While reading three or four midterms from earlier classes, I found several significant differences in opinion over, usually, minor details. More often, though, I discovered that other students were thinking and considering many of the same issues I was, their thoughts sparked, of course, by the multicultural literature we have read. I particularly liked two midterms, "When we first started having discussions in this class . . ." by Ashley W, and “Crucial Conversations: Talking about Race and Ethnicity through Immigrant/Minority Narratives” by Kristin Hamon.

Ashley’s essay struck me right off the bat; in her first few sentences she explains that she was raised learning that to bring up race, especially among people who weren’t your own race, was considered rude. This is a common trait of the dominant culture, who often view conversations such as those have in our very class as uncomfortable or even unnecessary, now that so much social progress has been made. She then explains a problem with what she had been taught about race: “The ‘melting pot’ theory taught in history classes was my understanding of culture. Yet this theory leaves no room for individuality and cultural identity. Everyone becomes the same in the sense that everyone strives to blend into the white culture. A problem in this theory is everyone is not the same and not everyone wishes to be the same” (Ashley W). I thought it was particularly telling that Ashley recognizes that it isn’t simply that everyone in America is pressured to assimilate to a completely tolerant, beneficial culture, but a specifically white culture. In a sense, the message being sent isn’t “Be an American,” but “Get rid of your strange culture and values.” As the essay progresses, Ashley makes it clear that, “The cuisines, the clothes, the music, the festivals…everything we have in America is diverse because our people are diverse” (Ashley W). Another statement that is easy enough to understand, yet so often misunderstood  or misconstrued. The America that now exists does so because of immigration and cultural diversity - the immigration of European, Asian and other peoples, the presence of various religious and cultural groups from, literally, around the world. It is this “salad bowl”-like mixture, rather than the old idea of various cultures melting into a pot of monotony, that keeps the nation creative, expressive and interesting.

Kristin’s essay had a great start as well, opening with a humorous quote about the responses people have when someone brings up the often uncomfortable topic of race. The end of her introductory paragraph I found to be useful.

America, being a nation “founded” by immigrants, seems comfortable in celebrating only the positive attributes of the American Dream and revels in the notion that “anyone” can find happiness in the U.S. Unfortunately, there is a cavernous void that exists when one tries to address multiculturalism in the public school classroom or even at one’s dinner table (Kristin Harmon).

This passage is particularly telling when compared to the above quotations from Ashley’s work. Note that each student describes how common it is for Americans, particularly those in the dominant culture, to acknowledge to some extent the importance of immigration and minorities in the shaping of America– to not acknowledge them at all would be practically impossible – yet, insist upon complete assimilation and compliance with dominant culture traditions. It is as if the creation and evolution of America is a divine myth - something set back in time, away from topical affairs – and that if something is not appealing or beneficial to the maintaining of this myth, it is either forgotten or glossed over. As Kristin explains, to even attempt to fully address difficult issues of race/culture is to step into a “cavernous void” of blissful ignorance. There is another passage from Kristin’s essay that I found loaded, but somewhat difficult:

Objective 1 states that many surveys attempting to address multiculturalism, only “promote tolerance” and “celebrate difference.”  While this may be a great way to initiate conversation, it seems rather stunted when one considers all the varying issues of victimization, assimilation, and commonalities that may or may not exist between immigrant and minority cultures. Teaching tolerance will only encourage our children to be more politically correct and to grow increasingly frightened of talking about obvious differences that occur among the multiple American narratives. (Kristin Harmon).

I was, at first, surprised by her claim that teaching tolerance to children will only hinder their actual ability to think deeply and meaningfully about uncomfortable and even painful issues. Taking the claim in context, however, one notices that the kind of “tolerance” that is often being taught isn’t true tolerance at all, but a sort of mass pipe dream which aims to, as mentioned earlier, make of American history something pleasant and easily digestible.

            What draws me to these essays, and these passages in particular, appears to be an interest in the disparity between what we are taught and told when we are younger, and what we are actually learning now, in classes like this one. To be able to define and understand the details of how various racial groups influenced the history of the US is one thing; to be able to delve into the living stories of those who are so consistently lumped into stereotypes listed as “other” is a much more powerful and motivating experience.

[Ryan]

For a long time I have been interesting in the concept of assimilation. Being a first generation Mexican American, I have battled with the question of, “Where do you draw the line in order to remain true to your culture but still be accepted by the dominant culture? While reviewing through past midterms, I found three essays that dealt with the issue of assimilation in a very compressed and understandable manner. Also, they touched on the question that I mentioned above.

