Expressions - NWACC - Northwest Arkansas Community College

Transcription

Expressions
English 1013 • Composition I
Twentieth Student Anthology
Department of English
NorthWest Arkansas Community College
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Cover Art
Special thanks to NWACC art student Barb Lingle for allowing
the use of her piece “Moving Through Time” for this edition’s cover.
Copyright © 2013 by the Department of English, NorthWest Arkansas
Community College
Copyright © 2013 by Barbara Lingle for the cover art, titled “Moving
Through Time”
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Foreword
You hold in your hands the twentieth edition of Expressions, the student anthology of essays by NorthWest Arkansas Community College
students in English 1013, Composition I. These ten essays were chosen
out of over 100 submitted to the Expressions contest.
This anthology contains essays written to fulfill various assignments
in English 1013 during the 2012–2013 school year, and this batch of
essays and authors reflects the diversity of NWACC. The essays range
from memoir to advertisement analysis to researched arguments and
more; some were written for traditional face-to-face classes while others were written for online classes. The authors vary from students still
in high school to nontraditional students juggling full-time jobs and
families.
Every year the English Department publishes Expressions to provide English 1013 students with models of essays written by their peers.
Writing is a difficult task, which becomes easier with practice and exposure to others’ written work. As you go through this anthology, analyze
each essay for what works well and what you would do differently if
you were the author. And, at the end of your time in English 1013, I
hope you will submit one of your essays for consideration for next year’s
Expressions.
Thanks to everyone who participated in putting together this anthology: the faculty members who served as judges, the instructors who
encouraged their students to submit, and the numerous students who
submitted their work for consideration.
Megan Looney
NWACC English Faculty
June 2013
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Foreword
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Table of Contents
A Silent Struggle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Scott Eby
Raven to My Poe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Sarah Davis
My Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Adriana Joyce
Victory Perceived. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Amaris Beasley
iNfOta!nment: Driving Requires More Focus,
Not More Distractions!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Dimitri Buckley
Morally Straight: Keeping Gays out of the BSA. . . . . . . . . . . . . . . . 25
Gene Carlson
The Detrimental Effect of the United States’ Nonintervention in
Geopolitcal Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Tim Garrison
Misplaced The Videos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Kelly Hudson
A Warrior’s Barrier to Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Joseph R. Long
Epigenetics: Marked for Generations. . . . . . . . . . . . . . . . . . . . . . . . 47
Josh Stephens
About the Authors and Their Process. . . . . . . . . . . . . . . . . . . . . . . . 51
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Table of Contents
| vi
A Silent Struggle
Scott Eby
I had finally finished Special Operations Radio Operators Course
at Fort Bragg, North Carolina. It was almost time for me to join a team
on an elite, tier one unit that most people would never hear about as we
were considered “quiet professionals.” I originally heard about the unit
through my Master Chief at a previous Navy command who had tried
to join but was denied. Only about twenty-five percent of the applicants
who make it through the initial pre-screening actually get accepted into
the unit after the vigorous selection process that tests mind, body, and
ethics. Needless to say, I felt pretty good about getting in and didn’t
want anything to get in my way of further success. When I completed
selection I was in the best shape of my life, with the exception of a sore
back from running around with a heavy pack every day, but that was to
be expected, or so I thought.
For six months, at any given time, we would live in the woods with
nothing but what we had on us. Day and night we would move from
one location to another as quickly and quietly as possible, either by
running, walking alone, or moving stealthily with a team of 5 to 25
using only hand signals to communicate, but always with all of our
belongings on our backs. I was so eager to join the fight as soon as possible that I was not going to let an achy back stand in my way at this
point. My last obstacle was to learn how to jump out of an airplane and
land successfully. I managed to pass the airborne physical since I could
still manage to squat and touch my toes, so I headed to Fort Benning,
Georgia for about three days of training that the Army managed to
stretch out over three weeks.
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A Silent Struggle · Scott Eby
Week one was called ground week. We would get up hours before
the sun to do our physical training, or PT, which consisted of push-ups,
pull-ups, sit-ups, and a five-mile run while singing cadences. In fact,
we were never permitted to walk anywhere we went. If we needed to
use the bathroom, we ran there and ran back. Going to the barracks,
to chow, or anywhere else was no exception. The military’s motto of
“hurry up and wait” definitely held true here.
Then there was the falling. For five days we learned how to fall over
and over into a gravel pit until we got to the point where if we had fallen
out of our top bunk in the middle of the night and woke up before hitting the floor, we would have instinctively known how to land safely
in that split second. My back was really beginning to bother me at this
point from the constant impact with the ground. I was stretching as
much as I could to try to relieve the pressure that was pressing against
my sciatic nerve and sending sharp pain down my left leg all the way to
my foot. I convinced myself it was only temporary, like we were taught
about most pain. Being able to push through that pain barrier is one
thing that separates the Tier 1 Forces from the rest of the military, and
the last thing I wanted to be was average. I thought surely after the
four-day weekend that was coming up I would be fine and ready to
move on to the next challenge.
Before the weekend started, I received a call from my mom informing me that my grandfather had just passed away. As terrible as it was,
at least I had a long weekend and would be able to go to the funeral.
The pain never escaped me, especially as I carried my grandpa to his
final resting site, but even here I wasn’t going to let it be noticed. The
service was a nice break from training, but short-lived and not enough
to provide any healing.
Week two was called tower week. Every day after our morning PT
session we learned how to properly wear a harness and exit an aircraft.
The first time I put on that harness and the jump master cinched it
down to ensure I wouldn’t come out of it, it was like I was being compressed into myself and the pressure was crushing my spine. The pain
was so great that I couldn’t even stand up straight without wincing.
I couldn’t let them see me in pain though. I outranked most of the
people there and wasn’t even in the Army, so people were watching me
to see how I would handle this type of training that very few sailors get
to go through.
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A Silent Struggle · Scott Eby The first “aircraft” that we were exiting was merely a thirty-foot
tower and the harness was attached to a zip line that you would ride in a
tight body position after making a proper exit out of it. We would keep
our hands over our reserve parachutes to keep them from accidentally
activating, keep our feet and knees together at all times, and ride the
cable until someone stopped us at the end of our fifty-meter ride to the
ground.
Next we would incorporate the exiting with the falling by jumping off of a platform and swinging from a cable until the instructor,
or cadre, dropped us unexpectedly so we could show him that we still
knew how to fall. With each drop my back became a little more intolerant as the pain increased and it became harder to move. With only one
week left and five real jumps out of actual airplanes standing between
me and my jump wings, I had to go on. Quitting wasn’t an option—it
never was.
The last week was finally here—jump week. We woke up that first
morning, and after our usual excruciating run, we headed to the shed
to harness up. Hours passed waiting for the C-130 aircraft we would
load up in. We sat there for what seemed like forever in a compressed
position while fluid slowly drained from a disk in my lower back and
bulged into my nerve, making it impossible to walk at a normal pace or
without an extremely obvious limp that everyone seemed to overlook.
We loaded into the aircraft from the rear ramp, and I was the last one
in since it was difficult for me to keep up. We had to sit so close that we
were nearly on top of each other in our seats that folded down from the
side of the plane. When the jumpmaster told us to stand up, I struggled
a bit, but managed to stand and attach my static line to the cable that
ran from the front of the fuselage to the rear. Since I was the last one
to board, this meant that I was the first one to go out the door on my
first real jump. My adrenaline was so high that I barely noticed the pain
anymore. Maybe this was what I needed. I exited the C-130 with enthusiasm and smiled all the way to the ground. I landed with the proper
parachute landing fall that had been engrained in us over the past two
weeks. It wasn’t too bad. I felt like my jump wings were within reach.
I woke up the next morning around 0400, like usual, but in much
more pain than I had been in before. I did a modified limping jog for
our morning run, but I made it. There were only a few more days to
go. With the next three jumps my pain reached a nearly unbearable
level. I couldn’t hide it anymore, and we still had our final jump before
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we were airborne qualified. It was to be a night jump with full combat
equipment. Not only did I have the pressure of the harness squeezing
my nerve with the death grip of a boa constrictor, but I also had the
weight of a 50 pound rucksack hanging from it and the lack of vision
to know when I would make that final impact with the earth. The only
thing that kept me going was that I knew that all I had to do was exit
the aircraft and I would graduate. It didn’t matter how badly I landed
at that point, but I still dreaded the aftereffects I would feel from it.
When the aircraft pulled up and we were hurried on-board, I
couldn’t keep up with the rest of the soldiers in my group. The cadres
were yelling at me for the first time to hurry up, but I didn’t even bother
to listen to their words anymore. I just wanted to get through this any
way I could. The moment of truth was finally here. The only thing I
could see after I exited the aircraft was the reflection of some stars on a
water puddle on the drop zone. I used this to gauge how much longer I
had until I was completely broken. I hit the ground with precision, just
the way I was supposed to. Then I just lay there assessing my pain level.
It was very high, but not so bad that I couldn’t complete my mission. It
must have taken me about half an hour to pack my parachute into my
aviator’s kit bag since I could barely stand, let alone load myself down
with my chute, rucksack, and weapon and run across the drop zone to
check in. So, I limped. I didn’t have a choice. A cadre finally asked if I
was okay as I passed him in his truck while he was watching for injuries
from bad landings and soldiers drifting off into the trees. This was the
first time anyone asked me if I was hurt, but it didn’t much matter now
since I was done. I just told him I was fine and drove on.
Anyone who has been in pain at a hospital might remember them
asking what the pain level was on a scale from one to ten. When I woke
up that next morning, lying on my stomach, I was definitely at a strong
ten. I couldn’t even roll over on my back to make it easier to breathe. I
told my roommate in barely decipherable words that I would be missing
formation that morning and hopefully I’d see him at graduation. Little
by little I started to move my legs to loosen myself up. About an hour
later I was finally dressed and ready for my jump wings to be pinned
to my chest.
The ceremony was longer than I expected, as most traditional military ceremonies are. I stood at attention as tall as I could, hoping no
one would notice that something wasn’t right with me. I saluted on
cue as the wings were pinned to my chest by some Army Colonel that
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A Silent Struggle · Scott Eby I had never seen before. There it was; a tiny piece of metal that caused
me more pain than I had ever been in. I would normally have gone
straight to a mirror to admire my accomplishment, but I just wanted
to go home and nurse myself back to health while trying not to think
about how permanent my injuries were.
After over a year of seeing physical therapists, chiropractors, and
pain clinic doctors, I finally had to have the remainder of a completely
destroyed l4–l5 disk removed and replaced by a piece of metal that
wasn’t much bigger than the jump wings that got me into that mess.
Naval Parachutist was the hardest qualification I had earned in my
ten-year Navy career simply because of the physical pain I endured to
get it. I learned a lot about what I could push myself through, but will
be paying for that lesson for the rest of my life and reminded of it daily
every time I see the surgical scar on my abdomen. While the military
tells you to push through pain, there are certain types of pain that can’t
be ignored and kept secret, even as a quiet professional. I would never
trade my time with Joint Special Operations Command for anything,
but if I had to do it over again I would definitely listen to my body and
have a little patience instead of doing whatever I could to get through
training as quickly as possible. There are few people in the world who
are willing and able to do what we did, and I am extremely proud to
have been a part of such a strong, elite fighting force.
5 |
| 6
Raven to My Poe
Sarah Davis
Children are the light of the world. Everything innocent and pure and
perfect can be encompassed in the stretch of a smile in a cherub-faced
little human. Like fresh clay ready to be molded, every child is born
with potential. The cure for AIDS, cancer, and world hunger is inside
one of these rapidly developing brains that many times we consider
less intelligent than our own; in reality their intelligence is greater in
every way because their judgment isn’t clouded, their perceptions aren’t
skewed by world views and experience, and they accept every concept
and challenge willingly and meet it wholeheartedly and full force. They
see the reality and truth and don’t hold back their views due to censorship and vulnerability. In essence a child is the perfect being: striving to
learn and doing so exceedingly well, acknowledging concepts of faith,
acceptance, imagination, and togetherness that adults many times lack
or are unable to explore. My son’s name is Aiden Skye which stands for
fire and air. He is six years old today, and like his name, he is the air I
breathe and the fire in my heart.
