Tea Cake were too cruel, then Janie would not love him at all. If he were too uniformly pious, then rather than being her equal, as he was at work in the fields, he would be wor- shipped by her, and “all gods who receive homage are cruel. All gods dispense suffering without reasons…half gods are worshipped in wine and flowers. Real gods require blood.” In the end, Janie receives from Tea Cake the equivalent of all three—wine, flowers, and blood—and she becomes like a treasured relative whose love affair we could never wholeheartedly condone, but the source of which we could certainly understand. Tea Cake gives his life for Janie, and this, if nothing else, serves as some atonement for many of his sins.

In spite of Janie’s choices concerning Tea Cake, or perhaps because of them, she experiences more freedom than most women (certainly most poor women) of her time. And as much as she loves Tea Cake, she ultimately chooses to live and not to die with him, and her final act is not to follow him to the grave, but to bury him and return alone to a

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community that will not embrace and welcome her without first being given an explanation as to where she has been and what she has been through.

III For many decades and, hopefully, centuries to come, Their Eyes Were Watching God will probably be at the center of Zora Neale Hurston’s legacy as a novelist. Perhaps because it was written in such a short and, reportedly, emotionally charged period, this is a novel with an overpowering sense of exigency and urgency in its layered plot, swift pace, intricate narration, and in the raw anguish evoked by the con- flicting paths laid out for Janie Crawford as she attempts to survive her grandmother’s restricted vision of a black woman’s life and realize her own self-conceived liberation. Like all individual thinkers, Janie Crawford pays the price of exclusion for nonconformity, much like Hurston herself, who was accused of stereotyping the people she loved when she perhaps simply listened to them much more closely than others, and sought to reclaim and reclassify their voices.

The novel not only offers a penetrating view of Janie’s evolving thinking process, but we are also given plenty of insight into the mind- sets of those who would wish to condemn her. Janie, however, is never overly critical of her neighbors’ faultfinding reactions to her. She either ignores them entirely or pities them for never having left the safety of their town and never having lived and loved as deeply as she has.

Having survived all she has, Janie now has a deeper understanding of her own actions as well as a greater comprehension of human beha- vior in general.

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“It’s uh known fact, Pheoby, you got tuh go there tuh know there,” she explains to her friend. “Two things everybody’s got tuh do fuh theyselves…They got tuh go tuh God and they got tuh find out about livin’ fuh theyselves.”

Along with the classic conflict between an individual’s wishes and a community’s censure, there are many contemporary motifs in this novel, events that could have been easily plucked out of early-twenty- first-century headlines: loveless marriages; verbal and physical abuse; mercy killing, or a killing in self-defense, depending on how you inter- pret it; forbidden love; a public and passionate affair between a young- er man and an older woman from different stations in life. Many of the minor characters in the novel are vibrantly multicultural, from African Americans to Native Americans to the Caribbeans who live and work in the Everglades. (To this day, migrant labor and hurricanes remain very concrete elements of life in Florida.)

The influence of Zora’s work, particularly Their Eyes Were Watch- ing God, will continue to be felt for years in the works of many genera- tions of writers. For example, Janie Crawford shares a literary kinship with Celie of Alice Walker’s The Color Purple, whose eyes not only watch God, but whose words and letters, whose voice, speak directly to God.

Part of the reason Janie’s grandmother Nanny pushes her into a loveless marriage to Logan Killicks, her first husband, is that Nanny was born in slavery and had little choice over her own destiny. Nanny has craved small comforts, like sitting idly on a porch, and wants her granddaughter to have them, along with money and status, no matter what the emotional cost. What Nanny may not have considered is that Janie would have her own ideas of freedom. However, Nanny is also pained by a deferred dream of her own.

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Nanny confesses to young Janie, “Ah wanted to preach a great ser- mon about colored women sittin’ on high, but they wasn’t no pulpit for me.”

In Toni Morrison’s Beloved, Beloved’s grandmother Baby Suggs preaches the sermon Nanny never got to preach. Baby Suggs “became an unchurched preacher, one who visited pulpits.” However, her most- used pulpit was one that Baby Suggs created for herself, outdoors, in a clearing: “After situating herself on a huge flat-sided rock, Baby Suggs bowed her head and prayed silently…. Finally she called the women to her. ‘Cry,’ she told them. ‘For the living and for the dead. Just cry.’ And without covering their eyes the women let loose.”

What a difference it might have made to young Janie to have heard her grandmother preach that sermon, to have heard her Nanny say, as Baby Suggs did, “More than your life-holding womb and your life-giv- ing private parts…love your heart. For this is the prize.”

IV In the circular narration of Their Eyes Were Watching God, at the end of the book, a whole new life lies ahead, uncharted for a still relatively young Janie Crawford. She has told her story and has satisfied “that oldest human longing—self-revelation.” And now she must go on.

We know that Janie will never forget Tea Cake. Not only did she love him very deeply, but her life and travels with him have opened up her world and her heart in irreversible ways. However, we get hints that Janie will continue to live on her own uncompromising terms, for even as she has lost her beloved, she has also discovered many deeper layers of herself.

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“Now, dat’s how everything wuz, Pheoby, jus’ lak Ah told yuh,” she says to her friend as she prepares to wrap up her story. “So Ah’m back home agin and Ah’m satisfied tuh be heah. Ah done been to de horizon and back and now Ah kin set heah in mah house and live by comparisons.”

Janie’s life, by comparison, might seem more turbulent than most. However, both her past and her future can best be characterized by the way she describes her love for Tea Cake at the end of the book. Not like a “grindstone” that is the same everywhere and has the same effect on everything it touches, but like the sea, the sea of distant ships with every man’s wish on board, the powerful moving sea that “takes its shape from de shore it meets,” and is “different with every shore.”