One of the essays is called, “The Narratives and Their Weaving,” by [MC] in the LITR 4333, 2006 midterms. This essay is effective because it shows that some immigrants might choose to only assimilate in certain instances while choosing to remain true to their culture in other instances. [MC] points out Diego Torres decision to partially assimilate to the American ways in The English Lesson. [MC] makes an accurate statement when she says that Diego assimilates “only out of necessity and no further. His character sheds light on a smaller group of immigrants who come for economic purposes but not to be Americans.  We as Americans have the misconception that all Immigrants want to come to this country to be like us. That might be partially the case but there are instances such as in The English Lesson, where get contrasting views on assimilation. To some people assimilation to our culture is not something that they are interesting in. The only way that we can open-minded is to take into account the contrasting opinions of others.

The second essay that I reviewed dealt with the question that I made in my opening paragraph.  Being a first generation Mexican American, I have struggled to blend both my Mexican culture with my American culture equally. In his 2006 midterm [ML] says the following, “We often think in black and white, never thinking about the struggles of the shades that are “in between.” The immigrant struggle is fairly similar to the minority struggle in that there is an underlying desire to assimilate into dominate culture, maybe due to prestige and acknowledge from the dominant culture, while still maintaining the values and beliefs from their own culture, instilled by the home country.” In my personal life, I have been around friends and relatives who view the concept of assimilation very much the same way that [ML] views it. Some of my relatives want to assimilate to the dominant culture because to them, being American equals success. But, they have remained true to their culture by keeping Spanish as their first language and they continue to follow the customs and traditions of their homeland.

The third midterm that I reviewed discusses the differing opinion towards assimilation between immigrant and minority groups. In her 2006 graduate seminar midterm, Carrie Arnett suggests the following; “immigrants typically assimilate and lose their ethnic identity as each generation passes, while minorities seem to remain distinct” resisting the dominant culture.  The narrators’ find themselves at a fork in the road.  The narrators’ choices include assimilation to the dominant culture or resistance to the dominant culture. I can see how much more unhesitant immigrants would be to the issue of assimilating since immigrants have the opportunity to look at America as the land of freedom and opportunity. Minorities, on the other hand, have very deep scars from pain in their history. Minority groups resist assimilation to the dominant culture because they would be assimilating to a culture that has hurt them deeply.

If you ask different people about the concept of assimilation they will have differing opinions about this concept. Some people, primarily the dominant culture, believe that immigrants who come to this country must assimilate to American customs and traditions, particularly learning English. If you ask an immigrant about the issue of assimilation they would tell you that there can only be partial assimilation; while, the minority group might tell you to rebel against assimilation. There are many contrasting opinions when it comes to assimilation. You will get different points of view as you ask people from different backgrounds.

[Jackie]

While skimming the works of previous students, I came across three stories in particular that caught me complete attention and interest.  There were a handful to choose from, but it was a little difficult for me to even start.  I found myself having difficulty finding the right sections to view the “Model Assignment.”  Slowly, but surely I found the section, and found the works of Rhonda’s “America has long been since been referred to as the land of freedom and opportunity,” Julie’s “The Voice of America,” and Tiffany’s “This country, both great and dreadful” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).

            Firstly, I would like to review what I found interesting and not interesting about Rhonda’s essay, “America has long since been referred to as the land of freedom and opportunity.”  One of the most things that stood out to me about Rhonda’s essay, were the sentences and information she provided that were both highlighted and bolded.  Rhonda’s states, “individuals from all regions of the world and all ethnic backgrounds to leave the old world behind and journey to America to make a new start.  Thus, America is today and always has been a nation founded on and comprised largely of immigrants” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).

I really like this quote, because I can relate to it so well.  I am an immigrant who came from Vietnam, to the United States, at the age of five, to seek new opportunities of a way of living and a better education.  One of the things I disliked about Rhonda’s essay was when she says, “Immigrants such as these quickly lose their ethnic identity by intermarrying and learning to speak English” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).

I do not agree, because I feel this quote was very overrated.  I think it is a little conceited, as well, because I feel only a certain percentage of immigrants apply and not all a hundred percent.  I just disagree, because not everyone immigrant will lose their culture or identity; some may, but not all.  I do admire the way she guides the reader with helpful transitions throughout the whole paper.