Aiden was born a few weeks early; after ten hours of labor he appeared to the world plump and covered in goo. He was blue all over.
My heart skipped a beat as he was carried across the room, and I felt my
world shift when I heard him scream. He commanded my attention in
every way possible. He gripped my spirit in his tiny palm like a lasso,
and with a quick glance at him I knew he was going to be ok. He was
perfect, and a part of me I could never put back, but a piece I would
never let go of. As a baby he drew attention from everyone within visual
distance. His angelic coos and his perfect, toothless smile tugged at
the heartstrings of women and men alike. I had never felt such a sense
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Raven to My Poe · Sarah Davis
of pride, achievement and love for anything or anyone until he came
along. His deep mesmerizing eyes seemed to swirl colors of dark green
and blue as I looked into them; to this day they change color depending
on the light, or colors nearby, and remind me of a painting that never
looks the same no matter how many times you see it.
As a toddler Aiden learned extremely fast. He took his first steps at
nine months after only crawling a few weeks, defying gravity as if he
created it with his weak wobbly legs and his oversized head. At eleven
months old he overcame addiction. He tossed away his bottle on his
own and never looked back. Quitting cold turkey without threats or
incentives is something adults can never do. He absorbed knowledge
like a sponge. It was more than colors, numbers, names, and animals;
even as a toddler, he had wisdom behind his swirling eyes. He understood emotion and you could watch as the questions formed on his tiny
wrinkled brow while he experienced new things before he could even
form the words to ask them. His speech was quick and clear once it was
developed. He spoke in sentences that I still can’t punctuate correctly
before he was potty trained, although that wasn’t far from being accomplished. His curiosity led him to the potty chair and his excitement
that followed allowed him to execute his business properly and without
encouragement from me. He was thrilled with himself and never had
an accident, even at night. His determination to never have an accident
proved itself during dozens of trips to shopping center bathroom stalls,
which, although tiring for me, were fantastic for him.
In preschool Aiden learned to charm the ladies. His smooth way of
speaking and his shaggy, blonding hair I’m sure turned lots of heads.
He could be the scariest monster or the mightiest hero, whatever their
tiny hearts desired. He never got into trouble, although that doesn’t
mean he never caused it. The girls would fight over who could sit next
to him, who was allowed to play with him, or stand in line near him.
The boys would be angry with him for giving his attention to someone
else and exclude him from their games later on. His tender heart would
be crushed, and, despite the plentiful female comfort he received, he
would be in tears day and night over losing friendship. He, unlike
many adults, held so much value in their actual friendship; he didn’t
care that they had hurt his feelings or that they were mean.
His intelligence soared once the teachers began kindergarten readiness. I had never practiced writing with him at home since he hadn’t
mastered coloring inside the page, let alone the lines, but the first time
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Raven to My Poe · Sarah Davis he picked up a pencil, he wrote his name at the top of the paper legibly, surprising me and his teachers. He shrugged off the continuous
praise with a calm yet quiet annoyance. This quick upward cycle has
continued through kindergarten. He reads well above his grade level,
and he hasn’t even finished learning how to read. He educates me and
my family, who speak with a slightly southern twist on words, on how
to say things properly…constantly. His sense of humor and quick wit
is astounding. He genuinely creates joy and laughter among adults. He
knows the word “sarcasm” and lives the definition. His vocabulary is
beyond compare with children his age, and it shows when he is outside
the classroom setting. He attracts children much older than him anywhere he goes, and can carry on conversation with any adult without
fear or trepidation. His attitude at most is borderline cocky, and at least
mildly amusing; he is confident in his opinions and I hope that by my
not discouraging him, he learns respectable boundaries when it comes
to expressing them…hopefully soon.
The depth of any child is immeasurable. Without a way to understand their thoughts and processes we can never know what potential is
there. Aiden Skye isn’t the only remarkable child, but he is my one and
only. I consider it an honor and privilege to see him grow and change.
He has inspired me from the day he was born to be better and achieve
more. I never want to limit him or his desire to learn, so the more I
know, the more questions I can answer. He is the best reflection of my
character that I could ever ask for, and he continues to be a constant
source of pride, hope, love, and wonderment to me and my family. I
love him for everything he was, everything he is, and everything he
can and will be. I expect and hope for the best for him, and in six more
years I will be able to see a young man ready to take on the world; in
ten years he will be the same age I was when I found out I was pregnant,
and in twelve he will be an adult. It is my hope that he is still full of
vibrant, young hope, potential, imagination, and acceptance, and that
he meets every challenge willingly and full force, without judgment
and skewed perceptions just as he does now, as my perfect little boy.
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Raven to My Poe · Sarah Davis
| 10
My Library
Adriana Joyce
“You didn’t sit on this side of the table today,” laughed a teen volunteer as she finished covering one of the newest additions of the library
collection.
“I know, but the books don’t look interesting today,” replied Anna,
as the two girls continued covering books.
This is just one of many snatches of conversation you can hear if
you sit and listen at the Bella Vista Library. If you walk in, your first
impression might be of a little library with too many books and not
enough space. You’d immediately be greeted by the ladies at the desk,
and the computers in the middle would then catch your eye. You’d
notice that the majority of patrons are older, and many of them are retired since Bella Vista was started as a retirement community. However,
more kids, teens, and families are quickly realizing how special the
Bella Vista Library really is, which is something that the many volunteers and employees already know, as do most of the patrons. Anna is
one of those volunteers. There are shelvers, employees, check-in and
check-out desk volunteers, those who work the help desk, and the people—often teens like Anna—who do anything and everything. There
are also maintenance men, gardeners, and people who run the used
book store. This library is loved by its staff and patrons who all know
how uniquely special it is.
Joni Stine, the library director, loves being able to work with all
ages—from programs for seniors to preschool story time. Before she became director at the Bella Vista Library, where she started in 2010, Joni
was an academic librarian and didn’t have a chance to work with children’s literature, but she really enjoys it now. Joni is always approachable
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My Library · Adriana Joyce
and enthusiastic and has brought many great things to this library. The
people who have worked with her, including kids who participate in the
children’s activities, know and love her because she is easy to work with
and fun to be around. Joni thinks that the Bella Vista Library is special
because everyone there has to work together and depend on each other,
and that creates a feeling of working for a truly worthy cause. She says
the bonds between people create a welcoming, friendly quality that not
many other libraries, especially larger ones, can duplicate.
Expansion has been a dream of this library for years, but Joni really started the process in motion. In 2010, there were meetings with
volunteers and the public, and a list of requirements was created. The
expansion process isn’t quite to the fundraising stage, but everyone is
very positive and excited for the result.
Another change that Joni has made was creating the Teen Advisory
Board (TAB) two years ago. Anna is a member, as are the other two
teens that volunteer on Tuesday mornings, and about eight other teens
who also volunteer. TAB was created to give the teens that use and love
the library a voice. Another member of the board, Rebekah, likes recommending books and helping patrons find the books they are looking for. She and other TAB members believe that the people and all
the great books are what make this library special. Teens helped the
expansion process by creating a list of ideas for the new teen space, and
also by giving ideas for new Young Adult books to purchase. Other
teen programs include the teen book club and the recently started teen
writing club. The teen book club here is unique because the teens share
about what they have been reading instead of discussing a single book,
since the wide variety of reading preferences would make choosing a
single book very difficult. However, the more traditional Young Adult
Book Club will be starting in January.
“Well, I guess they don’t want me to shop at Kohls then,” said
Loretta in mock-indignation. I overheard this snippet about coupons
from the daily newspaper. Loretta, who works the check-out desk, says
that she volunteers here because she wanted to do something constructive after she retired. Loretta says this about her favorite part of the
library: “Besides the books? The people that I work with and most of the
clientele.” She always makes time to talk to the patrons as she checks
them out and loves to tease the teen volunteers. At one point, as she
checked out a teen volunteer, Loretta teased the girl about the fact that
yet again, she didn’t bring her library card. But it didn’t cause any harm
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My Library · Adriana Joyce in the checkout procedure and looked like a running joke. Loretta says
the library is special because of the care the patrons and volunteers put
towards it.
“Keep calm and sparkle,” said Anna, who has worked here for almost four years and still loves it. She participates in many of the available teen activities and is always smiling, usually on her way to laughing. On this Tuesday morning, Anna was working with another teen
volunteer and the girls were alternating between shelving and covering
the jackets of the new books with a clear plastic that’s easy to wipe off.
The edge of the table was covered with pieces of clear tape for easy accessibility and as soon as they had a stack of about five, the girls would
take the books to be checked in and make a shelving run.
“I volunteer because I love books and this is about as close to books
as you can get. Also, it’s a good experience because it’s like an actual
job, but not quite. And because of the other volunteers,” Anna told me,
adding the last part almost as if she thought it was obvious and didn’t
really need to be said. She believes that the volunteers and staff are
inspiring, fun to be around, and, like Loretta, Donna, Rebekah and
others, says they are what make the Bella Vista Library special. Anna
loves the teen activities that are increasing in number and variety, and
has created a blog to promote the teen activities.
“I have another Kindle question for you,” Donna called to a teen
volunteer as she walked in the door. Donna got a Kindle last year, and
for the first couple months she called on one of the teens who also volunteers on Tuesday mornings to answer any questions she couldn’t figure out herself. This question was about getting books in and out of the
“cloud.” Donna volunteers because she wants to give back to the library
she uses so much. She likes to work at check-in because she can peruse
the books as she wipes them off and find out from patrons if they liked
them. Donna’s favorite parts of the library are the “books, books, and
more books!” She also says the Bella Vista Library is special because
of the kind, helpful volunteers. If you walk in on a Tuesday morning,
you will see Donna standing behind the counter unless she is hidden
behind a very tall stack of books brought in from the book drop. But
that’s hard to do because she is one of the taller ladies at the library.
That tall of a stack usually only happens after the library is closed for
several days over a holiday and the book drop is packed.
“You attract kids like a magnet,” Mary Jane informed the teen who
had just read to the preschoolers. Mary Jane works at the information
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My Library · Adriana Joyce
desk and is always ready to help anyone who needs it. She says that she
volunteers because she absolutely loves libraries. She can’t imagine a
community without a library because reading, and through that books
and libraries, are absolutely vital. She has dark gray hair with a touch
of silver and reading glasses that hang from a chain around her neck.
Mary Jane always helps with the preschool story-time on Friday mornings. She stays in the background, but knows all the kids and keeps
track of who’s actually listening and which kids can’t come anymore
because they’re in school. Mary Jane was a school librarian before she
retired and still loves spending time with kids. But she doesn’t just help
the kids; Mary Jane will help anyone in the library. She loves the entire
library and the togetherness you will find there. She told me: “Our
library is special because we are all in love with it, and we’re all here
because we think it’s one of the best things in town.”
“She’s going to belly dance for us later,” I was informed by laughing ladies in the staff room as they teased a teen. One of the ladies was
Argie, who used to volunteer and enjoyed it so much she is now an
employee. She loves books and libraries, and used to work as a school
librarian. Her husband assumed she would be volunteering about one
day a week, but now she is an employee. Argie says that the draw of the
library is the staff—both volunteers and employees—but her favorite
part is the variety of patrons. Even though she’s shorter, Argie is not
easy to miss. She has short dark hair and is not only kind, but cheerful and a great baker. At one point, Argie was helping Loretta fix her
receipt printer and called on a teen to crawl under the desk and check
the cords.
