LITR 4332: American Minority
Literature
Sample Student Midterm Answers 2003
Copied
below are answers—either complete or excerpted—to the essay questions on
the fall 2002 midterm exam. You may assume that longer answers are complete
and shorter answers are excerpts. Excerpts are usually marked by ellipses ( .
. . ).
The
answers are indexed by initials of students in the course e. g., [CW].
At
this page's first posting, the excerpts are strictly from email exams.
Excerpts from in-class exams will be added later.
These samples are
provided, so that students in this course may share their work with each other
and students in future offerings of the
course.
ESSAY
TOPIC 1: Language and Literacy in African American Literature: African
America’s relationship with the English language and with literacy, however
complicated, has enriched American English and American literature. How has
African American language and literature developed and interacted with the
language and literature of the dominant culture? Refer to the texts indicated
below. For objectives, refer primarily to Objective 5.
Essay
must refer to the following texts:
The
Life of Olaudah Equiano
Narrative
of the Life of Frederick Douglass, an American Slave
Black
Girl Lost
One poem from
presentations to midterm (if not referred to elsewhere in exam)
Refer
to at least 1 of the following 2 texts:
Incidents
in the Life of a Slave Girl
Baby
of the Family
SAMPLE ANSWERS to ESSAY TOPIC 1: Language and
Literacy in African American Literature
Essay
#1
Assimilation
happens in many different ways, including speech. Literacy rates are higher
among the dominant culture and lower among the minority culture; the minority
culture tends to have an oral tradition. To be able to communicate in America,
the Africans were obligated to learn American English, yet in doing so, they
have personalized it and contributed many new words to it. African Americans
have contributed many words into the English language, including okra, gumbo,
jambalaya, and bling-bling. American dictionaries are adding more words to
every new edition. African American literature is becoming more popular than
ever. . . .
The
minority culture’s language tends to fluctuate and emphasize the voice that
is sometimes silenced and represents non-standard, unofficial, informal slang,
while the dominant culture speaks standard English, which is official and
institutional, yet dry and cool. When the African Americans were forced to
learn English within the oppression of slavery, they unknowingly combined the
grammar of West African languages with the vocabulary of the English language
and a new dialect was created. This dialect has become the speech of upper
class southern whites who have picked up parts of speech from their slaves or
servants.
In
The Classic Slave Narratives, the introduction repeatedly correlates a
slave’s quest for freedom with the ability to read and write (Objective 5c).
African Americans were pressured to learn English. First of all, they did not
all speak the same language. If they wanted to communicate among each other,
then they were forced learn English. Olaudah Equiano was unable to communicate
with anyone; even the other slaves did not speak his own language. Frederick
Douglass realized the power that slaveholders had over slaves was literacy. In
order to join the dominant culture, he realized that he must learn to read and
write. His master’s wife begins to teach him to read and write, but soon her
husband forbids her to teach him; the slaveholders forbid their slaves from
becoming literate so they could continue to dominate them. . . .
African
American language incorporates many figures of speech and double negatives
(Objective 5d-Development and Variations of Standard English). These
contribute more emphasis to what the speaker is trying to get across. For
example, In Black Girl Lost, Chink uses double negative language, a common
trait in African American speech. Chink states, “I don’t never want to go
back alive.” He speaks in this manner to get his point across to Sandra.
Chink also uses emphatic speech; it simply adds to content, such as Chink's
phrase “you understand?” This phrase makes sure that Chink and Sandra are
thinking on the same level. . . .