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Foreword

In 1987, the fiftieth anniversary of the first publication of Their Eyes Were Watching God, the University of Illinois Press inserted a banner in the lower right-hand corner of the cover of their anniversary reprint edition: “1987/50th Anniversary—STILL A BESTSELLER!” The back cover, using a quote from the Saturday Review by Doris Grumbach, proclaimed Their Eyes, “the finest black novel of its time” and “one of the finest of all time.” Zora Neale Hurston would have been shocked and pleased, I believe, at this stunning reversal in the reception of her second novel, which for nearly thirty years after its first publication was out of print, largely unknown and unread, and dismissed by the male literary establishment in subtle and not so subtle ways. One white reviewer in 1937 praised the novel in the Saturday Review as a “rich and racy love story, if somewhat awkward,” but had difficulty be- lieving that such a town as Eatonville, “inhabited and governed en- tirely by Negroes,” could be real.

Black male critics were much harsher in their assessments of the novel. From the beginning of her career, Hurston was severely criti- cized for not writing fiction in the protest tradition. Sterling Brown said in 1936 of her earlier book Mules and Men that it was not bitter enough, that it did not depict the harsher side of black life in the South, that Hurston made black southern life appear easygoing and carefree. Alain Locke, dean of black scholars and critics during the

 

 

Harlem Renaissance, wrote in his yearly review of the literature for Opportunity magazine that Hurston’s Their Eyes was simply out of step with the more serious trends of the times. When, he asks, will Hurston stop creating “these pseudo-primitives whom the reading public still loves to laugh with, weep over, and envy,” and “come to grips with the motive fiction and social document fiction?” The most damaging critique of all came from the most well-known and influen- tial black writer of the day, Richard Wright. Writing for the leftist magazine New Masses, Wright excoriated Their Eyes as a novel that did for literature what the minstrel shows did for theater, that is, make white folks laugh. The novel, he said, “carries no theme, no message, no thought,” but exploited those “quaint” aspects of Negro life that satisfied the tastes of a white audience. By the end of the forties, a dec- ade dominated by Wright and by the stormy fiction of social realism, the quieter voice of a woman searching for self-realization could not, or would not, be heard.

Like most of my friends and colleagues who were teaching in the newly formed Black Studies departments in the late sixties, I can still recall quite vividly my own discovery of Their Eyes. Somewhere around 1968, in one of the many thriving black bookstores in the country—this one, Vaughn’s Book Store, was in Detroit—I came across the slender little paperback (bought for 75¢) with a stylized portrait of Janie Crawford and Jody Starks on the cover—she pumping water at the well, her long hair cascading down her back, her head turned just slightly in his direction with a look of longing and expectancy; he, standing at a distance in his fancy silk shirt and purple suspenders, his coat over one arm, his head cocked to one side, with the look that speaks to Janie of far horizons.

What I loved immediately about this novel besides its high poetry and its female hero was its investment in black folk traditions. Here, finally, was a woman on a quest for her own identity and, unlike so

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many other questing figures in black literature, her journey would take her, not away from, but deeper and deeper into blackness, the descent into the Everglades with its rich black soil, wild cane, and communal life representing immersion into black traditions. But for most black women readers discovering Their Eyes for the first time, what was most compelling was the figure of Janie Crawford—powerful, articulate, self-reliant, and radically different from any woman charac- ter they had ever before encountered in literature. Andrea Rushing, then an instructor in the Afro-American Studies Department at Har- vard, remembers reading Their Eyes in a women’s study group with Nellie McKay, Barbara Smith, and Gail Pemberton. “I loved the lan- guage of this book,” Rushing says, “but mostly I loved it because it was about a woman who wasn’t pathetic, wasn’t a tragic mulatto, who de- fied everything that was expected of her, who went off with a man without bothering to divorce the one she left and wasn’t broken, crushed, and run down.”

The reaction of women all across the country who found them- selves so powerfully represented in a literary text was often direct and personal. Janie and Tea Cake were talked about as though they were people the readers knew intimately. Sherley Anne Williams remem- bers going down to a conference in Los Angeles in 1969 where the main speaker, Toni Cade Bambara, asked the women in the audience, “Are the sisters here ready for Tea Cake?” And Williams, remembering that even Tea Cake had his flaws, responded, “Are the Tea Cakes of the world ready for us?” Williams taught Their Eyes for the first time at Cal State Fresno, in a migrant farming area where the students, like the characters in Their Eyes, were used to making their living from the land. “For the first time,” Williams says, “they saw themselves in these characters and they saw their lives portrayed with joy.” Rushing’s comment on the female as hero and Williams’s story about the joyful portrayal of a culture together epitomize what critics would later see as

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the novel’s unique contribution to black literature: it affirms black cul- tural traditions while revising them to empower black women.

By 1971, Their Eyes was an underground phenomenon, surfacing here and there, wherever there was a growing interest in African- American studies—and a black woman literature teacher. Alice Walker was teaching the novel at Wellesley in the 1971–72 school year when she discovered that Hurston was only a footnote in the scholarship. Reading in an essay by a white folklorist that Hurston was buried in an unmarked grave, Walker decided that such a fate was an insult to Hur- ston and began her search for the grave to put a marker on it. In a per- sonal essay, “In Search of Zora Neale Hurston,” written for Ms. magazine, Walker describes going to Florida and searching through waist-high weeds to find what she thought was Hurston’s grave and laying on it a marker inscribed “Zora Neale Hurston/’A Genius of the South’/Novelist/Folklorist/Anthropologist/1901–1960.” With that in- scription and that essay, Walker ushered in a new era in the scholar- ship on Their Eyes Were Watching God.

By 1975, Their Eyes, again out of print, was in such demand that a petition was circulated at the December 1975 convention of the Modern Language Association (MLA) to get the novel back into print. In that same year at a conference on minority literature held at Yale and directed by Michael Cooke, the few copies of Their Eyes that were available were circulated for two hours at a time to conference parti- cipants, many of whom were reading the novel for the first time. In March of 1977, when the MLA Commission on Minority Groups and the Study of Language and Literature published its first list of out of print books most in demand at a national level, the program coordin- ator, Dexter Fisher, wrote: “Their Eyes Were Watching God is unan- imously at the top of the list.”