Everyone at this library is pleasant. They are kind and always happy
to help. It’s a warm, happy place, full of quiet laughter, funny conversations, and the kind of calm that only libraries have, at least until crafts
or preschool storytime. Soon to be larger, the Bella Vista Library is
more than it seems at first glance. Even though they may have different
reasons, from wanting to do something constructive after retiring to
giving back, to loving books and the other staff members, the people
are what make this library what it is; without the people, the Bella Vista
Library would be just a little library tucked back off the main road,
instead of the beautiful, happy place full of good books, good people,
and smiles that it is today. So when you go to the Bella Vista Library, be
sure to look past your first impression of a little library with not enough
space and see how special it is.
| 14
Victory Perceived
Amaris Beasley
At the peak of the proverbial mountain, the climbers’ sense of fulfillment and pride for a job well done has an intoxicating effect as they
look out on the magnificent landscape below. Later they wonder why
they did not see the beauty of the surrounding landscape during their
ascent, and determine that it was because they were so attentive to the
demands and challenges of their trek. While they still see their feat as
a great triumph, they experience disappointment as well. Likewise, the
pursuit of any goal is usually a tedious and difficult process in which
we can become single-mindedly absorbed. If only we could find a way
to end the monotony, we would be able to enjoy the journey toward our
objective too. The stress-reducing effect would allow us to do more, go
farther, and attain more than we would have otherwise. It is this sentiment that allows “polkaudio®” to capture their audience’s attention and
tempt them to buy “ULTRAFIT™ HEADPHONES” in an advertisement printed in Runner’s World magazine.
The ad’s full-page black and white photo of a running woman, which
mirrors the dullness of our quest, initiates the enticement. Spanning
the center of the page vertically, she emerges from a blur of gray shades
in the background with eyes focused on her destination and mouth set
in a determined line. Her light ponytail swings behind the medium
gray of her shoulders—shoulders over which the darker gray tank top
crosses. Her running shorts are also dark gray and almost blend into
the background. The somber gray scene makes her task seem grueling.
However, readers find some relief in the small amount of color
in the photo. There is a crisp white sliver of sports bra peeking over
her tank top. It curves up around a bright white and dark tangerine
15 |
Victory Perceived · Amaris Beasley
striped headset that runs from the music player on her upper arm
to her ears. The same brilliant colors also illuminate the ad’s text.
A small, bold white block font below the woman’s left hand identifies her as “HEATHER MITTS” and explains that she is a “PRO
SOCCER STAR.” Crossing her forehead, the ad’s largest text declares
“PERFORMANCE STARTS HEAR™.” The first two words of this
headline are white, but the last word is a light tangerine orange as if to
highlight that, while the woman is the image of exceptional achievement, the performance starts in the audio, not her. That suggestion is
re-enforced by smaller, bold light tangerine text at the bottom ¼ of the
page. It states that the advertised product is “HEADPHONES.” Three
more lines of text follow in a regular white block font. They outline the
features that make the product different from other headphones. The
smaller text ends with the website address in the light tangerine color.
“polkaudio®” appears below on the right side of the page in a larger and
curvier white text and is followed by the company’s slogan “the speaker
specialists®” in smaller lettering. White fine print about the company’s
ownership and trademarks conclude the ad.
With these colors, the primary means of enticement begins to appeal to readers’ emotions. The happy white and dark tangerine stripes
that trickle from the woman’s ears down to her music player brighten
the depressive gray scene. They are much like the waves of color peeking over the horizon and revealing the splendor of the land at daybreak.
Devoted athletes often start their training before dawn each morning.
The colors used in the ad remind them of the impressive sunrises they
missed because they were too fixated on their undertakings. The text
also plays on these athletes’ passion for self-improvement by stating
that the product is “FOR ATHLETES WHO UNDERSTAND THE
IMPORTANCE OF OUTSTANDING PERFORMANCE.” This
statement summons thoughts of their goal and the invigorating feeling
of gratification they expect to feel when they reach it. Through pathos,
the audience now has a personal connection to the ad’s subject matter
and is ready to learn more.
Assisting pathos, logos adds facts to make buying the advertized headphones the logical thing for them to do. One fact is they
are “DESIGNED SPECIFICALLY TO STAND UP TO THE
DEMANDS OF INTENSE ATHLETIC TRAINING.” Staunch athletes are flattered that the company respects their undertakings enough
to tailor a product to their needs. They also appreciate the durable
| 16
Victory Perceived · Amaris Beasley attribute of the product since their training is tough on their gear as
well as their bodies. To them, less time spent buying headphones means
more time spent on their sport of choice. Another fact is they have
“SECOND-TO-NONE AUDIO QUALITY.” Good sound quality in
headphones is desirable to the audience. They use them to help their
minds stop obsessing about their task so they can experience the delightful sounds and scenery instead. Their workout does not feel so
much like work when they get lost in the full tones emitted by excellent
headphones. The technical information provided in the ad makes the
product a rational choice to the driven athletes that read it.
Ethos backs up the facts and supplies yet another emotional reason
readers should buy the headphones. Heather Mitts’ title classifies her
as someone who frequently trains hard. She wears the headphones and
is mid-stride in the photo. Both of these details project to readers that
the woman is a real user that has put the item through intense use and
proven the facts presented by logos as truth. Her title and the headline
lead the reader to conclude that her success is a byproduct of using the
headphones, and they should use this product if they want to become
a winner. Presented with this evidence, competitive athletes find the
logos claims to be valid. They are now confident that they can buy the
item without fear of wasting their money and that the headphones will
assist them in reaching their goal.
While the ad appears in a magazine for runners, it broadens the
scope of its intended audience by featuring a soccer player. The expanded audience consists of goal-oriented sportsmen and women of all ages,
competitive levels, and sports. Their goals vary according to the level of
their experience in their chosen sport. One thing is consistent no matter if they are a beginner or a pro at the sport in which they participate.
Physical fitness is important to their success regardless if they want to
run a 5K or play professional football. Running is a common method
of attaining the physical conditioning they need in order to acquire the
endurance to realize their goals. The ad uses the shared training mode
to approach ambitious athletes of all kinds.
By design, the various methods of persuasion draw these athletes into
the ad and sway them to believe that “ULTRAFIT™ HEADPHONES”
are a desirable and sensible purchase. To other observers, the ad appears
lackluster and unappealing due to its bleak coloring and the woman’s
stern expression. However, the intended audience equates the dull colors with the seriousness of the training she carries out so diligently to
17 |
Victory Perceived · Amaris Beasley
maintain the “OUTSTANDING PERFORMANCE” expected of her
as a “PRO.” They can relate to the woman and the intense importance
of her mission because they have set comparable goals for themselves.
Believing her to be like them, they read on and associate her use of the
headphones with her success through textual cues. Finally, the colors
of the headset cause them to envision sunbeams their mind will be free
to see if they use the headset. The photo assures aspiring athletes that
the facts about the product’s reliability are true because the woman has
put the item through the same paces that they would. When the audience has accepted these assurances, they allow the ad to seduce them
with the possibility that their tiring efforts can become experiences of
serenity.
Works Cited
Polk Audio. Advertisement. Runner’s World. August 21012: 55.
| 18
iNfOta!nment:
Driving Requires
More Focus, Not More
Distractions!
Dimitri Buckley
The year 1903 was the start of a new era. Henry Ford founded Ford
Motor Company and manufactured the first automobile many middleclass Americans could afford. This vehicle represented Ford’s three
important principles: simplicity, economy, and high volume. Through
the decades, two of Ford’s principles, economy and high volume, have
remained, yet the tradition of simplicity has disappeared. Take into account the first car radio; it was nothing more than a “tin box” that contained a speaker, power supply, receiver, and control element with two
knobs (“First Car Radios”). A driver could truly focus on the road with
only two radio knobs to adjust, one for volume, the other for switching between three AM stations. Rather than keep a simple radio in its
vehicles, Ford Motor Company now replaces the simplicity tradition
with in-car infotainment centers that are complicated and distracting.
In an interview, Rob Reynolds, Executive Director of FocusDriven, an
anti-distracted driving group, responds to the MyFordTouch technology with disappointment saying, “They only serve to feed an already
ravenous appetite for distracted driving” (qtd. in Kohn and Keane).
In-car technology and cell phone use while driving appear to have
taken precedence over safety. Researchers have conducted numerous
studies over the years that prove that engaging in hands-free cell phone
conversation coupled with in-car technology carries high risks (NSC
4). In the meantime, today’s in-car technology is designed to keep a
driver’s hand on the wheel; however, Ford Motor Company selling its
hands-free technology as a solution for distracted driving creates a false
sense of safety while adding more distractions with onboard infotainment centers. At a distracted driving forum, United States Secretary of
19 |
iNfOta!nment: Driving Requires More Focus, Not More Distractions! · Dimitri Buckley
Transportation, Ray LaHood announced, “The consumer must now
choose between safety and technology,” and the result is an “epidemic”
of distracted driving (Office of Public Affairs).
Currently, distractions join alcohol and speeding as leading factors
in fatal and serious injury crashes with 1 in 4 crashes involving cell
phone use (National Highway Transportation Safety Administration).
In 2009, the National Safety Council called for banning all phone use,
including hands-free, but encountered disapproval from legislators
(Kohn and Keane). Subsequently, in 2010, 3092 people lost their lives
in accidents and an estimated 416,000 were injured in vehicle crashes
due to distracted drivers (NHTSA). To date, 39 states have adopted
various cell phone laws in order to help curb the distracted driving
epidemic (NHTSA); unfortunately, “These laws give the false impression that using a hands-free phone is safe” (NSC 2). Researcher David
Schwebel, vice-chair and Professor of Psychology at the University of
Alabama, Birmingham, corroborates studies that prove hands-free
devices are just as distracting as hand-held devices. Schwebel reports,
“When a driver is on the phone, they are only using part of their brain
to drive” (qtd. in Doheny). Therefore, his point is that even if a driver’s
hands are on the wheel, his/her brain is still distracted.
Since his term began in 2009, LaHood has led the campaign against
what he calls “A distracted driving epidemic that requires immediate
attention” and is dedicated to ending the driving distractions that affect our nation today (Office of Public Affairs). Specifically, LaHood
proposed guidelines to automakers on their in-car features with safety
as the priority, not consumer demand. In addition, LaHood pays respect to the many lives affected by this epidemic with his video series
that features families who have tragically lost a loved one to distracted
driving crashes. This series, Faces of Distracted Driving, is located on
the distraction.gov website: http://www.distraction.gov/content/faces/
(NHTSA). By holding numerous press conferences and safety forums,
LaHood is striving toward making the public aware of this technology crisis. It seems “The back and forth between regulator and the
regulated echoes earlier auto-safety campaigns, for seat belts and airbags” (qtd. in Kohn and Keane). National Transportation Safety Board
Chairwoman Debra Hersman affirms more laws and guidelines are required: “Needless lives are lost, and for what, convenience? So we can
stay more connected? Death isn’t convenient; a fatal accident severs that
connection” (qtd. in Ahlers).
| 20
Ford Motor Company recently celebrated five years of “in-car
connectivity leadership,” claiming the new and highly sophisticated
MyFordTouch technology is in response to consumer demand (“Ford
and Microsoft”). By providing “the ability to connect more data from
more sources,” Ford believes this convenience actually helps a driver
stay focused on driving. However, Reynolds strongly disagrees stating,
“When automakers’ include such options in cars and regulators allow
it, there is a tacit message that they’re safe to use” (qtd. in Kohn and
Keane). Although Ford Motor Company was the first automaker to endorse a Federal Ban on manually texting while driving, Ashley Halsey
III, a writer for The Washington Post reports, “MyFordTouch technology is one of the “latest wrinkles” to evade laws set by 34 states that
prohibit text messaging and cell phone use. Furthermore, distraction
prevails with buttons, settings, multiple screens, and the over-publicized hands-free cell phone use. According to Jonathan Adkins, a representative for the Governors Highway Safety Association, “drivers are
being encouraged to do everything but drive” (qtd. in Halsey III). In
spite of Ford’s claim to provide safety by keeping a driver’s hands on the
wheel, its research to date has tended to focus on physical distraction
rather than visual, audible, and cognitive distractions. Many customers
have heard the commercials by Ford, promoting its in-car technology.
