Carrie Arnett

2006 Summer Midterm 2006

Part I:  WEB REVIEW

LOG:

• Reviewing Past Essays Saturday 45 minutes
• Writing Web Review-  1 ½ hour

Among the 2003 midterms, I found many astute points given by students concerning the immigrant and the minority narrative.  One in particular that I would like to take a closer look at is the midterm written by RH.  In regards to understanding the differences between the immigrant and minority narrative, one must examine the choices made by the narrator of each.   RH states “the choice each makes is a key ingredient to understanding the identities of minorities and immigrants in literature” (RA).  I had never really thought about recognizing the difference between each, the immigrant and the minority narrative, by simply looking at the choices that the narrator makes.  The reason why I find this significant is because this insight seems to intertwine with objective 3.  Immigrants typically assimilate and lose their ethnic identity as each generation passes, while minorities seem to remain distinct; holding on to theirs.  The actions and choices made take the immigrant and minority on a journey where a fork in the road emerges: assimilation or resistance.  In other words, immigrants and minorities, based upon the choices made, are essentially choosing to either assimilate or resist the dominant culture.  For instance, in RH’s review, the writer discusses how in “El Patron” by Nash Candaleria, the conflict within the story focuses primarily on the son’s decision to reject the draft.  The Mexican American son’s and daughter’s assimilation process differs from the father’s assimilation into the American culture.  The son’s assimilation is evident in his love for McDonald’s and more importantly, his taking an individual stance; this concept itself is treasured in American culture.  The daughter too, has chosen to assimilate into the dominate culture, as she is more outspoken than the traditional Mexican woman.  RH then connects this idea of individualism and the power of choice, to Edwidge Danticat’s “Children of the Sea.” Both characters in the story are writing back and forth to one another, and through these writings, is how the reader learns that both characters choose to protest in their own unique way.  Both characters stray from traditional roles in that the boy chooses to leave his country, and the girl chooses to resists her own father.  From these stories, the power of choice is clearly essential in determining whether a person resists or accepts the traditional or modern culture.

However, in order for the immigrant to accept a culture, the acceptance must be reciprocal; meaning that the dominant culture must also accept the individual.  After reviewing GH’s 2003 midterm, the statement “the faster assimilation occurs the faster acceptance is reached,” stands out because it alludes to the erasing of the “Old World” culture (GH).  Here, GH touches on a common theme found in much of the literature we have read in class:  the washing away of the ways of the “Old World.”  The longer the immigrant hangs and clings to the old traditional ways of their original culture, the more difficult time he or she will have with the assimilation process.  GH goes on to link this idea of cultural assimilation to another, literal type of assimilation: one of appearance.  This student draws upon the “Soap and Water” piece by Yezierska, to point out an example of how the dominant cultures’ values of cleanliness are thrust upon a young girl whose personal appearance is unacceptable by the dominate culture.  With so much value placed on cleanliness and soap, GH points out, as we did in class, that this is a metaphor representing the dominate cultures attempt to wash away the “Old World” culture.  This idea can be seen in several of the stories that we have read in class, such as in “The English Lesson.”  In Mrs. Hamma’s attempt to teach the students basic English, she seems to “approve” of one student more than the other, the music professor.  GH explains that since the music professor is from a higher social class and dresses better than all of the other students, Mrs. Hamma views him differently.  Therefore, because he is already somewhat assimilated in his appearance and attire, he will be more accepted by not only Mrs. Hamma, but more importantly the dominant culture.  I must agree with GH in that even though all people within the dominant culture do not judge individuals based upon appearances, those who do not get labeled as “others,” will likely become accepted by the dominant culture.

Earlier I had mentioned that one element in common with the immigrant and minority narrative is that both seem to tell about a journey.  Although the journeys are different, both have forks in the road: choices to be made or acceptance or resistance of the dominant culture.  In reviewing a 2006 midterm by TC, this point is emphasized as he/she discusses characteristics within the minority narrative.  Since minorities like, African Americans and Native Americans did not “choose” to come to America, their experience is often viewed as the American Nightmare instead of the American Dream.  TC uses the poem “I Did Not Sign a Treaty with the United States Government” by Christos, as an example of the minority narrative.  Within the poem the speaker flat out chooses to resist the dominant culture, telling the US to “pack up” and leave.  This blatant resistance to the dominant culture corresponds to the minority narrative.  Trying to hang on to one’s own culture and traditions is understandable.  Throughout history the Native American culture has been literally forced to assimilate into the dominant culture; therefore, it is only natural for any human to reject what has hurt one’s ancestors, culture, and way of life.  Perhaps the reason TC’s midterm stood out to me was because I saw how it related to the poem that I presented in class, “Blonde White Women.”  Like Christos, Patricia Smith also resists the white, dominant culture.  During the poem one begins to understand the struggle that the speaker felt as child, growing up in a world filled with so much white.  The associations called to mind with being black, force her to want to become a beautiful, white girl.  However, by the end of the poem the reader clearly understands that she is proud of who she is: “Patricia Ann,” a beautiful black woman.  She too chooses to resist the dominant culture and clings to her black culture. 

Initially, I did not think that I would respond well to the Web Review.  I must admit, at first glance, I really did not see the benefit of the assignment.  However, in retrospect, this experience has been enlightening in more ways than one.  By reviewing what other classmates have written, I notice that each review seems to have its own twist and flavor in describing the immigrant and minority narrative.  Even though the immigrant and minority experiences seem to interlace with one another, like the authors themselves, each student is able to add their own thoughts and opinions, giving their ideas new flavor.  In other words, by having the opportunity to review the ideas of others, concepts are reinforced, linked, and more importantly created.