            Secondly, I would like to review what I found interesting and not interesting about Julie’s “The Voice of America” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).  I chose this essay, because I found the topic of cultural narrative very appealing.  I did not know the meaning the first minute I saw the word, so I wanted to read further and research the meaning.  While looking at Julie’s work, I learned a great amount of information in a short amount of time.  For instance, Julie talks about “The English Lesson,” and is able to explain a little more abut the meaning of an immigrant narrative.  She relates the idea of immigrants entering the U.S., a new world, yearning “to learn the English language but for all the different reasons” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).  In that little bit of information, she describes the meaning of an immigrant narrative.  She then goes on to analyze the meaning of a “minority narrative.”  For this example, she chooses to talk about Louise Erdrich’s “American Horse” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).  Although, I have not yet read the story, she does a great job giving the reading a short summary of the story.  I always like a little background before I read a story.  I liked how she listed the different levels of immigrants entering the United States.  Julie also is very generous with her transitions for guidance.

            And lastly, Tiffany’s “This country, both great and dreadful” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm), I would like to review what I found interesting and not interesting.  I chose this essay, because I liked the title of the essay of the name, it drew me in instantly.  I like the way she starts to talk about the different difficulties and hardships that the new immigrants must face when entering the New World.  She describes this aspect, when she talks about a Chinese family in the story, “In the American Society” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).  I like the way she describes their journey to America to seek new opportunities, and yet in return, they are not fortunate.  I also liked when she goes on to describe the way Carlos is naïve in “from American is in the Heart” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).  I liked the way she describes Carlos’ hardship by stating how his brother and him, “believed they must continue because they will make money this way, and they cannot return to the Philippines, so they must do what they can to help themselves” (http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/sylsched/asgnmts/midterm/default.htm).  After I read this quote, I was both interested and sad for Carlos and his brother.  The facts, however, are all true, but to read about someone’s hardships, are purely devastating.  Tiffany does a thorough job of explaining the many hardships of new immigrants.  There were so many interesting essays to choose from, but these three were the three that caught my interest and attention.

[Lanh]

After reviewing the model assignments and midterm postings from 2007, a few lines in particular caught my attention regarding the experiences of minorities, the color code, and the distinctions between minorities and immigrants.

“‘Instead of willingly coming to the New World, minorities are forced. This brings about feelings of shock and resistance. They experience widespread discrimination” (AP 2002). From these negative feelings, different minority groups featured in our class texts use similar emotions such as feats of desire, drive, visions, and even ambitions toward their ideas of success within the New World.  The narratives though, unlike the willing immigrant stories include conflict, challenges, denials, and opposition as if the first four weren’t acceptable enough reason to show you the hardships on the way to their new, forced lives” (Mallory 2007). I agree with these statements. It is hard for any person to accept a path they have not chosen for himself. It is understandable that a person who has been forced into a new culture and way of living would develop ill feelings and become resistant to the experience. However, in most cases, it is easier for someone to assimilate to the new culture rather than fight against it. Though people assimilate, differences still remain as well as a certain level of resistance.

“The use of black and white is limiting and ignorant; it provides for an “easy” way to see the world, but an inaccurate one. When you realize that these old classifications do not work, you acknowledge the complexity of the world and of the human race, and in turn show respect for differences, rather than contempt” (Ashley W. 2007). We have discussed the idea of black, white, and gray during our class time. I believe that is impossible to place every person within a certain color defined area these days. Because cultures are more accepting of each other in today’s society and interracial marriages exist, we are finding that the defining line between black and white no longer exist and there are more shades than just gray.

“Just as we have discussed in class, at times there is a great deal of overlap between both minority and immigrant narratives, and sometimes it can be hard to tell one from the other” (Jason 2007). In our recent reading assignments, I have had some difficulty in identifying the characters as a minority or immigrant based on the experiences and obstacles expressed in the stories. I have learned that a person can be a minority while still experiencing the obstacles of an immigrant and vice versa. When this class began, I did understand the difference between an immigrant and minority; therefore after learning the aspects of each and gaining a new understanding of how closely they resemble, I understand why it is easy for a person to confuse the two and consider them to be one.

Overall, I feel I have gained a further understanding from the web review because it is always helpful to see how others would define the ideas discussed in class. Though we all learn the same concepts, everyone develops their own understanding, which in turn helps further the explanation of each concept to other students.