The smooth baritone voice of Mike Rowe explaining the ease of use
is convincing. Nevertheless, ease of use is not the issue, the distraction it creates is. This tactic has not escaped LaHood, who emphasizes,
“When you’re behind the wheel of a car, anything that takes your eyes
off the road or your hands off the wheel can be deadly” (qtd. in Halsey
III). By issuing the Blueprint for Distracted Driving, LaHood challenges
automakers’ to carry out the new guidelines to decrease “distraction on
devices built into vehicles.” In other words, this challenge to automakers’ is to help reduce the distracted driving epidemic, not perpetuate it
by adding more “gadgets, bells and whistles that are going to distract
people” (qtd. in Halsey III).
Today, many drivers spend more time commuting to and from work
and feel that utilizing a cell phone during this time enables them to be
more productive (“Cellular Phone Use”). As a result, the automakers
receive praise by consumers for the hands-free convenience and in-car
technology they deliver. After all, the automaker is making cell phone
use safe while driving and allowing a driver to multitask easier, right?
No! The truth is, hands-free cell phone use carries the same risk as
21 |
handheld use; in-car technology is distracting and multitasking is a
myth (NSC 5). Studies show that the brain only handles tasks consecutively, rapidly switching, appearing to accomplish two tasks at once.
In reality, focus shifts when the brain attempts two complex cognitive
tasks simultaneously which minimizes effectiveness (NSC 5). For example, “A driver who is talking on a cell phone, handheld or hands-free,
has a brain that is dealing with divided attention” (NSC 8). When this
occurs, information coming into the brain is prioritized, which means
it uses some information for attention and filters out the rest. Carnegie
Mellon reports on their scientific study that this filtering out of information reduces the brain activity associated with driving by 37% (NSC
2). During distracted driving research, there are four categories used by
psychologists: visual, audible, physical and the most important, cognitive. John M. Grohol, founder of PsychCentral, states, “Hands-free
only takes care of the physical distraction” while the other three distractions remain, contradicting the automakers’ safety claims on their
hands-free technology. The National Safety Council compiled more
than 30 research studies and scientific reports from around the world
that used a variety of research methods and each concur on five main
points: First, vision is the most important sense for driving, and cell
phone conversation causes “inattention blindness” (NSC 9). Second,
hands-free cell phone use offers no safety benefit since the cognitive
distraction is the same as handheld (NSC 4). Next, in-car technology
devices do not eliminate distraction; they add to the brain’s cognitive
overload, making drivers have slower responses, slower reaction times,
and problems staying in their lane (NSC 6, 10). Last, injury and property damage crashes increase fourfold with distracted driving, handsfree or not (NSC 11). Interestingly, “The research evidence is compelling when studies of varying research designs are conducted in different
cultures and driving environments and all have similar results” (NSC
11). In essence, the findings recommend drivers consider their cognitive
distraction exposure when using in-car technology and “[Do] not talk
on the phone while driving, ever” (qtd. in Doheny).
However, when the automakers’ fulfill consumer demand for more
sophisticated infotainment in-car convenience, they overlook the
deeper problem, a desperate need for safety. Many drivers think having
in-car technology convenience features actually makes their crash risk
lower (NSC 12). This is a result of automakers’ placing primary focus
on hands-free ease of use and diverting attention away from their in-car
| 22
distractions (Kohn and Keane). Though I concede cell phones are essential for peace of mind, security and emergency services, I still argue that
cell phone use while driving coupled with in-car technology is risky;
all distractions endanger driver, passenger, and by-stander (NHTSA).
Perhaps the combination of these two makes a commute more bearable and productive, but according to LaHood, “these devices can
do more harm than good” (Office of Public Affairs). However, Peter
Roff, a contributing writer for U.S. News and World Report, disagrees
with LaHood and believes that the distracted driving blame should be
placed on an individual’s bad choices, not 21st century technology.
Although Ford Motor Company sells its hands-free infotainment
technology as a safety solution for the distracted driving epidemic,
its in-car technology carries numerous distractions. With a myriad of
buttons on the steering wheel and dashboard, Wi-Fi, social networking and touch screen text-messaging, vehicle interiors have become a
conglomeration of distracting gadgets. Likewise, the safe driving experience sold by Ford is nothing more than a marketing campaign;
therefore, Hersman concurs, “If the automakers’ focused as much on
safety as they do on marketing their products, we would save a lot of
lives” (qtd. in Kohn and Keane). Whether cell phone conversation is
handheld or hands-free, both carry risks due to the presence of cognitive distraction. After all, numerous researchers have proven in their
studies that the brain cannot perform the functions of driving safely
and cell phone conversation simultaneously. Grohol reminds drivers,
“It may be true that in-car technology offers convenience, yet safety is
at stake; the time you think you are saving is actually a ratio game of
odds/risk and the price is life.” For this reason, drivers should “not do
anything [they] could do elsewhere in a car” (Grohol). After all, “There
is a big difference between what we have a right to do and what is right
to do.”—Justice Potter Stewart, United States Supreme Court.
23 |
Works Cited
Ahlers, Mike M. “NTSB Recommends Full Ban on Use of Cell Phones
While Driving.” CNN.U.S. CNN News, 13 Dec. 2011. Web. 6
Nov. 2012.
“Cellular Phone Use While Driving: Risks and Benefits.” Phase Report.
Harvard Center for Risk Analysis. NSC.Org. National Safety
Council, July 2010. Web. 12 Nov. 2012.
Doheny, Kathleen. “Hands-free Headsets Aren’t any Safer for Drivers
than Holding a Cell Phone.” WebMD Health News. Web MD, 13
Aug. 2010. Web. 7 Nov. 2012.
“First Car Radios-History.” Radiomuseum.org. n.d. Web. 22 Nov. 2012.
“Ford and Microsoft Celebrate 5 Years of In-Car Connectivity
Leadership.” Media.Ford.com. Ford Motor Company, 5 Nov. 2012.
Web. 12 Nov. 2012.
Grohol, John M. “Distracted While Driving.” PsychCentral.
PsychCentral, n.d. Web. 7 Nov. 2012.
Halsey III, Ashley. “Study: Hands-free or Not, Cell phone Use While
Driving is Dangerous.” Washington Post. The Washington Post, 29
Nov. 2011. Web. 7 Nov. 2012.
——. “Automakers Embrace Hands-Free Text-Messaging Technology.”
Washington Post. The Washington Post, n.d. Web. 14 Nov. 2012.
Kohn, Bernard and Keane, Angela. “Automakers Say “Google It” to
U.S. Distraction Guidelines.” Bloomberg. Bloomberg News, 16 May
2012. Web. 17 Nov 2012.
National Safety Council. Why Driving Hands-Free Is Risky Behavior.
distracteddriving.org. April 2012. Web. 8 Nov. 2012.
Roff, Peter. ”Don’t Ban Driving with Cell Phones.” U.S.News. U.S.
News, 27 April 2012. Web. 6 Nov. 2012.
United States. U.S. Department of Transportation. National Highway
Traffic Safety Administration. What Is Distracted Driving. distraction.gov. n.d. Web. 18 Nov. 2012.
United States. U.S. Department of Transportation. Office of Public
Affairs. Blueprint for Ending Distracted Driving. DOT 64-12.
Washington: GPO, 2012. Print. Web. 17 Nov. 2012.
| 24
Morally Straight:
Keeping Gays out
of the BSA
Gene Carlson
Last year, Ryan Andresen, a twelve-year member of the Boy Scouts of
America, came out as gay and applied for his Eagle Scout award, the
highest rank in Scouting, and one he had worked hard for and fulfilled
all requirements to earn. Shortly after, his family received a letter from
the BSA ordering him to sever all ties with the organization—needless
to say, he would not be given his Eagle (Brock 2). While the BSA is
a private group that may exclude whomever it wills, it is our right to
ask for a change, to ask that gay youth not be told by their leaders that
there is something wrong with them, to ask that they not be bullied or
rejected for their orientation, and to ask that they may share in the same
experiences and opportunities that other boys have. I believe we need
this change, and I am not alone.
The Boy Scouts of America is a youth organization with an influence in the lives of over 116,000,000 scouts and leaders since its founding in 1910 (“By the Numbers” 1), but as early as the 1970s, it has
actively taken a zero-tolerance policy towards homosexual members,
stripping the expulsed scouts of all earned awards and barring them
from any further participation in the organization (Dowell 3). Ryan
Andresen is not the first Boy Scout to be expelled for his sexual orientation (“Boy Scouts of America v. Dale” 1), but while tremendous support
in the form of 460,000 signatures has been garnered for giving him the
award he earned, the paid higher-ups of the BSA refuse to back down,
citing what they purport as Ryan’s lack of “Duty to God” (Adam 10).
Ryan was not accused of accosting any other boys at Scout meetings or
campouts or of being lewd or provocative in conduct. His crime was
confessing his attraction to other males, and it was met with immediate
expulsion.
25 |
Morally Straight: Keeping Gays out of the BSA · Gene Carlson
The remarkable thing to me is that the current members of Ryan’s
local group, the Mt. Diablo council, have expressed unanimous acceptance of Ryan, the scouting leaders in his Eagle Board of Review giving
him complete approval for the award despite the repeated top-down
orders against him (Adam 14). This marks a current trend of paid BSA
officials versus unpaid volunteers and members, the former enforcing
the discriminatory policy with the latter showing an overwhelming
consensus against it. With a staggering 97% of active Boy Scouts and
leaders voicing personal opposition to the ban in a poll conducted by
the BSA themselves (Liebelson 6), what could possibly be keeping this
policy in action?
Many Christian groups have long supported the BSA’s position
towards homosexuality without having any involvement in Scouting
themselves (Lohr 3); however, one religious faction has made the Boy
Scouts its official youth program and is the only creed whose numbers
in the organization have increased rather than declined, these being the
members of the Church of Jesus Christ of Latter-Day Saints, universally known as Mormons (Preyss 15). Like many Christian faiths, the
Mormon Church frowns upon “homosexual acts” as immoral (“Gay
Feelings Must Be Resisted, Mormons Declare” 8), yet, as if independent of this, current members seem to call the disallowance of gays
within Scouting a logistical issue rather than a spiritual or discriminatory one, presumably anticipating issues with co-ed tenting (Murray).
If a Scouting policy change tolerant of homosexuality was enacted and
the Mormons refused to accept it, there could be major fallout in membership (Preyss 10), a threat that may have kept revisionists at bay up
until now. However, threat or no, there is no rational justification for
why all Scouts in all troops must adhere to Mormon doctrine, and
supposed logistical concerns cannot account for stripping all awards
and ranks from gay members, in addition to excluding them, as if their
orientation alone were a crime.
Others seem to agree. UPS and Intel, two of the Boy Scouts’ largest donors, both referred to the BSA’s policy on homosexuality as the
reason their contributions would be suspended last year (Liebelson 4),
and the mounting pressure is not only monetary, but social, with Carly
Rae Jepsen and Train both backing out on their agreements to perform
at the Boy Scouts’ National Jamboree this year for the same reason
(“Carly Rae Jepsen, Train” 4). We’re seeing a massive shift across the
nation towards support for LGBT equality, and that extends to all ends
| 26
Morally Straight: Keeping Gays out of the BSA · Gene Carlson of the political spectrum, with even staunch conservatives like Clint
Eastwood now vocally supporting gay rights (Kirkland 4). And as for
the aforementioned Mormons, they too might be softening their stance
upon homosexuality, having met in a friendlier setting with their former foes in the fight over California Prop 8 and recently declared that
homosexuality is not a choice, contrary to previous statements by the
church (Henderson 3). While not accepting gays entirely, the church is
still making major strides and signs show they could possibly consent
to a change in the BSA policy if one was brought about.