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Between 1977 and 1979 the Zora Neale Hurston renaissance was in full bloom. Robert Hemenway’s biography, Zora Neale Hurston: A Literary Biography, published in 1977, was a runaway bestseller at the December 1977 MLA convention. The new University of Illinois Press edition of Their Eyes, published a year after the Hemenway bio- graphy in March of 1978, made the novel available on a steady and de- pendable basis for the next ten years. I Love Myself When I Am Laughing…And Then Again When I Am Looking Mean and Impress- ive: A Zora Neale Hurston Reader, edited by Alice Walker, was pub- lished by the Feminist Press in 1979. Probably more than anything else, these three literary events made it possible for serious Hurston scholarship to emerge.

But the event that for me truly marked the beginning of the third wave of critical attention to Their Eyes took place in December 1979 at the MLA convention in San Francisco in a session aptly titled “Tradi- tions and Their Transformations in Afro-American Letters,” chaired by Robert Stepto of Yale with John Callahan of Lewis and Clark Col- lege and myself (then at the University of Detroit) as the two panelists. Despite the fact that the session was scheduled on Sunday morning, the last session of the entire convention, the room was packed and the audience unusually attentive. In his comments at the end of the ses- sion, Stepto raised the issue that has become one of the most highly controversial and hotly contested aspects of the novel: whether or not Janie is able to achieve her voice in Their Eyes. What concerned Stepto was the courtroom scene in which Janie is called on not only to preserve her own life and liberty but also to make the jury, as well as all of us who hear her tale, understand the meaning of her life with Tea Cake. Stepto found Janie curiously silent in this scene, with Hurston telling the story in omniscient third person so that we do not hear Janie speak—at least not in her own first-person voice. Stepto was quite convinced (and convincing) that the frame story in which Janie speaks to Pheoby creates only the illusion that Janie has found her

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voice, that Hurston’s insistence on telling Janie’s story in the third person undercuts her power as speaker. While the rest of us in the room struggled to find our voices, Alice Walker rose and claimed hers, insisting passionately that women did not have to speak when men thought they should, that they would choose when and where they wish to speak because while many women had found their own voices, they also knew when it was better not to use it. What was most re- markable about the energetic and at times heated discussion that fol- lowed Stepto’s and Walker’s remarks was the assumption of everyone in that room that Their Eyes was a shared text, that a novel that just ten years earlier was unknown and unavailable had entered into critic- al acceptance as perhaps the most widely known and the most priv- ileged text in the African-American literary canon.

That MLA session was important for another reason. Walker’s de- fense of Janie’s choice (actually Hurston’s choice) to be silent in the crucial places in the novel turned out to be the earliest feminist read- ing of voice in Their Eyes, a reading that was later supported by many other Hurston scholars. In a recent essay on Their Eyes, and the ques- tion of voice, Michael Awkward argues that Janie’s voice at the end of the novel is a communal one, that when she tells Pheoby to tell her story (“You can tell’em what Ah say if you wants to. Dat’s just de same as me ’cause mah tongue is in mah fiend’s mout”) she is choosing a collective rather than an individual voice, demonstrating her closeness to the collective spirit of the African-American oral tradition. Thad Davis agrees with this reading of voice, adding that while Janie is the teller of the tale, Pheoby is the bearer of the tale. Davis says that Janie’s experimental life may not allow her to effect changes beyond what she causes in Pheoby’s life; but Pheoby, standing within the tra- ditional role of women, is the one most suited to take the message back to the community.

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Although, like Stepto, I too am uncomfortable with the absence of Janie’s voice in the courtroom scene, I think that silence reflects Hur- ston’s discomfort with the model of the male hero who asserts himself through his powerful voice. When Hurston chose a female hero for the story she faced an interesting dilemma: the female presence was in- herently a critique of the male-dominated folk culture and therefore could not be its heroic representative. When Janie says at the end of her story that “talkin’ don’t amount to much” if it’s divorced from ex- perience, she is testifying to the limitations of voice and critiquing the culture that celebrates orality to the exclusion of inner growth. Her fi- nal speech to Pheoby at the end of Their Eyes actually casts doubt on the relevance of oral speech and supports Alice Walker’s claim that women’s silence can be intentional and useful:

’Course, talkin’ don’t amount tuh uh hill uh beans when yuh can’t do nothin’ else…Pheoby, you got tuh go there tuh know there. Yo papa and yo mama and nobody else can’t tell yuh and show yuh. Two things everybody’s got tuh do fuh theyselves. They got tuh go tuh God, and they got tuh find out about livin’ fuh theyselves.

The language of the men in Their Eyes is almost always divorced from any kind of interiority, and the men are rarely shown in the pro- cess of growth. Their talking is either a game or a method of exerting power. Janie’s life is about the experience of relationships, and while Jody and Tea Cake and all the other talking men are essentially static characters, Janie and Pheoby pay closer attention to their own inner life—to experience—because it is the site for growth.

If there is anything the outpouring of scholarship on Their Eyes teaches us, it is that this is a rich and complicated text and that each generation of readers will bring something new to our understanding of it. If we were protective of this text and unwilling to subject it to

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literary analysis during the first years of its rebirth, that was because it was a beloved text for those of us who discovered in it something of our own experiences, our own language, our own history. In 1989, I find myself asking new questions about Their Eyes—questions about Hurston’s ambivalence toward her female protagonist, about its un- critical depiction of violence toward women, about the ways in which Janie’s voice is dominated by men even in passages that are about her own inner growth. In Their Eyes, Hurston has not given us an unam- biguously heroic female character. She puts Janie on the track of autonomy, self-realization, and independence, but she also places Janie in the position of romantic heroine as the object of Tea Cake’s quest, at times so subordinate to the magnificent presence of Tea Cake that even her interior life reveals more about him than about her. What Their Eyes shows us is a woman writer struggling with the prob- lem of the questing hero as woman and the difficulties in 1937 of giv- ing a woman character such power and such daring.