[Amanda]

            Reviewing midterms from previous semesters is an effective way to sharpen your interpretations about immigrant and minority literature because it gives the opportunity to compare with the opinions of others and determine points of agreement and disagreement.  Comparing the way multiple people addressed the topic of assimilation across the different immigrant and minority groups creates a broad range of perspectives on the struggle with assimilation.

            An interesting comparison that I found from the 2007 midterms is in the way two of the students represented the tendency of minority groups to be less assimilated.

“African Americans and Native Americans are the two leading minority groups that are the least assimilated of most ethnic groups.  In the narrative American Horse by Louise Erdrich, a mother refuses to assimilate, so her child is taken away from her for “his own good.”  The dominant culture believes that there is only one way to do things right and that is their way.”

 Julie explains here that these two groups tend to be the least assimilated and gives an example from American Horse, but doesn’t explain anything about why they are less assimilated.

“The American Dream” does not apply to the minority – the minority arrived in America under different circumstances and they live by different means. Also evidenced by the narrative is the pattern that minorities adhere to of maintaining their ethnic identity. Because they are excluded from opportunity, etc., the minority group tends to resist conformity”

Rhonda explains the same tendency but does more effectively and expresses a better understanding of the involuntary immigrant’s tale of America. The importance of exclusion in the role of minorities has shaped their adherence to their own cultures. It is difficult to assimilate to a culture when not provided the same opportunities as the members of the dominant culture.

            Comparing the different narratives from the varied immigrant and minority groups gives insight into the differing situations that they find searching for their “American Dream.” While each of the tales differs in specifics and obstacles faced, there are similarities connected through all of the stories. Cheryl sums up the similarity of all the immigrant and minority narratives with this quote from a 2007 midterm:

“After so much hope bleeds out between the lines of immigrant narratives, it is disturbing to see the loss and trauma these people have to go through in their quest to reach the American Dream that would be better recognized as a myth.  Immigrant and minority narratives join together as all are marginalized by the dominant culture unless they can hide their true origin and are willing to let go of their heritage.”

[Faron]

            It was very interesting to read through past students’ writings.  I set out in search of writings that not only sparked my interest, but made me think.  The essays I found all deal with the immigrant and minority narrative.   I do not necessarily agree with every essay I choose, but I found them all extremely interesting.

In an essay written by Julie in 2007, it begins with her explaining that her grandparents immigrated to the United States from Poland.  Her grandparents’ story is that of an immigrant narrative and also a great example of the American Dream, considering they were able to make a living, buy a house in suburbia, and raise their children to have better lives.  I think this was a great way to start her essay, because sometimes it is hard to connect with a story you read.  To hear it firsthand can be so much more powerful.

Julie moves on to talk about “Soup and Water” by Anzia Yezierska as an example of an immigrant narrative.

“Anzia describes how hard work and determination, the “American Dream”, help her succeed and become what she has worked so hard to achieve.” (Julie)

I do not completely agree with Julie here. . . .No matter how much an immigrant assimilates, they are still an immigrant in the eyes of the dominant culture.  No matter how hard they work, and how good of a citizen they are, they still face tremendous difficulties.  This is very evident in the story “In the Land of the Free” by Sui Sin Far.  In this story the father Hom Hing has come to America and established himself as a business owner.  He sends for his wife and due to situations in their homeland, does not come to America until after their son is born.  The papers that Hom Hing gives the customs officers are just for his wife and there is no mention of the baby, so the officers take their child into custody.  This is not the “American Dream” unfolding in front of their eyes. 

Tami Gilley writes, “His [Hom Hing] assimilation causes him to accept the rules and follow them. Hom Hing tells his wife in Chinese “Tis the law…’”(IA 5).

Hom Hing goes on to tell his wife, “and ‘twill be for a little while-until tomorrow’s sun arises” (IA 5).

Unfortunately, they do not get their son back in a timely manner.  Hom Hing had faith in the dominant culture that they would do the right thing and return his son to him the next day, but many days come and go and he is without his son.

“Yet he had to take a chance on the country that had taken a chance on him. They [immigrants] seem to believe that their willingness to abide by the rules will eventually land them ahead.” TG

Tami makes a valid point here.  In both “Soap and Water” and “The Land of the Free” we see immigrants living by the rules and hoping that they will get ahead in life and achieve the “American Dream.”  Anzia Yezierska eventually comes to see her “American Dream” beginning to unfold when Miss Van Ness finds her and Hom Hing and his wife start on their path to the “American Dream” when they get their son back.  The hardest thing for me to deal with is that it takes them so long and so much suffering to actually find the “American Dream” they come here seeking.  I find it heartbreaking in so many ways.