Potential alternatives to the ban are found in nearly every scouting
organization aside from the BSA, and we may look to two, both located
on the same continent and catering to the same age groups: the Girl
Scouts of America and Scouts Canada. The Girl Scouts do not expulse
lesbian members, instead holding that sexuality is a personal subject
and practicing a simple compromise: no sexual activity is allowed at
Girl Scout campouts or meetings (Lopez 9). However, Scouts Canada,
much like the BSA in its early days, has never had a policy against gay
members and likewise never shared in the conflicts experienced by their
neighbors to the south (“Carly Rae Jepsen, Train” 6). Another solution
can be found in a proposal to themselves the Boy Scouts of America
quite recently examined and quashed by secret committee: leave the decision of allowance or disallowance up to individual Troops, thus providing all youth with Scouting opportunities while keeping religious
interests happy (Liebelson 5).
The repercussions for shooting down this proposition, presumably
unforeseen by the BSA, were severe enough to make the organization
again reconsider its stance, and on April of this year they announced
a new proposal that would allow gay youth into the organization, but
continue to ban gay leaders from serving (Abrahamian 1). While this
amendment is a promising step forward, having been met with measured approval from both gay rights activists and the Mormon Church
(Wetzstein 2), it is not enough. Gays are still effectively being told that
they are defective and dangerous, and while the policy change may
help to end direct discrimination against gay youth, they will be required to give up on their experiences upon entering adulthood, and
will not be allowed to serve in the organization in any capacity. As an
eighteen-year-old that has grown up in Scouting and now identifies as
gay, I will no longer be able to participate in and share what has been a
huge part of who I now am, and I am far from the only one left out. If
27 |
the Boy Scouts of America does not adapt its policy, it will continue to
lose donors, members, and public respect; however, it can still turn all
that around here and now, and continue to be a force for good in the
coming generations.
Works Cited
Abrahamian, Atossa. “Boy Scouts Proposal: Let in Gay Youth, Keep
Out Gay Adults.” Reuters. Thomson Reuters, 19 Apr. 2013. Web.
20 Apr. 2013.
Adam, Seth. “BSA Executives Kill Approval for Gay Scout’s Eagle
Application, Smear Teen.” GLAAD. GLAAD, 9 Jan. 2013. Web.
26 Mar. 2013.
“Boy Scouts of America v. Dale.” Encyclopedia of New Jersey. New
Brunswick: Rutgers University Press, 2004. Credo Reference. Web.
12 March 2013.
Brock, Marcus. “Gay Boy Scout Delivers 400,000 Petitions and Speaks
Out on Anderson Cooper 360.” GLAAD. GLAAD, 24 Oct. 2012.
Web. 19 Apr. 2013.
“By The Numbers.” Scouting 100.2 (2012): 9. Middle Search Plus. Web.
25 Apr. 2013.
“Carly Rae Jepsen, Train Invited To Perform For Scouts Canada After
Turning Down Homophobic Boy Scouts.” International Business
Times. 07 Mar. 2013: Regional Business News. Web. 14 Mar. 2013.
Dowell, William, et al. “Can a Scout Be Gay?” Time 155.18 (2000): 34.
Academic Search Elite. Web. 25 Apr. 2013.
“Gay Feelings Must Be Resisted, Mormons Declare.” Christian Century
124.17 (2007): 16. Academic Search Elite. Web. 25 Apr. 2013.
Henderson, Peter. “Silent or Supportive, Conservatives Give Gay
Marriage Momentum.” Reuters. Thomson Reuters, 25 Mar. 2013.
Web. 26 Mar. 2013.
Kirkland, Michael. “Under the U.S. Supreme Court: ‘Dirty Harry’
Supports Gay Marriage in California.” UPI.com. United Press
International, 10 Mar. 2013. Web. 26 Mar. 2013.
| 28
Morally Straight: Keeping Gays out of the BSA · Gene Carlson Liebelson, Dana. “Critics of Gay Ban Battle Boy Scouts over Results of
Internal Survey.” Mother Jones. Mother Jones and the Foundation
for National Progress, 25 Mar. 3013. Web. 26 Mar. 2013.
Lohr, Kathy. “Boy Scouts Delay Decision on Allowing Openly Gay
Scouts, Leaders.” All Things Considered (NPR) (2013): Newspaper
Source. Web. 11 Apr. 2013.
Lopez, Kathryn Jean. “The Cookie Crumbles.” National Review 52.20
(2000): 30. MasterFILE Premier. Web. 14 Mar. 2013.
Murray, Randy. Personal Interview. 13 Apr. 2013.
Preyss, Jennifer. “Mormons Sustain the Boy Scouts of America.”
Victoria Advocate (TX) 01 Feb. 2013: Newspaper Source. Web. 12
Mar. 2013.
Wetzstein, Cheryl. “Boy Scouts Get Stamp of Approval on Gay Policy
from Mormon Church.” The Washington Times. The Washington
Times, 27 Apr. 2013. Web. 7 May 2013.
29 |
| 30
The Detrimental Effect
of the United States’
Nonintervention in
Geopolitical Affairs
Tim Garrison
Since the end of the Second World War, there has been no small amount
of debate over the extent to which the United States of America should
be involved—especially in a leading role—in geopolitical affairs. The
more militaristic the country’s participation, the more controversial the
topic becomes. The belief that “Fortress America” should become isolationist and never resort to intervention in any capacity has not been
limited to one political party. Paleoconservatives were often in opposition to U.S. involvement in extra-national matters due to the economic
impact; they did not believe that money should be spent fighting wars
overseas. Liberal Democrats opposed preemptive wars on the grounds
of their ethical values, believing that violating the so-called sovereignty of hostile nations and causing collateral damage was a moral issue.
Despite support from both sides of the American political spectrum,
the U.S. has in fact gotten involved in operations taking place beyond
its borders countless times. In every case, it has been in the nation’s
best interest as well as the world’s. Moreover, it has been the duty of the
United States.
After the end of World War II (WW2), the U.S. was handed the
baton of the world’s watchdog by the British Empire. In the wake of the
war, there was the opportunity for all manner of upheaval, but rather
than check the tenuous ally in the form of the Soviet Union and prevent them from annexing the Eastern Bloc states, President Franklin
D. Roosevelt (FDR) unwisely chose to allow the existence of a second
superpower—one that would be the dark-mirrored moral opposite of
the U.S. If the Americans had not intervened and kept the world from
being overrun by the tyrannical boot of communism, then nobody
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The Detrimental Effect of the United States’ Nonintervention · Tim Garrison
would have…because nobody could have. Further, if the U.S. did not
step in and nurture new and weak nations toward the goal of joining “global society of peoples populated with self-determining, rightsrespecting states” then the Soviets would step in and impose their own
morals on the young, impressionable states, and ensuring that the ideal
of a civilization with free people would come about required the contest
of participants’ moral values where applicable (Beitz).
If the U.S. had not decided to fight the spread of communism, who
would? As with the inexorable expansion of the Nazis leading up to the
involvement of WW2, the Soviets were making headway all around
the world. Ignoring the problem was not an option. Case in point: the
Cuban Missile Crisis, a tense standoff that could have resulted in the
destruction of U.S. cities via enemy nuclear warheads. The U.S. fought
communism in North Korea and Vietnam. The war with the latter
has since been labeled a “police action” by many and became a seemingly picture perfect sample for a case against intervention and war in
general. A great deal of cynicism was caused by the apparent loss of
the war by the U.S., bringing about a feeling in some Americans that
their country should not be the “world’s police.” In the face of the war’s
unpopularity with the American public, the U.S. fought on in further proxy wars with the Marxist juggernaut in Afghanistan, Granada,
Nicaragua, and other places. Eventually, the U.S.S.R. dissolved after
losing a spending war in escalatory military buildup with the U.S. and
its NATO allies. The mere fact that the U.S. prevented an oppressive
superpower from inflicting its brutal principles—or lack thereof—on
other countries justifies the intervention that took place around the
world, sometimes with United Nations (U.N.) approval and sometimes
without.
Regarding the U.N. and its approval of intervention on the behalf
of the dispossessed, its articles contain clauses that would prevent and
condemn intervention on the parts of oppressed peoples, legitimizing
dictatorial regimes by granting them the same rights as free nations.
When a nation is unable to protect its citizens from harm, even from
themselves, it is no longer a coherent state. Thus, the lack of action by
nations capable of doing so, citing the aforementioned procedural obstructions, indicates a lack of will rather than a true belief in the process
(Benjamin). The U.S. has been one of few states not lacking the political will to intervene where it deems necessary.
| 32
Enter Iraq. Despite the opinions and theoretical suppositions put forth
by some antiwar activists, when the U.S. and Coalition forces invaded
Iraq on March 20, 2003, the mission’s official name was “Operation
Iraqi Liberation.” While part of the justification for the invasion was to
locate and destroy or seize weapons of mass destruction, the title of the
operation was not a misnomer. Under Saddam Hussein, “Forced deportations, secret arrests without cause or justification, torture, political
suppression, and murder” were “perpetrated with the full authorization, knowledge, and power of the state” (Huang). While the war was
wildly unpopular in the news media and political commentary, which
likened it to a quagmire the likes of which had not been seen since
Vietnam, the death counts for U.S. and Coalition forces were markedly
lower. Of course, a price cannot be put on the life of a human, but to
give one’s life in the process of emancipating twenty-five million people
is not to give one’s life in vain. As a freedom-loving society, the U.S.
should not balk at extending exploited people the essential right to living their lives free from oppression, regardless of whether or not that
extension involves fighting on their behalf or encouraging and arming
them to do so for themselves.
The lack of willingness of major nations to act on behalf of the
Iraqi people and others (of the five permanent members of the U.N
Security Council, only the U.S. and United Kingdom were members of
the Coalition Forces in Iraq) is at the heart of the issue. When global
superpowers refrain from acting in the clear-cut cases of opportunities to prevent suppression of basic rights and even genocide, it is up
to those willing to act, namely the U.S., to step in and ensure that the
oppressors are brought to justice. Not all of those nations with the lack
of will have less-than-benign reasons for doing so; some are just hesitant to get involved. Since the end of the Cold War, there have been
other instances where the Security Council has agreed that action was
necessary but no real action was taken. When there is “agreement in
principle, paralysis in practice” (Mandelbaum), it is nothing more than
an empty gesture for the Security Council to come to a consensus. The
U.N. makes no requirement of its member nations to take action when
a resolution is passed. Its peacekeeping forces, if they can be called that,
are too puny to take on any roles other than that of observers. Although
the wars in Iraq and Afghanistan have been costly to the U.S., both
monetarily and in lives, it is vital that the U.S. continues to take the
moral stance against dictatorships and terror-sponsoring states around
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the world. Why is it vital? It is vital so that an example can be set for
the rest of the world. Despite the lack of participation by many of the
more able countries in recent wars, many smaller nations stepped up
and contributed troops and equipment to the causes, showing that the
U.S.’s stance is appreciated more than the media would make it out to
be.
Just like with the Cuban Missile Crisis and FDR’s failure to prevent
the U.S.S.R. from expanding after World War II, the lack of intervention can again bring about an extended period of threat from enemies
who would, step-by-step, creep toward U.S. borders and attack it on
its home soil. On December 12, 1937, an American gunboat on patrol
in China, the U.S.S. Panay, was attacked in a supposed mistake by
the Japanese. Rather than retaliate, the U.S. maintained a diplomatic
relationship with Japan, who made monetary reparations to the U.S.