Because Their Eyes has been in print continuously since 1978, it has become available each year to thousands of new readers. It is taught in colleges all over the country, and its availability and popular- ity have generated two decades of the highest level of scholarship. But I want to remember the history that nurtured this text into rebirth, es- pecially the collective spirit of the sixties and seventies that galvanized us into political action to retrieve the lost works of black women writers. There is lovely symmetry between text and context in the case of Their Eyes: as Their Eyes affirms and celebrates black culture it re- flects that same affirmation of black culture that rekindled interest in the text; Janie telling her story to listening woman friend, Pheoby, suggests to me all those women readers who discovered their own tale in Janie’s story and passed it on from one to another; and certainly, as the novel represents a woman redefining and revising a male-domin- ated canon, these readers have, like Janie, made their voices heard in

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the world of letters, revising the canon while asserting their proper place in it.

MARY HELEN WASHINGTON

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1

Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, nev- er out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men.

Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget. The dream is the truth. Then they act and do things accordingly.

So the beginning of this was a woman and she had come back from burying the dead. Not the dead of sick and ailing with friends at the pillow and the feet. She had come back from the sodden and the bloated; the sudden dead, their eyes flung wide open in judgment.

The people all saw her come because it was sundown. The sun was gone, but he had left his footprints in the sky. It was the time for sit- ting on porches beside the road. It was the time to hear things and talk. These sitters had been tongueless, earless, eyeless conveniences all day long. Mules and other brutes had occupied their skins. But now, the sun and the bossman were gone, so the skins felt powerful and human. They became lords of sounds and lesser things. They passed nations through their mouths. They sat in judgment.

Seeing the woman as she was made them remember the envy they had stored up from other times. So they chewed up the back parts of their minds and swallowed with relish. They made burning statements with questions, and killing tools out of laughs. It was mass cruelty. A mood come alive. Words walking without masters; walking altogether like harmony in a song.

 

 

“What she doin’ coming back here in dem overhalls? Can’t she find no dress to put on?—Where’s dat blue satin dress she left here in?—Where all dat money her husband took and died and left her?—What dat ole forty year ole ’oman doin’ wid her hair swingin’ down her back lak some young gal?—Where she left dat young lad of a boy she went off here wid?—Thought she was going to marry?—Where he left her?—What he done wid all her money?—Betcha he off wid some gal so young she ain’t even got no hairs—why she don’t stay in her class?—”

When she got to where they were she turned her face on the bander log and spoke. They scrambled a noisy “good evenin’ ” and left their mouths setting open and their ears full of hope. Her speech was pleasant enough, but she kept walking straight on to her gate. The porch couldn’t talk for looking.

The men noticed her firm buttocks like she had grapefruits in her hip pockets; the great rope of black hair swinging to her waist and un- raveling in the wind like a plume; then her pugnacious breasts trying to bore holes in her shirt. They, the men, were saving with the mind what they lost with the eye. The women took the faded shirt and muddy overalls and laid them away for remembrance. It was a weapon against her strength and if it turned out of no significance, still it was a hope that she might fall to their level some day.

But nobody moved, nobody spoke, nobody even thought to swal- low spit until after her gate slammed behind her.

Pearl Stone opened her mouth and laughed real hard because she didn’t know what else to do. She fell all over Mrs. Sumpkins while she laughed. Mrs. Sumpkins snorted violently and sucked her teeth.

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“Humph! Y’all let her worry yuh. You ain’t like me. Ah ain’t got her to study ’bout. If she ain’t got manners enough to stop and let folks know how she been makin’ out, let her g’wan!”

“She ain’t even worth talkin’ after,” Lulu Moss drawled through her nose. “She sits high, but she looks low. Dat’s what Ah say ’bout dese ole women runnin’ after young boys.”

Pheoby Watson hitched her rocking chair forward before she spoke. “Well, nobody don’t know if it’s anything to tell or not. Me, Ah’m her best friend, and Ah don’t know.”

“Maybe us don’t know into things lak you do, but we all know how she went ’way from here and us sho seen her come back. ’Tain’t no use in your tryin’ to cloak no ole woman lak Janie Starks, Pheoby, friend or no friend.”

“At dat she ain’t so ole as some of y’all dat’s talking.”

“She’s way past forty to my knowledge, Pheoby.”

“No more’n forty at de outside.”

“She’s ’way too old for a boy like Tea Cake.”

“Tea Cake ain’t been no boy for some time. He’s round thirty his ownself.”

“Don’t keer what it was, she could stop and say a few words with us. She act like we done done something to her,” Pearl Stone com- plained. “She de one been doin’ wrong.”

“You mean, you mad ’cause she didn’t stop and tell us all her busi- ness. Anyhow, what you ever know her to do so bad as y’all make out?

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The worst thing Ah ever knowed her to do was taking a few years offa her age and dat ain’t never harmed nobody. Y’all makes me tired. De way you talkin’ you’d think de folks in dis town didn’t do nothin’ in de bed ’cept praise de Lawd. You have to ’scuse me, ’cause Ah’m bound to go take her some supper.” Pheoby stood up sharply.

“Don’t mind us,” Lulu smiled, “just go right ahead, us can mind yo’ house for you till you git back. Mah supper is done. You bettah go see how she feel. You kin let de rest of us know.”

“Lawd,” Pearl agreed, “Ah done scorched-up dat lil meat and bread too long to talk about. Ah kin stay ’way from home long as Ah please. Mah husband ain’t fussy.”

“Oh, er, Pheoby, if youse ready to go, Ah could walk over dere wid you,” Mrs. Sumpkins volunteered. “It’s sort of duskin’ down dark. De booger man might ketch yuh.”

“Naw, Ah thank yuh. Nothin’ couldn’t ketch me dese few steps Ah’m goin’. Anyhow mah husband tell me say no first class booger would have me. If she got anything to tell yuh, you’ll hear it.”