Language
displays a strong link to personal heritage and traditional culture. In order
to fully assimilate into the dominant culture, it is necessary for one to
learn that culture’s language. While learning English, African Americans
have influenced Americans to use their language also. Objective five states
that the use of the minority voice helps others hear the minority voice and
“vicariously share the minority experience.” Literacy is essential for
democracy; language equals humanity, and literacy equals civilization. [CM]
African America's relationship with the English language and literacy has enriched American English and American literature through its interaction with the dominant culture. When the slaves were brought to America the English language was foreign to them and they were forced to learn it on their own. This is clearly depicted in the "Life of Olaudah" when he talks about how the white man's language was different from his own and he was even unable to communicate with his own countrymen. This was because of the many different languages of Africa. Because slaves were not allowed to learn to read and write, they often picked up the language informally, adding to and subtracting from it. These variations are seen in the southern slang of families who once owned slaves. This was because once the slaves learned to read and write they became the nannies of their master's children, teaching them their informal interpretation of the English language.
The phrase "literacy is essential to democracy" gets its roots from the Declaration of Independence which determined that those who were equal were not equal because of race or gender, but because of merit, class and education. All of which are displayed through language skills. This automatically eliminated African Americans. However, slaves such as Douglas knew that the key to his freedom lied in his ability to read and write, so he devised a plan to learn to read by tricking the white kids into teaching him. Once he learned to read he was able to teach others to read. Likewise, in "Life of a Slave Girl" once she learned to read she was eager to teach others no matter what the consequences. The ability of the slaves to read and write led to the "Slave Narratives " which were originally written to Northerners to get them to see the cruelties of slavery and abolish it. Since then, these narratives have enriched American literature, even calling for their own genre. I remember how you expressed your amazement after reading them for the first time. I'm sure they have had similar effects on others.
African American literature continues to impact American language and literature presently through authors like Donald Goines. In "Lost" he depicts the realities of the life of a poverty stricken young girl. In this book you are able to see some of the same issues and dilemmas that are seen in the "Slave Narratives", but just in a modern setting. This helps in keeping the "black" issues alive through literature. It was also interesting that the author would allow the minority character Sandra to teach an immigrant how to read and write. This is a very likely situation and further depicts how African Americans can enrich the American language. [AP]
ESSAY TOPIC 2: The Dream in African American Literature (and the American Dream)
Referring to Dr. King’s
“I Have a Dream Speech,” the opening of “The Declaration of
Independence,” and at least 3 of the other 5 texts listed below, describe
“the Dream” as the “master narrative” or story-line in African
American poetry, fiction, history, and culture. Compare and contrast it to
“the American Dream” (i. e., the “master narrative” of the USA’s
dominant culture).
·
What different or complementary
strengths or qualities can you see in both cultural narratives as a result of
this comparison and contrast?
·
Refer to objective 3, esp. 3a
(mislabeled as 3c in syllabus).
Required
texts: Martin
Luther King’s “I Have a Dream” speech; “The Declaration of
Independence”; One poem from presentations to midterm (if not referred to
elsewhere in exam)
Also
refer to at least 3 of the following 5 texts:
Langston Hughes, “Harlem
(A Dream Deferred)”
Narrative
of the Life of Frederick Douglass, an American Slave
Incidents
in the Life of a Slave Girl
Black
Girl Lost
Baby
of the Family
SAMPLE ANSWERS
to ESSAY TOPIC 2: The Dream in African American Literature (and the American
Dream)
Although the "The Dream" is closely related to
the "American Dream," it is different due to the fact that it
"factors in setbacks, the need to rise again, and a quest for group
identity" (3a). The American dream is more focused on individual
success. In the Declaration of Independence it is said that all men are
created equal but the question is who is considered all. Martin Luther
King declares that America made a promise that everyone, including African
Americas, would be guaranteed the rights of life, liberty and the pursuit of
happiness. He states that America has defaulted on this promise and his
dream is that one day all men will be created equally. The poem Election
Time by Lamont B. Steptoe sheds light on the fact that nothing has changed in
America. Everything is still the same.
The Dream is seen in each of the narratives we've read in the class. The
theme of the "dream deferred" from Langston Hughes runs through
each. When Douglas finally found freedom, he was unable to find
employment due to the prejudice nature of the people in the free states.