(Roberts Jr.). Although FDR did expand naval programs in a response
to what he saw as a threat the American concerns in foreign lands, the
withdrawal of U.S. forces from China and a lack of military response
eventually permitted the attack on Pearl Harbor.
The case for U.S. intervention is clear. It is moral on the grounds
that they should be willing to stop the oppression of foreign peoples,
that it should be willing to export the freedoms its citizens enjoy, and
that it eventually will be attacked by those with the intention to do so if
they are not dealt with beforehand. It is also logical. If the U.S. does not
act, someone else may, and that someone may be those who are eager to
impose their own moral values on the afflicted party.
| 34
Works Cited
Beitz, Charles R. “The Moral Standing of States Revisited.” Ethics
& International Affairs (Wiley-Blackwell) 23.4 (2009): 325–47.
Academic Search Elite. Web. 2 Nov. 2012.
Benjamin, Dave O. “Rethinking Nonintervention: The Challenge of
the UN Charter and Protecting the Dispossessed.” Public Integrity
12.3 (2010): 201–18. Academic Search Elite. Web. 2 Nov. 2012.
Huang, Jende. “Fighting For Iraq: A Case for Liberation.” Humanist
68.1 (2008): 28–30. Academic Search Elite. Web. 2 Nov. 2012.
Mandelbaum, Michael. “The Reluctance to Intervene.” Foreign Policy
95 (1994): 3. Academic Search Elite. Web. 3 Nov. 2012.
Roberts Jr., Frank N. “Climax of Isolationism, Countdown to World
War.” Naval History 26.6 (2012): 32–38. World History Collection.
Web. 3 Nov. 2012.
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| 36
Misplaced The Videos
Kelly Hudson
What type of role models do you want your children growing up with?
Do you want them to think drinking is a normal everyday occurrence?
Do you want them thinking having unprotected sex with multiple
partners is acceptable? How about getting pregnant between the ages
of fourteen and sixteen? Do you want them to go to violence as a first
resort? If you answered yes to any of these questions, tune in to MTV
for tonight’s line-up.
The Jersey Shore is a reality television show that aired on MTV from
December 3, 2009 to December 20, 2012. In season one we meet Pauly
D, Vinny, Ron, Snooki, J-Woww, The Situation, Sam, and Angelina,
and in season three Deena replaces Angelina as a member of the cast.
We are introduced to a slew of acronyms during the show. Some are
derogatory, some are disgusting, but all of them are ignorant. The acronym GTL stands for Gym, Tan, Laundry, a daily ritual these young
adults swear by. The acronym DTF is a derogatory term often used by
MVP, which is short for Mike, Vinny, and Pauly, in night clubs to determine which girls are easy targets to take back to the shore house so
they can “get it in.” Since The Jersey Shore aired, many people actually
believe that looking like a grown up oompa loompa in their toddler’s
clothing is acceptable. However, many people find the cleavage-bearing, three-sizes-too-small t-shirts, and dresses that leave nothing to be
desired offensive. In 2010, Republic, a bar in New Orleans, banned
any type of “Jersey Shore” attire. They posted a notice that read, “If it is
on The Jersey Shore it’s not coming through the door. No Affliction, no
Ed Hardy, no Christian Audigier, no exceptions.” I think every establishment in America with any class should follow suit. The disgusting
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Misplaced The Videos · Kelly Hudson
behavior of these young adults during the course of the six seasons that
the show was on air is inexcusable. Snooki gets punched in the face for
mouthing off to a guy in a bar. Snooki and Deena are arrested, on separate occasions, for public intoxication. Snooki and Deena are arrested
for getting into a car accident in Italy, where they run into a police vehicle. Ron is arrested for viciously beating a man outside a bar. Not to
mention the violence and outlandish behavior between the roommates
themselves. These young adults who refer to themselves as “guidos” and
“guidettes” are nothing more than spoiled brats painted orange with
enough hair product to fry the brains they don’t appear to have.
Teen Mom and Teen Mom 2 are spin offs from the MTV reality
show Sixteen and Pregnant. Teen Mom aired from December 8, 2009
until August 28, 2012, and Teen Mom 2 started on January 11, 2011
and still airs today. In Teen Mom we are introduced to Maci, Farrah,
Catelynn, and Amber, and in Teen Mom 2 we meet Leah, Chelsea,
Kailyn, and Jenelle. While I don’t think this show is as trashy as The
Jersey Shore by a long shot, I believe it glorifies teen pregnancy and gives
some of these girls an excuse to act undesirably. We do see some touching moments in the series, but more often than not it circles back to
drama before we have time to say “aww.” We never witness any of these
young girls working. However, they are practically portrayed living in
four story mansions and driving Mercedes-Benz all over town. A few of
them have even gone as far as getting breast augmentations and chosen
to have them aired on the show. I know a teen mom, and I can say that
while she isn’t asking for food stamps at the welfare office, she isn’t driving a brand new Bentley or getting a boob job either. Neither Teen Mom
or Teen Mom 2 is in shortage of violence. We see Farrah and her mother
involved in screaming matches what seems like every other episode.
Amber, Farrah, Kailyn, and Jenelle have all been involved in physical
altercations with either a parent or a boyfriend. We don’t know if the
violence occurs in front of the children; we can only assume MTV is
smart enough to edit that out. That often leads us to wonder what occurs when the cameras are turned off. Amber and Jenelle have been
in the media more often than not: both being arrested several times,
giving up custody rights to a family member or the father, violating
probation, and even serving prison time. If you ask me, the show seems
less of a portrayal of what teenage pregnancy is really like and more of
an exaggerated teenage version of Jerry Springer.
| 38
Misplaced The Videos · Kelly Hudson Buckwild is a reality television show that aired on MTV from
January 3, 2013 to February 7, 2013 and has been confirmed to be
in production for a second season. It follows nine young adults who
live in Sissonville, West Virginia. It is infamous for being dubbed the
“Redneck Jersey Shore” and on December 7, 2012 Senator Joe Manchin
spoke against the series saying, “This show plays to ugly, inaccurate stereotypes about the people of West Virginia. Instead of showcasing the
beauty of our people and our state, you preyed on young people, coaxed
them into displaying shameful behavior—and now you are profiting
from it. That is just wrong.” The violence level in this series in toned
down compared to The Jersey Shore, but the level of ignorance is at full
throttle. The teens indulge in activities, often times dangerous, including mudding, squirrel hunting, rope swinging, tire racing, and bull
riding. Like other MTV shows, the cast members of Buckwild aren’t
excluded from the legal issues. One cast member was arrested shortly
after taping on extensive charges dealing with drugs. It would seem
that many cast members of popular MTV series are on a first name
basis with local authorities. It infuriates me that several times during
the show the teenagers refer to the ignorant things they are doing as
“southern” or saying that things like this are normal in the south. Being
southern does not make you a redneck, a hillbilly, or trash. It is an excuse, and a poor one at that, to use being from the south as a reason to
act foolishly. I can’t say that Buckwild isn’t an accurate representation of
Sissonville, West Virginia because I have never been there, but I can say
that not all of us southerners are redneck trash and we don’t wish to be
portrayed that way because MTV is desperate for ratings.
The original purpose of the MTV network was to play music videos, hence the acronym Music Television. Somewhere along the way
they’ve adjusted their focus. Producing shows that condone inexcusable
behavior, teenage pregnancy, and countless stereotypes seems to have
made their judgment a bit foggy. However, the viewers give them the
push they need to produce this trash. They can only assume that when
ratings go up, viewers like what they see and want to see more of it.
When the network started, the target audience was young adults, but
today the focus has shifted towards young girls and adolescents. If you
asked me, I would say that for one reason or another over the past few
years MTV has misplaced the videos.
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Misplaced The Videos · Kelly Hudson
| 40
A Warrior’s Barrier
to Help
Joseph R. Long
The warm glow of the coals, the sweet smell of smoke from the campfire, and Patsy Cline is cooing sweet melodies from the radio, I think
to myself, “Life is great!” Chop chop chop, the distant sounds of a helicopter slowly form in the night. At once I recall a night in Iraq witnessing the Star-Wars-like streaks of light as a helicopter unleashes its
hovering death in the distance. Fast forward, I am now on a flight line
in Al-Asad, Iraq standing at attention behind a C-130 as flag-draped
caskets are loaded in the middle of the night. My heart begins to race,
and my breaths become short. Every time I hear a helicopter the same
thing happens.
Why do I wake up soaked in sweat hitting my wife and not remember dreaming at all? Why do I imagine choking someone who walks
down the wrong side of the aisle at the store? Why do I zone out so
much and completely forget what I am doing? Why do I feel like I am
constantly in danger? Why do I feel like I have no future? There once
was a time that my mind was plagued by so many questions, leaving
me in a state of uneasiness and with a short-fused temper. The intense
anxiety brought on by being full of so much anger and rage eventually
drove me to attempt to take my own life.
While in the mental health ward of my local Veteran’s Administration
Hospital, I was diagnosed as having Posttraumatic Stress Disorder,
PTSD. “This can’t be right; I haven’t had anything happen to me that
traumatic. That’s something guys who got blown up, shot, or had seen
too many dead bodies have,” I would say to myself. The most traumatic event I could think of was the day prior to the invasion of Iraq in
March 2003. I was in my bulldozer, pushing burms and making hasty
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A Warrior’s Barrier to Help · Joseph R. Long
bunkers. I remember the atmosphere being on the hazy side or maybe it
was because I was wearing tinted goggles. Either way, I do not remember it being too bright. BAM! Missiles started going up all across the
horizon. In a panic, I dropped the blade and shut down my equipment.
Throwing my gas mask on, I grabbed my rifle and busted out of the
cab like a madman. I remember diving over the burm into the bunker
I was building. “Breathe! Breathe slow, Joe!” I repeated over and over to
myself. As I looked around at others who had taken shelter with me, I
could not help but guess that each was just as freaked out as I. Crawling
to the top of the burm, I took a defensive posture. I waited for the inevitable explosions and firefight to follow, neither of which ever came. I
did not consider the experiences I faced as being traumatic. My beliefs
based on popular opinion of PTSD had blinded me to the severity of
some of the things I had been through, events I had dismissed yet were
still there.
It has been over a year since I was diagnosed. The treatment has
worked wonders for me, yet I still did not understand how I could have
succumbed to this disorder. Many veterans misunderstand the depth
and network of roots involved with PTSD, resulting in a failure to seek
help they may not even know they need; this misperception and lack of
help not only affects the veteran, but can lead to PTSD-like symptoms
in family (McDermott 16), cause distance between friends, animosity
with co-workers, and even harm to innocent strangers.
The first thing I knew I had to do was get the technical definition
of PTSD, so I could interpret it for myself. The American Psychiatric
Association defines PTSD as
| 42
the development of characteristic symptoms following exposure to
an extreme traumatic stressor involving direct personal experience
of an event that involves actual or threatened death or serious injury, or other threat to one’s physical integrity; or witnessing an
event that involves death, injury, or a threat to physical integrity of
another person; or learning about unexpected or violent death, serious harm, or threat of death or injury experienced by a family member or other close associate (Criterion A1). The person’s response to
the event must involve intense fear, helplessness, or horror (or in
children, the response must involve disorganized or agitated behavior) (Criterion A2). The characteristic symptoms resulting from the
exposure to the extreme trauma include persistent re-experiencing
A Warrior’s Barrier to Help · Joseph R. Long of the traumatic event (Criterion B), persistent avoidance of stimuli associated with the trauma and numbing of general responsiveness (Criterion C), and persistent symptoms of increased arousal
(Criterion D). The full symptom picture must be present for more
than 1 month (Criterion E), and the disturbance must cause clinically significant distress or impairment in social, occupational, or
other important areas of functioning (Criterion F) (424).
It is easy to see how this daunting definition can cause confusion to
someone.