Pheoby hurried on off with a covered bowl in her hands. She left the porch pelting her back with unasked questions. They hoped the answers were cruel and strange. When she arrived at the place, Pheoby Watson didn’t go in by the front gate and down the palm walk to the front door. She walked around the fence corner and went in the intim- ate gate with her heaping plate of mulatto rice. Janie must be round that side.

She found her sitting on the steps of the back porch with the lamps all filled and the chimneys cleaned.

“Hello, Janie, how you comin’?”

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“Aw, pretty good, Ah’m tryin’ to soak some uh de tiredness and de dirt outa mah feet.” She laughed a little.

“Ah see you is. Gal, you sho looks good. You looks like youse yo’ own daughter.” They both laughed. “Even wid dem overhalls on, you shows yo’ womanhood.”

“G’wan! G’wan! You must think Ah brought yuh somethin’. When Ah ain’t brought home a thing but mahself.”

“Dat’s a gracious plenty. Yo’ friends wouldn’t want nothin’ better.”

“Ah takes dat flattery offa you, Pheoby, ’cause Ah know it’s from de heart.” Janie extended her hand. “Good Lawd, Pheoby! ain’t you never goin’ tuh gimme dat lil rations you brought me? Ah ain’t had a thing on mah stomach today exceptin’ mah hand.” They both laughed easily. “Give it here and have a seat.”

“Ah knowed you’d be hongry. No time to be huntin’ stove wood after dark. Mah mulatto rice ain’t so good dis time. Not enough bacon grease, but Ah reckon it’ll kill hongry.”

“Ah’ll tell you in a minute,” Janie said, lifting the cover. “Gal, it’s too good! you switches a mean fanny round in a kitchen.”

“Aw, dat ain’t much to eat, Janie. But Ah’m liable to have something sho nuff good tomorrow, ’cause you done come.”

Janie ate heartily and said nothing. The varicolored cloud dust that the sun had stirred up in the sky was settling by slow degrees.

“Here, Pheoby, take yo’ ole plate. Ah ain’t got a bit of use for a empty dish. Dat grub sho come in handy.”

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Pheoby laughed at her friend’s rough joke. “Youse just as crazy as you ever was.”

“Hand me dat wash-rag on dat chair by you, honey. Lemme scrub mah feet.” She took the cloth and rubbed vigorously. Laughter came to her from the big road.

“Well, Ah see Mouth-Almighty is still sittin’ in de same place. And Ah reckon they got me up in they mouth now.”

“Yes indeed. You know if you pass some people and don’t speak tuh suit ’em dey got tuh go way back in yo’ life and see whut you ever done. They know mo’ ’bout yuh than you do yo’ self. An envious heart makes a treacherous ear. They done ‘heard’ ’bout you just what they hope done happened.”

“If God don’t think no mo’ ’bout ’em then Ah do, they’s a lost ball in de high grass.”

“Ah hears what they say ’cause they just will collect round mah porch ’cause it’s on de big road. Mah husband git so sick of ’em some- time he makes ’em all git for home.”

“Sam is right too. They just wearin’ out yo’ sittin’ chairs.”

“Yeah, Sam say most of ’em goes to church so they’ll be sure to rise in Judgment. Dat’s de day dat every secret is s’posed to be made known. They wants to be there and hear it all.”

“Sam is too crazy! You can’t stop laughin’ when youse round him.”

“Uuh hunh. He says he aims to be there hisself so he can find out who stole his corn-cob pipe.”

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“Pheoby, dat Sam of your’n just won’t quit! Crazy thing!”

“Most of dese zigaboos is so het up over yo’ business till they liable to hurry theyself to Judgment to find out about you if they don’t soon know. You better make haste and tell ’em ’bout you and Tea Cake git- tin’ married, and if he taken all yo’ money and went off wid some young gal, and where at he is now and where at is all yo’ clothes dat you got to come back here in overhalls.”

“Ah don’t mean to bother wid tellin’ ’em nothin’, Pheoby. ’Tain’t worth de trouble. You can tell ’em what Ah say if you wants to. Dat’s just de same as me ’cause mah tongue is in mah friend’s mouf.”

“If you so desire Ah’ll tell ’em what you tell me to tell ’em.”

“To start off wid, people like dem wastes up too much time puttin’ they mouf on things they don’t know nothin’ about. Now they got to look into me loving Tea Cake and see whether it was done right or not! They don’t know if life is a mess of corn-meal dumplings, and if love is a bed-quilt!”

“So long as they get a name to gnaw on they don’t care whose it is, and what about, ’specially if they can make it sound like evil.”

“If they wants to see and know, why they don’t come kiss and be kissed? Ah could then sit down and tell ’em things. Ah been a delegate to de big ’ssociation of life. Yessuh! De Grand Lodge, de big convention of livin’ is just where Ah been dis year and a half y’all ain’t seen me.”

They sat there in the fresh young darkness close together. Pheoby eager to feel and do through Janie, but hating to show her zest for fear it might be thought mere curiosity. Janie full of that oldest human longing—self-revelation. Pheoby held her tongue for a long time, but she couldn’t help moving her feet. So Janie spoke.

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“They don’t need to worry about me and my overhalls long as Ah still got nine hundred dollars in de bank. Tea Cake got me into wearing ’em—following behind him. Tea Cake ain’t wasted up no money of mine, and he ain’t left me for no young gal, neither. He give me every consolation in de world. He’d tell ’em so too, if he was here. If he wasn’t gone.”

Pheoby dilated all over with eagerness, “Tea Cake gone?”

“Yeah, Pheoby, Tea Cake is gone. And dat’s de only reason you see me back here—cause Ah ain’t got nothing to make me happy no more where Ah was at. Down in the Everglades there, down on the muck.”

“It’s hard for me to understand what you mean, de way you tell it. And then again Ah’m hard of understandin’ at times.”

“Naw, ’tain’t nothin’ lak you might think. So ’tain’t no use in me telling you somethin’ unless Ah give you de understandin’ to go ’long wid it. Unless you see de fur, a mink skin ain’t no different from a coon hide. Looka heah, Pheoby, is Sam waitin’ on you for his supper?”