He risked his life to find freedom and start a new life but was held
back again because of his color. Although he is no longer enslaved by a
white man that he is forced to call master, he is enslaved by the color of his
skin. Therefore, even the free states aren't free in the sense that a
black man can find work like a white man can. Also in the Slave
Narratives, Linda has found her way to freedom, but she is unable to live the
kind of life she had hoped as a free woman. She doesn't have her own
home and is a servant of Mrs. Bruce. She is no longer a forced
participant in slavery but she is still very much dependent upon someone else.
Linda states, "The dream of my life is not yet realized"
(513). She wishes that she could sit with her children in a house of
their own but that is not an option for her so her hope is deferred.
The novel that best details the difference between the "American
Dream" and "The Dream" is Tina McElroy Ansa's Baby of the
Family. The McPherson family is most certainly living "The
Dream." They have a large home, their own business, money, and a
great family support system. While this sound like this family could be
living the American Dream, the catch is that they are at the top of their
class in the black community, black being the operative word. Nellie had
Lena at the nice black hospital with black doctors and black nurses where they
treat the black folks kindly. Their community in which they live is
predominantly or all African American and the McPherson family has it all,
within that community. If the family was uprooted and thrown into a
white community, their situation and lifestyle would most likely vastly
change. . . . [SD]
We have all heard of the American Dream. From the literature of our earliest history in the “Declaration of Independence” we have sought out certain specific ideals which are “life, liberty and the pursuit of happiness”. We strive for the ultimate in happiness. And we hope for better for our children. The first immigrants to this country were all searching for these ideals and for a better life for themselves that included more freedom and more choices.
The Dream is a very different dream based on the ideals of the American Dream. As shown in Objective 3a, The Dream for minority groups is more of a dream to rise up above the hatred of racism and struggle for more equality. As Martin Luther King said in his “I have a dream” speech, “I still have a dream. It is a dream deeply rooted in the American dream, that one day this nation will rise up and live out the true meaning of its creed”. In other words, The Dream is not just for a happy life, but for a better life closer in equality. This is shown in Tina Ansa’s book “Baby of the Family” when the ghost slave is sitting on the beach with Lena explaining the horrors of slavery and the idea that African Americans are a second rate citizen. Lena comes to a realization of The Dream she realizes that she does belong on the beach and anywhere else she wants to go.
In the Immigrant narrative you see the striving capitalist holding onto the idea that one day he or she will “make it big”. In Black Girl Lost, Sammy is an immigrant living in the ghetto striving to learn the language and own a business. Sammy wants to learn and do better, and he wants to separate himself from the “old country”. Whereas seen in “Baby” there is a group who seeks out The Dream they want the opportunity to walk along beaches and have children in hospitals equal in technology seen in the white hospitals. . . .
African Americans still
struggle today for their own dignity, and equality.
This is their Dream. They
do hold the American Dream, but there is a second Dream in which they live by
reminding them of the past and their minority status.
As said on the webpage, “The Dream in the African American culture is
a dream that is always is on the horizon, in the near future. It is the dream
of an oppressed people, people with very little choice.”
It is a hope and prayer for a better life.
It is a dream asking to be considered on the same level.
[GH]
The most fundamental difference distinguishing the dominant culture’s American Dream from the African-American culture’s dream centers on the issue of participation in America’s social contract. Those choosing to voluntarily enter into this contract do so while envisioning increased opportunities that will ultimately lead to a better existence and economic success. Immigrants and the dominant culture are two groups that typically embrace the social contract, viewing it as a vehicle that will afford them the means by which they might rise to the top. To the immigrant, who eventually assimilates into he dominant culture and takes on its characteristics, the American Dream is something attainable with hard work and determination. Though beginning with little or nothing, those adhering to the rules of the American Dream can end up with success.