The misconception of Criterion A1 is perception. How each individual perceives a threat of death or serious injury to self or another
can be completely different. One of the keys instrumental in forming a
perception susceptible to PTSD is classically conditioned fear response.
Classically conditioned fear responses happen when a neutral stimulus
that has no natural emotional reflex, driving down the street for example, is paired with an unconditioned stimulus that does have a natural
emotional reflex, a loud explosion of a roadside bomb, so that when the
mundane neutral stimulus is performed the natural emotional reflex
associated with the unconditioned stimulus is felt, a heightened state of
vigilance and fear while just driving down the road (Hockenbury and
Hockenbury 191).
Fear conditioning begins in basic training. Military recruits are exposed to inescapable and unpredictable stresses, often leading to feelings of complete helplessness, for long periods of time from the onset of
training. This is done in order to condition recruits to act before they
think—a highly valuable tool in a combat situation that can save your
life. According to my interview with Banyon Patterson, this conditioning is intended to have a positive affect against contracting PTSD by
building tolerance through exposure. However, upon further discussion he suggested that some recruits come to the table with predisposed
factors to PTSD. His suggestion is supported by a recent study that
found mental health status prior to training has a profound effect on
the susceptibility to psychosis post-training (Hong-zheng et al. 1–6).
These factors include: poor interpersonal functioning, history of childhood trauma/neglect, chaotic home environment, deviant behaviors,
lower intelligence, deficit of successes in life, and higher levels of empathy/sympathy. Fear conditioning may harbor a greater chance of contracting PTSD for recruits with these factors.
43 |
There are also suggestions that PTSD may have a root in genetics.
One study by the U.S. National Institute of Mental Health found that
an emotion-related gene paired with pre-deployment training and exposure to combat “accounted for more than a third of PTSD symptoms
that emerged later.” They go on to describe that the emotion-related
gene is responsible for the regulation of serotonin resulting in the person
to be excessively vigilant toward every day threats. Serotonin is associated with the regulation of mood and emotional states (Hockenbury
and Hockenbury 52), states such as empathy and sympathy.
We see how biological factors can affect higher levels of empathy/
sympathy. Patterson described empathy/sympathy to me as “people
who are more engaged with the feelings of others.” This engagement
of feelings with others may cause recruits to develop a “frame” of mind
concerning life, injury, death, and turmoil that heightens their level
of anxiety concerning perceived personal threat (Patterson). The more
empathetic a person is, the more likely that person is to emotionally insert their self into situations experienced by others. The stress of worry
concerning their mortality begins before even setting foot in a combat
theater.
After basic training, the immersion in anxiety continues. Before
deploying to a combat theater, military members go through copious
amounts of pre-deployment training to heighten their awareness of
common threats found in the destination theater providing them with
a means of response to those threats. Herman, Shiner, and Friedman
describe in their article on the prevention of combat-related PTSD that
“Perceived combat preparedness at pre-deployment has, in turn, been
found to moderate the link between combat and perceived threat” (3).
Mortality begins to become real for the fresh warrior as they begin to
experience real life situations that can be deadly in a training environment. Their heightened state of hyper-arousal sets in as the fear of
deployment begins.
The young military member is eventually deployed to the combat
theater. Every convoy that rolls out of the wire has the potential for
disaster. Every day on base has a chance of mortar attack. The warrior
never really knows what is in store. Blood-crusted, blown up trucks
come in on trailers. Flag-draped coffins are loaded on planes in the
middle of the night. Whether in a direct combat role or not, the warrior’s mind is constantly centered on what-if. Reminders of the horrors
| 44
A Warrior’s Barrier to Help · Joseph R. Long of death are around every corner, and the young warrior may have yet
to even fire a round in anger or defense.
Subjections to lesser traumas are a chronically overlooked cause of
PTSD. The military member has gone through a life-changing experience of military indoctrination wrought with helplessness in basic training, to fear-inducing exposure of possible of attack in pre-deployment
training, to a horror-inducing immersion in the helpless unknown of
a combat theater. Over a period of a couple of years the young warrior
has been faced with their own mortality on a consistent basis. This is an
exact fit of the response criterion of the PTSD definition.
Another factor that aids in the development of PTSD is a lack of
social support following the trauma. Many military members develop
a band of brothers doctrine during basic training. This is referred to
as military socialization, “a variety of socialization practices used by
militaries to foster a sense of shared cultures among soldiers” (Finley
107). Upon exit from the military, the warrior may begin to feel alone
without someone who understands their way of life. This leads the nowveteran to isolate from others, severing their access to social support,
and potentially causing more severe PTSD (Finley 71). Once PTSD
sets in, the veteran begins to distrust those who they do not identify
with, leading to more isolation and even less social support. This is a
viscous spiral downward.
In conclusion, the road to PTSD is much more complex than just
being shot, blown up, or killing another person. There is a plethora of
roots that can lead to the development of this debilitating disorder, and
each individual case is different. Many of these roots can be identified
and treated proactively. If our militaries would conduct more in-depth
psychoanalysis prior to basic training, they could provide tailored psychotherapy and medicine to each individual before training, during
training, and after training. Helping those individuals before they are
immersed into a world of fear and anxiety would profoundly reduce
their likelihood of developing PTSD.
45 |
Works Cited
American Psychiatric Association. Diagnostic and Statistical Manual
of Mental Disorders, Fourth Edition. Washington, DC: American
Psychiatric Association, 1994. Print.
Finley, Erin P. Fields of Combat: Understanding PTSD Among Veterans
of Iraq and Afghanistan. Ithaca: Cornell UP, 2011. Print.
Hermann, Barbara A., Brian Shiner, and Matthew J. Friedman.
“Epidemiology and Prevention of Combat-Related Post-Traumatic
Stress in OEF/OIF/OND Service Members.” Military Medicine
(2012): 1–6. Consumer Health Complete—EBSCOhost. Web. 3 June
2013.
Hockenbury, Don H., and Sandra E. Hockenbury. Discovering
Psychology, Fifth Edition. New York: Worth, 2011. Print.
Hong-zheng, Li, et al. “Advice to Mental Health Intervention for
Recruits Based on an Investigation for Mental Status of Servicemen
During Basic Military Training.” US-China Education Review 4. 5
(2007): 1–6. ERIC. Web. 28 Mar. 2013.
McDermott, Walter, F. Understanding Combat Related Post Traumatic
Stress Disorder. Jefferson: McFarland, 2012. Print.
Patterson, Banyon. Personal interview. 5 Apr. 2013.
United States. U.S. Department of Health and Human Services
National Institute of Mental Health. Press Release. “Threat bias interacts with combat, gene to boost PTSD risk.” 13 Feb 2013. Web.
14 Mar 2013.
| 46
Epigenetics:
Marked for Generations
Josh Stephens
Since the late 1800s genetics has intrigued much of humanity. This
field of study has captured the imagination not only of many scientists but also of popular culture. In his novel, Strange Case of Dr. Jekyll
and Mr. Hyde, Robert Louis Stevenson characterized a man who underwent physical and mental metamorphosis after drinking a potion.
The chemical concoction transformed the character Dr. Jekyll from
a normal man into an unrecognizable, monstrous shadow of himself.
Although his story is largely considered to be based on psychological
conflicts within oneself, we would be remiss to ignore the fact that
Stevenson wrote his novel during a time when the theories of Charles
Darwin, and later the geneticist Gregor Mendel, were becoming more
accepted by the general public. Over the last decade, advances in genetic research have unearthed many astounding revelations, specifically within the field of epigenetics. Epigenetics is the study of how
changes to the way genes are expressed can be made and then inherited
(Cloud). Genes, which are packaged in DNA, are instructions that are
passed down from parent to offspring. These directions are the reason individuals can inherit their father’s nose or their mother’s eyes.
Researchers continue to gain a better understanding of how epigenetics
affects genes, how they play a role in the health of future offspring, and
how they could be used in medicine.
To comprehend how epigenetics affects genes, it must be understood that located above the gene is a layer of cellular matter known as
the epigenome (Cloud). According to John Cloud it is “these epigenetic
‘marks’ that tell your genes to switch on or off, to speak loudly or whisper.” C. David Allis of the Rockefeller University describes enzymes,
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Epigenetics: Marked for Generations · Josh Stephens
known as histones, as “the ‘writers’ and ‘erasers’ of the epigenetic code”
(qtd. in Nestler). These histones can have methyl or acetyl chemical
groups attached to them. Whichever they are, methylated or acetylated,
determines the effect they will have on the gene. Methylated histones
can suppress genes, while acetylated are more likely to activate genes
(Nestler). An important aspect of these changes is that they can be
brought on by environmental factors. Studies on lab mice have revealed
that exposure to a variety of forces, varying from the negative aspects
of chemical exposure to the positive effects of having a loving mother
(Begley), could make changes to the epigenome and leave a mark that
could even transcend generations.
What is astonishing about the way the epigenome manipulates
genes is that even though the changes made do not actually alter the
gene itself, and therefore the DNA, the effects can be passed on to future offspring. The biologist Jean-Baptiste Lamarck had first postulated
that a blacksmith’s son could inherit the strong, muscular arms of his
father. His notions were largely overlooked due to the already popular
theories of Darwin concerning evolution via natural selection (Carey);
however, molecular biologist Michael Skinner recently published a
paper “confirming epigenetic changes in sperm which are carried forward transgenerationally” (qtd. in Begley). This discovery is surprising
due to a long held belief that DNA passed through the sperm and eggs
of the parent were “wiped clean” of any negative or positive effects and
that the offspring would start with a clean slate. According to the results
Skinner presented, a phenomenon known as transgenerational epigenetic inheritance was observed when the offspring of rats, who were exposed to a fungicide known as vinclozolin, showed alterations in their
epigenomes for up to as many as four generations (Begley). Skinner’s
team did not continue the experiment beyond the fourth generation
but the implications could be frightening. Consider the amount of nonbiodegradable chemicals, such as those used in hydraulic fracking, the
process of withdrawing natural gas from the earth, that are being left
in the environment and contaminating drinking water (GasLand). It is
becoming clear that exposure to such contaminates can not only cause
health issues for people who are exposed to them, but can also be carried forward to their children even if they are not directly exposed.
On the positive side of epigenetics is the potential for use in medical
treatment. As Stephen S. Hall explains, “Over the past several years…
physicians have reported success using epigenetic therapies against
cancers of the blood and have even made progress against intractable
| 48
Epigenetics: Marked for Generations · Josh Stephens solid-tumor malignancies like lung cancer.” Scientists now understand that changes to the epigenome can hinder cancer fighting cells
by suppressing them (Hall). Learning how to use medications to reactivate these cells is a potent step towards removing the disease. As
Hall notes, “researchers at Johns Hopkins have used epigenetic markers
in brain cancer cells to predict which patients are likelier to benefit
from chemotherapy.” Success has been seen not only in treating obvious physical disease, but also in the mental health field. Research into
how depression might also be treated has been done using lab mice. In
the tests, small mice with a meek disposition were placed near larger,
more aggressive mice. Over time the smaller mice displayed signs similar to that of depression in humans. Tests revealed changes to the histones regulating gene expression in the affected mice. By discovering
which histones were changed, a door has been opened for developing
anti-depressants that specifically target those histones (Lavine). Since,
“According to NIMH [National Institute of Mental Health] estimate,
nearly 15 million Americans are believed to have major depressive disorder” (Lavine), this could be an invaluable revelation.
The scientific community has begun to try to map the human epigenome similarly to the Human Genome project, which ended in 2000.
So far, however, it looks to be a much longer process. The Human
Genome project revealed approximately 25,000 genes. It is speculated that the Human Epigenome project, which has already begun in
Europe, will find millions of epigenes (Cloud). It is a process that John
Cloud describes: “When completed, the Human Epigenome Project…
will make the Human Genome Project look like homework that 15th
century kids did with an abacus.” It is clearly a staggering task.