“It’s all ready and waitin’. If he ain’t got sense enough to eat it, dat’s his hard luck.”

“Well then, we can set right where we is and talk. Ah got the house all opened up to let dis breeze get a little catchin’.

“Pheoby, we been kissin’-friends for twenty years, so Ah depend on you for a good thought. And Ah’m talking to you from dat standpoint.”

Time makes everything old so the kissing, young darkness became a monstropolous old thing while Janie talked.

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2

Janie saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.

“Ah know exactly what Ah got to tell yuh, but it’s hard to know where to start at.

“Ah ain’t never seen mah papa. And Ah didn’t know ’im if Ah did. Mah mama neither. She was gone from round dere long before Ah wuz big enough tuh know. Mah grandma raised me. Mah grandma and de white folks she worked wid. She had a house out in de back-yard and dat’s where Ah wuz born. They was quality white folks up dere in West Florida. Named Washburn. She had four gran’chillun on de place and all of us played together and dat’s how come Ah never called mah Grandma nothin’ but Nanny, ’cause dat’s what everybody on de place called her. Nanny used to ketch us in our devilment and lick every youngun on de place and Mis’ Washburn did de same. Ah reckon dey never hit us ah lick amiss ’cause dem three boys and us two girls wuz pretty aggravatin’, Ah speck.

“Ah was wid dem white chillun so much till Ah didn’t know Ah wuzn’t white till Ah was round six years old. Wouldn’t have found it out then, but a man come long takin’ pictures and without askin’ any- body, Shelby, dat was de oldest boy, he told him to take us. Round a week later de man brought de picture for Mis’ Washburn to see and pay him which she did, then give us all a good lickin’.

 

 

“So when we looked at de picture and everybody got pointed out there wasn’t nobody left except a real dark little girl with long hair standing by Eleanor. Dat’s where Ah wuz s’posed to be, but Ah couldn’t recognize dat dark chile as me. So Ah ast, ‘where is me? Ah don’t see me.’

“Everybody laughed, even Mr. Washburn. Miss Nellie, de Mama of de chillun who come back home after her husband dead, she pointed to de dark one and said, ‘Dat’s you, Alphabet, don’t you know yo’ ownself?’

“Dey all useter call me Alphabet ’cause so many people had done named me different names. Ah looked at de picture a long time and seen it was mah dress and mah hair so Ah said:

“ ‘Aw, aw! Ah’m colored!’

“Den dey all laughed real hard. But before Ah seen de picture Ah thought Ah wuz just like de rest.

“Us lived dere havin’ fun till de chillun at school got to teasin’ me ’bout livin’ in de white folks’ back-yard. Dere wuz uh knotty head gal name Mayrella dat useter git mad every time she look at me. Mis’ Washburn useter dress me up in all de clothes her gran’chillun didn’t need no mo’ which still wuz better’n whut de rest uh de colored chillun had. And then she useter put hair ribbon on mah head fuh me tuh wear. Dat useter rile Mayrella uh lot. So she would pick at me all de time and put some others up tuh do de same. They’d push me ’way from de ring plays and make out they couldn’t play wid nobody dat lived on premises. Den they’d tell me not to be takin’ on over mah looks ’cause they mama told ’em ’bout de hound dawgs huntin’ mah papa all night long. ’Bout Mr. Washburn and de sheriff puttin’ de bloodhounds on de trail tuh ketch mah papa for whut he done tuh

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mah mama. Dey didn’t tell about how he wuz seen tryin’ tuh git in touch wid mah mama later on so he could marry her. Naw, dey didn’t talk dat part of it atall. Dey made it sound real bad so as tuh crumple mah feathers. None of ’em didn’t even remember whut his name wuz, but dey all knowed de bloodhound part by heart. Nanny didn’t love tuh see me wid mah head hung down, so she figgered it would be mo’ better fuh me if us had uh house. She got de land and everything and then Mis’ Washburn helped out uh whole heap wid things.”

Pheoby’s hungry listening helped Janie to tell her story. So she went on thinking back to her young years and explaining them to her friend in soft, easy phrases while all around the house, the night time put on flesh and blackness.

She thought awhile and decided that her conscious life had com- menced at Nanny’s gate. On a late afternoon Nanny had called her to come inside the house because she had spied Janie letting Johnny Taylor kiss her over the gatepost.

It was a spring afternoon in West Florida. Janie had spent most of the day under a blossoming pear tree in the back-yard. She had been spending every minute that she could steal from her chores under that tree for the last three days. That was to say, ever since the first tiny bloom had opened. It had called her to come and gaze on a mystery. From barren brown stems to glistening leaf-buds; from the leaf-buds to snowy virginity of bloom. It stirred her tremendously. How? Why? It was like a flute song forgotten in another existence and remembered again. What? How? Why? This singing she heard that had nothing to do with her ears. The rose of the world was breathing out smell. It fol- lowed her through all her waking moments and caressed her in her sleep. It connected itself with other vaguely felt matters that had struck her outside observation and buried themselves in her flesh. Now they emerged and quested about her consciousness.

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She was stretched on her back beneath the pear tree soaking in the alto chant of the visiting bees, the gold of the sun and the panting breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing bee sink into the sanctum of a bloom; the thousand sister-calyxes arch to meet the love embrace and the ecstatic shiver of the tree from root to tiniest branch creaming in every blossom and frothing with delight. So this was a marriage! She had been summoned to behold a revelation. Then Janie felt a pain remorseless sweet that left her limp and languid.