The African-American dream is one that is deeply rooted in the American Dream, but is not identical to it. It is the American Dream, but with a catch. Those embracing this dream did not enter into the social contract willingly, but were forced to do so by the dominant culture. While the American Dream results in forgetting ones past and roots and the loss of ethnic identity, the Dream encourages its participants to reconnect to their pasts, and form extended families based on the traditional models. In the American Dream, the belief is that by working diligently and following the rules established by the dominant culture, one can achieve success. This belief, however, does not ring true to the ears of the African-American. Time after time, they, too, work diligently and follow all the rules, yet success invariably eludes them. Objective 3A relates to the Dream as it factors in setbacks, the need to rise again, and a quest for group dignity.
The preamble to the Declaration of Independence reads like a statement of the American Dream story. It implies that leaving one’s homeland and adopting the ways of the new country is a positive, benefiting those who choose to do it. In this document, separation and independence is a good thing. Problems arise, however, when those who are not members of the dominant society take the document’s words to heart. The words “all men are created equal…with certain inalienable rights…life, liberty, and the pursuit of happiness” imply that all can attain these things. When those such as members of the African-American culture attempt to buy into the document's truths, they are met with resistance and rejection. The narratives centering on the Dream often deal with a society and dominant culture that holds out the fruits (The American Dream), yet with holds the very opportunities needed to acquire these fruits.
For instance, in Narrative in the Life of Frederick Douglass, Douglass’ journey is compared to the immigrant’s journey (Old World to new). In leaving the south for the north, he believes himself to be leaving the constricting world of slavery for the liberating world of freedom and economic opportunity. When he arrives in the north, he realizes there is a catch. He realizes his dream of freedom from slavery, but not his dream of equality and the means with which to rise economically. Douglass gains employment, but soon realizes the catch when racism rises up and kicks him down again. The white caulkers “refused to work with [him] …and [he] could get no [other] employment.” Douglass had done all the right things and followed the right path, but set backs in the form of racism prevent him from realizing the Dream.
In Incidents in the Life of a Slave Girl, Harriet Jacobs has made it to freedom, like the immigrant narrative, but does not have a home of her own. Though she has made the journey, she, too, realizes there is a catch. She writes, “the dream of [her] life is not yet realized…[She] still longs for a hearthstone of her own, however humble.” She knows she is not on equal terms with the dominant society, but she has a vision that one day equality will be for all. Her narrative resembles the American Dream narrative, but is not identical. Hers is the Dream as she envisions better days ahead. She is not hopeless, but simply defers the hope to another day. Langston Hughes’ “Harlem” echoes this idea of one’s dreams being deferred to another day. The speaker begins by asking, “What happens to a dream deferred?” The reader sees the possible effects of suppressing one’s dream. Does it dry up or spoil? Is it like a “syrupy sweet” that masks discontent with sugary sweet manners? Is it hidden under the surface like a sore waiting to fester and grow? Or does it simply become too much a burden and “sag like a heavy load?” The poem ends with a rhetorical question, as does much other African-American poetry. The speaker asks, “Or does it explode?” The question really seems to be one that asks how long a dream can be postponed before it erupts and explodes.
In Donald Goines, Black Girl Lost, Sammy and his wife are
immigrants who have seemingly achieved the American Dream’s promises.
He owns his own business and is climbing the ladder economically.
He has paid his dues and is reaping the reward.
While Sammy, as an immigrant, has assimilated somewhat into the
dominant culture and is on his way to success, Sandra is not so fortunate.
Her dream has more to do with day to day survival than anything else.
When she works with Sammy in his store, she is operating in the
American Dream mode. It is when
she finds the drugs in the street that she begins to move toward the Dream.
Finding the drugs leads her away from Sammy to Chink and to her
eventual downfall. The economy in
which they are in limits their ability to move out of their environment and
into one that offers greater chance for success.
They become imprisoned by the black market in which they participate by
selling their drugs. They are
unable to attain equality or freedom with a system that limits their
opportunities to move upward and out of the ghetto.
Only in death is Chink able to truly gain freedom.
The last sentence of Goines work reads, “He was free at last.”