[Melissa]

Reading some of the student’s previous midterm assignments, I noticed all of them agree that immigrants undertake the journey and arrive to the United States ready to pursue the American dream of improving one’s and family’s quality of life. It is agreed by most of the student writers that while immigrants experience a struggle to attain the American dream, minorities experience a nightmare rather than an anticipation of achieving a dream.

In her Midterm in the summer of 2008(5731), Keith Vyvial differentiates between the immigrant narrative and the minority narrative. He believes that in terms of most literature written by immigrants, “the immigrant narrative [is] intertwined with the American dream narrative” and states that: “In most immigrant narratives, a goal wrapped up in a glowing glimmer of hope drives them forward in spite of the almost immeasurable odds against them”.

On the other hand, Vyvial sees no glimmering dream to lighten up minority narrative with hope, rather “African-Americans and Native-Americans in particular, two groups who did not immigrate to the United States in search of the American Dream, the resistance is not just to a different culture, but to an oppressor who they eye with suspicion”. 

Another student, Rhonda, clearly recognizes the difference between both immigrant and Minority narratives as one speaks of an American dream while the other tells of a nightmare. Whereas immigrant narrative summarizes the American experience, Rhonda emphasizes the necessity of acknowledging the other narrative. Minority narrative differs from that of the immigrant in its resistance to assimilation and consequently contributes highly to the multicultural American identity. 

In examining the American immigrant narrative as the typical illustration of American culture, however, we must also recognize such non-traditional examples of America’s multicultural identity as are represented by the minority narrative, which unlike the immigrant story of “the American Dream,” may speak of oppression and exploitation rather than opportunity.

Rhonda thinks the difference between these two narratives is characteristic of the American multicultural identity. She concludes that these two narratives, one with its American dream and the other with its nightmare, represent the diversity in the voice of the nation:

 In analyzing these various narratives we can come to better understand the cultural identity of America as they express not only the personal views and experiences of an individual American, but also intimate the tale of America as a whole with all its cultural diversity. (Rhonda, midterm 2007/4333).

 Like both Vyvial and Rhonda, Mallory agrees that immigrants come to America full of hope and anticipation of a better life. Their stories tell of difficulties and hardships they bear in order to move forward and climb the social and economical ladder successfully. Immigrant narrative is by the whole hopeful: “immigrants coming to America though the term narrative is different.  It includes stories of trials and stipulations in order to finally succeed and move forward toward new chances and hopefully new opportunities.

Mallory thinks that it is normal for the immigrant to conform to the American ideals and adapt to the dominant culture in defining and perusing the American dream: “Thus, it is assumed that all immigrants should, and usually do, willingly conform to the ideals of the “American Dream.”  

            Mallory clearly sees the difference between immigrant and minority narratives as directly affected by the relationship of these groups to the main culture. Unlike immigrants who chose to come to United States, minority groups, mainly African American and Native Americans are imposed upon and oppressed by a system that is built on the expense of marginalizing their own cultures:  “Minorities on the other hand never chose anything for themselves, instead new ways of life were imposed on them, regardless of beliefs, and their identities were their own to keep, only if they were willing to put up a long, drawn out fight”. 

However, Mallory shows full understanding of the minorities’ negative attitude towards the traditions of the mainstream American society as well as to their ordeal between the need to assimilate in order to succeed and prosper and their strong determination to hold on to their cultural and ethnic identities.

These two groups are very different, but in the same, they both fight for something they believe in—for one it’s their culture, the holding onto their past, and for the other it’s a new lease on life, new chances to prosper, new chances to embrace life. Those stuck in the middle, full of ambivalence, have their piece in literary history too, recording their want to fit in and their need to hold on to traditions as well.

It is extremely hard to find a seamless narrative that identifies both immigrants and minorities, simply because of the different backgrounds and experiences which still impacts their daily lives. For those who immigrated into this country, the usual pattern has been hard work, assimilation and success, while the minority model is characterized by resistance to assimilation, clinging to their own culture and resentment to the dominant culture. Minority narrative always brings forth the nightmare they went through in the process, while that of the immigrants often champions the American dream. 

[Dawlat]

While doing a review of prior submissions, both midterm and web proposals, I noticed a common theme among several of them and that is a new understanding of the American Immigrant experience forming within the minds of the students.  In the submissions, while several students expressed joy at reading the stories of success and concern at the numerous encounters with prejudice, and anger at unfair actions taken by the dominant culture in the past, they all learned to keep an open mind. . . .