After a while she got up from where she was and went over the little garden field entire. She was seeking confirmation of the voice and vision, and everywhere she found and acknowledged answers. A personal answer for all other creations except herself. She felt an an- swer seeking her, but where? When? How? She found herself at the kitchen door and stumbled inside. In the air of the room were flies tumbling and singing, marrying and giving in marriage. When she reached the narrow hallway she was reminded that her grandmother was home with a sick headache. She was lying across the bed asleep so Janie tipped on out of the front door. Oh to be a pear tree—any tree in bloom! With kissing bees singing of the beginning of the world! She was sixteen. She had glossy leaves and bursting buds and she wanted to struggle with life but it seemed to elude her. Where were the singing bees for her? Nothing on the place nor in her grandma’s house answered her. She searched as much of the world as she could from the top of the front steps and then went on down to the front gate and leaned over to gaze up and down the road. Looking, waiting, breathing short with impatience. Waiting for the world to be made.

Through pollinated air she saw a glorious being coming up the road. In her former blindness she had known him as shiftless Johnny Taylor, tall and lean. That was before the golden dust of pollen had be- glamored his rags and her eyes.

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In the last stages of Nanny’s sleep, she dreamed of voices. Voices far-off but persistent, and gradually coming nearer. Janie’s voice. Janie talking in whispery snatches with a male voice she couldn’t quite place. That brought her wide awake. She bolted upright and peered out of the window and saw Johnny Taylor lacerating her Janie with a kiss.

“Janie!”

The old woman’s voice was so lacking in command and reproof, so full of crumbling dissolution,—that Janie half believed that Nanny had not seen her. So she extended herself outside of her dream and went inside of the house. That was the end of her childhood.

Nanny’s head and face looked like the standing roots of some old tree that had been torn away by storm. Foundation of ancient power that no longer mattered. The cooling palma christi leaves that Janie had bound about her grandma’s head with a white rag had wilted down and become part and parcel of the woman. Her eyes didn’t bore and pierce. They diffused and melted Janie, the room and the world into one comprehension.

“Janie, youse uh ’oman, now, so—”

“Naw, Nanny, naw Ah ain’t no real ’oman yet.”

The thought was too new and heavy for Janie. She fought it away.

Nanny closed her eyes and nodded a slow, weary affirmation many times before she gave it voice.

“Yeah, Janie, youse got yo’ womanhood on yuh. So Ah mout ez well tell yuh whut Ah been savin’ up for uh spell. Ah wants to see you mar- ried right away.”

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“Me, married? Naw, Nanny, no ma’am! Whut Ah know ’bout uh husband?”

“Whut Ah seen just now is plenty for me, honey, Ah don’t want no trashy nigger, no breath-and-britches, lak Johnny Taylor usin’ yo’ body to wipe his foots on.”

Nanny’s words made Janie’s kiss across the gatepost seem like a manure pile after a rain.

“Look at me, Janie. Don’t set dere wid yo’ head hung down. Look at yo’ ole grandma!” Her voice began snagging on the prongs of her feel- ings. “Ah don’t want to be talkin’ to you lak dis. Fact is Ah done been on mah knees to mah Maker many’s de time askin’ please—for Him not to make de burden too heavy for me to bear.”

“Nanny, Ah just—Ah didn’t mean nothin’ bad.”

“Dat’s what makes me skeered. You don’t mean no harm. You don’t even know where harm is at. Ah’m ole now. Ah can’t be always guidin’ yo’ feet from harm and danger. Ah wants to see you married right away.”

“Who Ah’m goin’ tuh marry off-hand lak dat? Ah don’t know nobody.”

“De Lawd will provide. He know Ah done bore de burden in de heat uh de day. Somebody done spoke to me ’bout you long time ago. Ah ain’t said nothin’ ’cause dat wasn’t de way Ah placed you. Ah wanted yuh to school out and pick from a higher bush and a sweeter berry. But dat ain’t yo’ idea, Ah see.”

“Nanny, who—who dat been askin’ you for me?”

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“Brother Logan Killicks. He’s a good man, too.”

“Naw, Nanny, no ma’am! Is dat whut he been hangin’ round here for? He look like some ole skullhead in de grave yard.”

The older woman sat bolt upright and put her feet to the floor, and thrust back the leaves from her face.

“So you don’t want to marry off decent like, do yuh? You just wants to hug and kiss and feel around with first one man and then another, huh? You wants to make me suck de same sorrow yo’ mama did, eh? Mah ole head ain’t gray enough. Mah back ain’t bowed enough to suit yuh!”

The vision of Logan Killicks was desecrating the pear tree, but Janie didn’t know how to tell Nanny that. She merely hunched over and pouted at the floor.

“Janie.”

“Yes, ma’am.”

“You answer me when Ah speak. Don’t you set dere poutin’ wid me after all Ah done went through for you!”

She slapped the girl’s face violently, and forced her head back so that their eyes met in struggle. With her hand uplifted for the second blow she saw the huge tear that welled up from Janie’s heart and stood in each eye. She saw the terrible agony and the lips tightened down to hold back the cry and desisted. Instead she brushed back the heavy hair from Janie’s face and stood there suffering and loving and weep- ing internally for both of them.

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“Come to yo’ Grandma, honey. Set in her lap lak yo’ use tuh. Yo’ Nanny wouldn’t harm a hair uh yo’ head. She don’t want nobody else to do it neither if she kin help it. Honey, de white man is de ruler of everything as fur as Ah been able tuh find out. Maybe it’s some place way off in de ocean where de black man is in power, but we don’t know nothin’ but what we see. So de white man throw down de load and tell de nigger man tuh pick it up. He pick it up because he have to, but he don’t tote it. He hand it to his womenfolks. De nigger woman is de mule uh de world so fur as Ah can see. Ah been prayin’ fuh it tuh be different wid you. Lawd, Lawd, Lawd!”

For a long time she sat rocking with the girl held tightly to her sunken breast. Janie’s long legs dangled over one arm of the chair and the long braids of her hair swung low on the other side. Nanny half sung, half sobbed a running chant-prayer over the head of the weeping girl.

“Lawd have mercy! It was a long time on de way but Ah reckon it had to come. Oh Jesus! Do, Jesus! Ah done de best Ah could.”

Finally, they both grew calm.

“Janie, how long you been ’lowin’ Johnny Taylor to kiss you?”