This line alludes to Martin Luther King’s “I Have a Dream” speech
where he concludes by saying, “I’m free at last.”
In this speech, King also states that the “Negro” was promised
freedom, but “100 years later,” he still is not free, but remains
imprisoned by the “chains of discrimination” and poverty.
King adds that “America has defaulted on this promissory note” and
has “given the Negro people a bad check.”
Even so, he still has a dream “deeply rooted in the American
Dream,” that one day all people will be free and equal.
Though he knows there will be set backs, hope still rages in his soul.
[VB]
ESSAY
TOPIC 3: Is American Minority Literature about Literature or Culture?
How do you resolve the
question, Is a course like American Minority Literature primarily about
literature, or is it about culture, history, sociology, etc.?
·
You’re not expected to come down
absolutely on one side or the other but to discuss the competing pressures for
this course or the study of its texts.
·
What kind of balance have we
struck, and what are the upsides and downsides of this balance? (Option: How
would you “rebalance?”)
·
As an alternative or complement to
the “balance” approach,” emphasize how and where literature and culture
“meet and merge.”
·
Be prepared to use course themes,
such as “The Dream,” the minority concept, etc.
·
Keep objectives in sight, esp.
objectives 3 & 5.
Required
texts:
One poem from
presentations to midterm
Black
Girl Lost
Baby
of the Family
At
least one of the following texts:
The
Life of Olaudah Equiano
Narrative
of the Life of Frederick Douglass, an American Slave
Incidents
in the Life of a Slave Girl
Also
consider (not required):
King’s “I Have a
Dream” speech; “The Declaration of Independence”; Hughes, “Harlem (A
Dream Deferred)”
SAMPLE
ANSWERS to ESSAY TOPIC 3: Is American Minority Literature about Literature or
Culture?
Literature cannot exist in a vacuum. It depends on the
ambient culture, preceding texts, and history of the people to relate
successive thoughts from one generation to the next. This symbiosis of
literature and culture spans the milennia and dates back to the Epic of
Gilgamesh and The Bible. Literature is a litany of symbols, allusions, and
shared memories/beliefs that connect a culture to its past and present and
offers a guide to the future. It springs from the minds of those who have
lived in the culture and have developed as a product of that culture. Some
write to praise the culture, others to criticize it and make changes.
As a writer for the former concept, Donald Goines in Black
Girl Lost writes about a cultural situation in order to affect society to
realize its deficiencies and change. Goines’ character of Sandra is forced
by circumstances to resort to crime for subsistence. Without the ghettos,
Goines writings could not exist, and without his writings, many would remain
ignorant of the conditions therein. Sandra has little link to her past (only
through an abusive mother), a bad link to the present (dealing with drugs and
stealing), and a poor outlook on the future which is practically non-existent.
In stark contrast, Tina McElroy Ansa creates a stunning
link for all three in Baby of the Family as she portrays young Lena
caught between the “literature” of her past in her grandmama and the path
to her future in her modern mother. Because of a lack of written
African-American literature, Lena runs the risk of losing her heritage by
trying to forget her gift and rid herself of it. By accepting her fate through
the conversation with her grandmother, Lena takes on the responsibility of
perpetuating the beliefs and legends of her people. The book itself takes a
certain pride in presenting Lena as a heroine for African-Americans while
instructing them not to sacrifice their past for a future with no memories. .
. . [JU]
It’s frightening to consider the repercussions of no Black voices in American literature. Without texts such as these, where would the black community be today? Where would the white community be? How could the “Black experience” begin to be understood without literature? It couldn’t. The stories give us the history and the culture and the literature our society needs to understand issues that would otherwise remain mysterious. It’s fear that breeds prejudice and literature helps alleviate that fear. Michael Warr’s poem, “Brain on Ice, The El Train Poem,” makes the point, “. . .we all (emphasis added)/Are hourly enslaved.” In other words, we’re all in this life together. Hopefully, everyone reading his poem will get the point. [TStJ]