[Debbie]

I found this while reading through, Sample Answers from 2003 Mid-Terms; The history of literature can just as easily be considered the history of society. [RH]  Wow!  What a statement.  It is so simple but yet it holds so much truth in it.  I have always known that literature has a preface or an intro as to why it was written but I forget that literature provides of a history of society. . . .

(Julie)

When I first addressed the topic of minorities in the class titled “American Minority Literature”, I was a little nervous. As I was growing up, I was taught, unconsciously, to not speak of other cultures, outside of my own. To be more specific, I was not supposed to talk about any other race, but my own. I am white. To speak of another ethnic group would complicate a conversation. What if you were to call a person from, say an African American background, colored? Would this word offend that person or cause me to be labeled as a racist? After I completed this course, I realized that these issues can be talked about in a respectful and meaningful context, without violence or offense. During this course, “American Immigrant Literature”, I have come to realize how the terms minority and immigrant can coexist. As we study immigrant Literature, I wonder if past generations have ever truly given thought to the realization that all Americans have a tie to immigration, even African Americans and Native Americans; though these two groups, particularly, were forced into involuntary contact through European immigration.

            I love people, so it is hard for me to understand why there is and have been so much tension, violence and ill feelings of cultures, when we all have a right to be on this earth. As I was reading some of my previous peers’ thoughts, I came across a passage that I truly felt move by. These statements are from the sample midterms 2007 introduction section with the url http://coursesite.uhcl.edu/HSH/Whitec/LITR/4333/models/2007f/midterm07/default.htm.

When I signed up for American Immigrant LITR 4333, I went into it with the attitude that I was fulfilling one of the many literature courses that I was required to take as a literature major. I had no opinion one-way or the other as to what the course would truly entail. Just a few short weeks into the course I was made so aware as to what this class is all about. Each of us has a story, a voice, and a desire and right to be heard. No matter where we were born, where our relatives were born, or how we came about settling in America we are all a part of this great “melting-pot” of society. America and Americans were built on great stories. No matter where you are in this country there is an underlying narrative or event that has shaped that particular region into the place that it has become. Whether we realize this as true or not each of our identities has been created by a story, “our story”. . . .

[Robin]

All Americans do have a story. It is okay to tell your story. I believe this is why these types of classes are offered and sometimes required by higher learning institutions.  . . .

[Christine]

In reviewing “The Voice of America” from the 2007 LITR 4333 student midterms, I learned many things that were unclear to me in class.  The story written or told from generation to generation describing the events of a particular culture loosely defines the term cultural narrative.  When discussing American Immigrant literature there are three distinct narratives that form America, and they are the immigrant, minority, and “in-between” narrative.  In receiving our midterm assignment, I was really unclear about how to actually go about writing it.  Julie provides a beautiful thesis for her paper in the above quotation.  This helped me to understand more fully where to even begin on our midterm example.  Also, after reviewing her whole paper, I felt more confident about how to structure my own midterm exam.  She used plenty of literary examples, and she tied all of her ideas together very nicely.

            Next, I chose to review a poetry presentation from Fall 2007.  In reviewing Robin Tupa’s presentation on “Immigrants” by Pat Mora, I saw some things that differed from my own presentation of the same poem. . . . I think we are both right in our views, and I love how literature can birth so many thoughts and ideas!  The lesson to learn here is that by reviewing each other’s work and discussing literature, we can all be a part of the great conversation of humanity, and I think that’s when true education occurs!

            Lastly, I wanted to review the research report proposals from former classes to help gain an understanding of how to structure my proposal. . . . The one I loved was written by Alana Elkins.  She states, AHH! I am so indecisive!  I am debating between these two ideas, please help...  She then went on to explain her two choices thoroughly.  This helped me to see that it does not necessarily have to be a polished thesis, and I was unclear on this until I reviewed former students’ proposals.

[Ashley]

 . . . After reading through the past midterms the main idea that I understood was that immigrants had many different experiences but the same main goal for coming to America. The main reason for immigrating was to better themselves financially and in life. This meant learning the language and lifestyles and trying to assimilate as much as possible. In our texts we saw that assimilation was important but it was also important to keep certain aspects of their own culture. The past midterms give a broader insight into what we have learned hitting on concepts that had been discussed with more peer insight. They were very helpful to gather my own thoughts and perceptions on our immigrant texts.

[Christi]