“Only dis one time, Nanny. Ah don’t love him at all. Whut made me do it is—oh, Ah don’t know.”

“Thank yuh, Massa Jesus.”

“Ah ain’t gointuh do it no mo’, Nanny. Please don’t make me marry Mr. Killicks.”

“ ’Tain’t Logan Killicks Ah wants you to have, baby, it’s protection. Ah ain’t gittin’ ole, honey. Ah’m done ole. One mornin’ soon, now, de

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angel wid de sword is gointuh stop by here. De day and de hour is hid from me, but it won’t be long. Ah ast de Lawd when you was uh infant in mah arms to let me stay here till you got grown. He done spared me to see de day. Mah daily prayer now is tuh let dese golden moments rolls on a few days longer till Ah see you safe in life.”

“Lemme wait, Nanny, please, jus’ a lil bit mo’.”

“Don’t think Ah don’t feel wid you, Janie, ’cause Ah do. Ah couldn’t love yuh no more if Ah had uh felt yo’ birth pains mahself. Fact uh de matter, Ah loves yuh a whole heap more’n Ah do yo’ mama, de one Ah did birth. But you got to take in consideration you ain’t no everyday chile like most of ’em. You ain’t got no papa, you might jus’ as well say no mama, for de good she do yuh. You ain’t got nobody but me. And mah head is ole and tilted towards de grave. Neither can you stand alone by yo’self. De thought uh you bein’ kicked around from pillar tuh post is uh hurtin’ thing. Every tear you drop squeezes a cup uh blood outa mah heart. Ah got tuh try and do for you befo’ mah head is cold.”

A sobbing sigh burst out of Janie. The old woman answered her with little soothing pats of the hand.

“You know, honey, us colored folks is branches without roots and that makes things come round in queer ways. You in particular. Ah was born back due in slavery so it wasn’t for me to fulfill my dreams of whut a woman oughta be and to do. Dat’s one of de hold-backs of slavery. But nothing can’t stop you from wishin’. You can’t beat nobody down so low till you can rob ’em of they will. Ah didn’t want to be used for a work-ox and a brood-sow and Ah didn’t want mah daughter used dat way neither. It sho wasn’t mah will for things to happen lak they did. Ah even hated de way you was born. But, all de same Ah said thank God, Ah got another chance. Ah wanted to preach a great sermon about colored women sittin’ on high, but they wasn’t

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no pulpit for me. Freedom found me wid a baby daughter in mah arms, so Ah said Ah’d take a broom and a cook-pot and throw up a highway through de wilderness for her. She would expound what Ah felt. But somehow she got lost offa de highway and next thing Ah knowed here you was in de world. So whilst Ah was tendin’ you of nights Ah said Ah’d save de text for you. Ah been waitin’ a long time, Janie, but nothin’ Ah been through ain’t too much if you just take a stand on high ground lak Ah dreamed.”

Old Nanny sat there rocking Janie like an infant and thinking back and back. Mind-pictures brought feelings, and feelings dragged out dramas from the hollows of her heart.

“Dat mornin’ on de big plantation close to Savannah, a rider come in a gallop tellin’ ’bout Sherman takin’ Atlanta. Marse Robert’s son had done been kilt at Chickamauga. So he grabbed his gun and straddled his best horse and went off wid de rest of de gray-headed men and young boys to drive de Yankees back into Tennessee.

“They was all cheerin’ and cryin’ and shoutin’ for de men dat was ridin’ off. Ah couldn’t see nothin’ cause yo’ mama wasn’t but a week old, and Ah was flat uh mah back. But pretty soon he let on he forgot somethin’ and run into mah cabin and made me let down mah hair for de last time. He sorta wropped his hand in it, pulled mah big toe, lak he always done, and was gone after de rest lak lightnin’. Ah heard ’em give one last whoop for him. Then de big house and de quarters got sober and silent.

“It was de cool of de evenin’ when Mistis come walkin’ in mah door. She throwed de door wide open and stood dere lookin’ at me outa her eyes and her face. Look lak she been livin’ through uh hun- dred years in January without one day of spring. She come stood over me in de bed.

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“ ‘Nanny, Ah come to see that baby uh yourn.’

“Ah tried not to feel de breeze off her face, but it got so cold in dere dat Ah was freezin’ to death under the kivvers. So Ah couldn’t move right away lak Ah aimed to. But Ah knowed Ah had to make haste and do it.

“ ‘You better git dat kivver offa dat youngun and dat quick!’ she clashed at me. ‘Look lak you don’t know who is Mistis on dis planta- tion, Madam. But Ah aims to show you.’

“By dat time I had done managed tuh unkivver mah baby enough for her to see de head and face.

“ ‘Nigger, whut’s yo’ baby doin’ wid gray eyes and yaller hair?’ She begin tuh slap mah jaws ever which a’way. Ah never felt the fust ones ’cause Ah wuz too busy gittin’ de kivver back over mah chile. But dem last lick burnt me lak fire. Ah had too many feelin’s tuh tell which one tuh follow so Ah didn’t cry and Ah didn’t do nothin’ else. But then she kept on astin me how come mah baby look white. She asted me dat maybe twenty-five or thirty times, lak she got tuh sayin’ dat and couldn’t help herself. So Ah told her, ‘Ah don’t know nothin’ but what Ah’m told tuh do, ’cause Ah ain’t nothin’ but uh nigger and uh slave.’

“Instead of pacifyin’ her lak Ah thought, look lak she got madder. But Ah reckon she was tired and wore out ’cause she didn’t hit me no more. She went to de foot of de bed and wiped her hands on her handksher. ‘Ah wouldn’t dirty mah hands on yuh. But first thing in de mornin’ de overseer will take you to de whippin’ post and tie you down on yo’ knees and cut de hide offa yo’ yaller back. One hundred lashes wid a raw-hide on yo’ bare back. Ah’ll have you whipped till de blood run down to yo’ heels! Ah mean to count de licks mahself. And if it

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