Epigenetics has shown that, much like Dr. Jekyll’s famous potions,
what people ingest as well as what is in their surrounding environment can have an adverse effect on them at a genetic level. Obviously,
the change does not happen at the same rate as in Stevenson’s story.
However, it should make one pause before doing activities that are
knowingly harmful such as smoking or even unhealthy eating (Hall).
While doctors make advances in treating patients with epigenetics,
individuals can also be doing their part to create healthier lives for
themselves and future generations by being careful of what they allow
into their body and by regulating what they allow to be dumped into
the environment. As epigenetic knowledge increases, perhaps a way to
completely eradicate the Mr. Hyde of some diseases is just around the
corner.
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Epigenetics: Marked for Generations · Josh Stephens
Works Cited
Begley, Sharon. “Sins of the Grandfathers.” Newsweek 156.19 (2010):
48–50. Academic Search Elite. Web. 4 Oct. 2012.
Carey, Nessa. “Epigenetics in Action.” Natural History 120.6 (2012):
28. MasterFILE Premier. Web. 25 Sept. 2012.
Cloud, John. “Why Your DNA Isn’t Your Destiny.” Time Magazine
(2010). Web. 25 Sept. 2012.
GasLand. Dir. Josh Fox. New Video Group, 2010. DVD.
Hall, Stephen S. “Beyond the Book of Life.” Newsweek (Atlantic Edition)
154.1/2 (2009): 42. MasterFILE Premier. Web. 4 Oct. 2012.
Lavine, Greg. “Epigenetics Hints at Future Antidepressant Drug
Targets.” American Journal of Health-System Pharmacy 65.12 (2008):
1108–1109. Academic Search Elite. Web. 2 Oct. 2012.
Nestler, Eric J. “Hidden Switches in the Mind.” Scientific American
305.6 (2011): 76–83. Health Source—Consumer Edition. Web. 25
Sept. 2012.
| 50
About the Authors and
Their Process
Amaris Beasley
I am a non-traditional student pursuing a
Physical Therapy Assistant degree at NWACC.
My husband of eighteen years and my three children support me in my
efforts. At 37, I am able to write using more life experience than when I
was younger. For this reason, I tend to write about subjects that are familiar and interesting to me. Also writing all my thoughts down, even
if it initially seems like rambling, is very useful to my writing process.
From there, I am able to edit each paragraph until it says what I really
meant to bring to the reader’s attention.
Dimitri Buckley
I have always enjoyed writing and believe whatever the assignment
might encompass, one can find their personal writing style and a distinctive writer’s “voice.” The purpose of my essay is to enlighten readers
about the dangers of hands-free cell phone usage while driving, which
unfortunately has taken precedence over safety among numerous drivers today. My approach to writing has always been varied. Sometimes I
start with an outline; while other times, free-writing works best. In addition, I strive to create an interesting title to engage my reader’s interest from the beginning. During the editing process, with rhythm, tone,
and flow in mind, I read my work acting as an impartial reader, shaping the words into an engaging, coherent piece of writing. In order to
perfect my style, I utilized peer review coupled with guidance from an
amazing professor. Writing is an individualistic expression. Therefore,
find the particular approach that works best, incorporate your passion
and let the uniqueness of your writing “flow.”
51 |
About the Authors and Their Process
Sarah Davis
I began writing short stories several years ago and became engrossed
in the process of world building because I don’t open a book and say
“tell me a story”; I open a book and say “take me away.” I want to write
that way as well. I try to pay attention to concrete details and elaborate
enough to add color to even the most average picture. I find that reading what I’ve written out loud helps smooth out the words or details
that don’t fit and interrupt the flow of thought. My son, as always, is
my inspiration. When asked to write a rave I couldn’t think of a single
thing I could rave about any better. He is the perfect subject for any
art form and writing about him will never get old. I am beyond excited
that my little love note is being published!
Scott Eby
I’ve been out of school for over a decade and decided to go to college
after I finished my time in the military. One thing that hasn’t changed
over the years is my writing process. I consider myself to be a thinker
and will spend the majority of my time thinking about a topic before
I ever write anything down. Like many people, I can express myself
better on paper and once I get myself interested in a topic it comes
almost naturally. I never kept a journal, but I enjoyed writing about my
personal experience and wish that I had.
Tim Garrison
I am a California transplant who has lived in NWA for fourteen years.
As an author who has been published twice in a regional periodical
and gotten plenty of writing practice in my now-defunct “Hard to
Starboard” blog, I believe that being passionate and knowledgeable
about the topic one is writing on is essential to excellence. In addition,
my “thrice through” method can help to ensure coherency and flow:
read first for grammar/syntax, next for content, and a third time to
confirm the piece’s smoothness in reading.
| 52
About the Authors and Their Process Kelly Hudson
Since I was a little girl I have been extremely passionate about reading.
There isn’t a day that goes by that you will catch me without a book in
my hand at some point. It wasn’t until this semester that I realized just
how much my love for reading would translate into a love for writing.
This semester taught me so many things about myself and my abilities
as a writer. I owe a lot of credit to my professor, James Laughton. My
strengths as a writer have grown immensely because of his guidance
and encouragement. He puts tremendous effort into making sure his
students not only understand but excel in each assignment, and for that
I can’t thank him enough. I also owe special thanks to my dad—not
only for buying me my first set of Little Golden Books before I could
walk but also for teaching me about all the wonders reading could provide while I was growing up. I wouldn’t be who I am today without his
love and support. I can only hope that my actions both in life and at
school make him proud.
Adriana Joyce
I’m a 15-year-old concurrent student and am really enjoying my classes
at NWACC. I wrote this paper because I love the library and wanted
others to hear about it, since lots of people don’t know that Bella Vista
even has a library. When I write, I often create an outline and then fill
in the paragraphs. I’m always careful to choose a topic I’ll enjoy working on for a while, because those are the strongest papers.
Joseph R. Long
I am a Marine Veteran of Operation Iraqi Freedom. I am happily married with a melded family of six children. I have always been a very
imaginative person who loves to tell a story; however, I have never been
very keen on the process of writing. Much of my writing style comes
from the very act itself. Oftentimes I agonize on how and where to
start. Eventually I just sit down, open my heart and mind, and just let
the words flow. I will reread each sentence and paragraph as I go to
play around with structure and content, and eventually I end up with
a workable rough draft.
53 |
Josh Stephens
I am a non-traditional student and after returning to school I have realized how much I enjoy writing. The process I usually use starts with
creating an outline of the ideas I want to explore. The outline helps me
to stay focused and gives me direction when doing further research on
the topic. Typically, I will create several drafts and almost always read
them out loud because sentences don’t always work as well as I think
they do once I hear them spoken. Also, I use the Writing Center for
almost every paper I write. I feel it is important to get feedback from
someone else, and I have found that having an outside perspective has
challenged me and helped me to refine my skills.
Cover Artist
Barbara Lingle grew up in Fayetteville, Arkansas, where she attended the University of Arkansas, receiving a BA in history, an MA in
communication and a JD in law. She has taught civics, history and
English in the public schools and has taught law and communication at
NWACC and the U of A. She currently teaches yoga classes at the adult
wellness center in Rogers. While most of her career has been devoted to
teaching and practicing law, she has always pursued creative outlets in
the form of art and writing.
She says, “Art is like therapy for me. Time seems to stand still when
I’m engaged in a creative project. Watercolor especially has always
intrigued and inspired me. Sometimes it seems almost impossible to
control what’s happening on the paper and that challenge keeps me
motivated. The painting entitled “Moving Through Time” was one of
those pieces that did not seem to be working for me. I remember feeling
some impatience and frustration as I worked on it. I did not expect it to
turn out to be a piece I would like, but as I kept applying layers of color
and design it began to come together. Working on the painting seems
in retrospect to be a metaphor for life. Hence, the title.”
| 54
Reflections
English 1023 • Composition II
Third Student Anthology
Department of English
NorthWest Arkansas Community College
Hayden-McNeil Sustainability
Hayden-McNeil’s standard paper stock uses a minimum of 30%
post-consumer waste. We offer higher % options by request,
including a 100% recycled stock. Additionally, Hayden-McNeil
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sustainability initiative through Macmillan Higher Ed.
Visit http://sustainability.macmillan.com to learn more.
Cover Art
Special thanks to NWACC art student Marcy Flickinger for allowing the use of her piece “A Walk to the Future” for this edition’s cover.
Copyright © 2013 by the Department of English, NorthWest Arkansas
Community College
Copyright © 2013 by Marcy Flickinger, inspired by Milen Tod, for the
cover art, titled “A Walk to the Future”
All rights reserved.
Permission in writing must be obtained from the publisher before any
part of this work may be reproduced or transmitted in any form or by
any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system.
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Foreword
Last year saw the second edition of Reflections, an anthology of the ten
best essays submitted to the contest from English 1023 students from
the previous year. Our instructors commented on the benefit of the
anthology of peer model essays for their students. After all, writing is a
challenge, and many students build confidence by reading and examining peer models; these essays provide those models.
Another benefit of this anthology is that it celebrates our students’
successes in composing reflection, analysis, evaluation, and synthesis
projects for their English Composition II classes. This year over 90 submissions have been collected since the last edition of Reflections, and
our judges have selected the ten best entries.
Congratulations to the students who were chosen to be included in
the third edition of Reflections. To the current students in Composition
II classes, my judges and I look forward to reading your submissions to
the contest this year.
Jacqueline Jones
NWACC English Faculty
June 2013
iii |
Foreword
| iv
Table of Contents
Cowards Anonymous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Rachel Hamburg
Will the Real Narrator Please Stand Up?. . . . . . . . . . . . . . . . . . . . . . 5
Heather Orr
Gilgamesh: A True Hero Then and Now. . . . . . . . . . . . . . . . . . . . . . 9
Stacey French
The Stuff of Heroes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Joshua Stephens
White or Black: We Are All the Same Inside. . . . . . . . . . . . . . . . . . . 17
Edgar Manzanarez-Hernandez
A Lasting Impression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Amy Saferite
Understanding Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Myrlinda Janell Huff
A Source of Horror in “The Lottery”. . . . . . . . . . . . . . . . . . . . . . . . 31
David Koehn
The Nature of the Yellow Wallpaper . . . . . . . . . . . . . . . . . . . . . . . . 37
Dave Smith
A Shelf Full of Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Christina Listoe
About the Authors and Their Process. . . . . . . . . . . . . . . . . . . . . . . . 47
v |
Table of Contents
| vi
Cowards Anonymous
Rachel Hamburg
It’s shameful, but I hate nursing homes. I hate their bleach-soaked corridors, their dull watercolors plastered on the walls, and their bobblehead employees with super-glued smiles. But most of all, I hate that
nauseous feeling when my stomach sinks and my toes grow numb that
occurs each time I tread their hallways. When I read “The Things
They Carried,” [editor’s note: Student used different text from the
story in the Making Literature Matter] Tim O’Brien’s short story of an
American platoon in Vietnam, I felt a palpable connection between my
abhorrence of nursing homes and the platoon’s feelings. In both my
nursing home experience and “The Things They Carried,” shame—
and the fear of it—directed life choices, sometimes leading to drastic
consequences.
In “The Things They Carried,” O’Brien tells us that a soldier’s greatest fears are “the fear of blushing” and “the common secret of cowardice barely restrained.” The platoon endlessly trudged through the
muddy swamps of Vietnam and writhed in claustrophobic trenches
simply because they feared the shame in running away. Yet, after they
did act cowardly and “squealed […] and fired their weapons blindly
[…] and made stupid promises to themselves and to God and to their
mothers and fathers,” they could only pretend that none of it happened
(O’Brien). In such traumatic situations, O’Brien reveals that this was
one way they coped. No matter what the situation, this fear forced
them to suck it up and keep marching.
Although my life was never in such peril, the fear of shame has
often propelled me into drastic action. I was born a perfectionist, and
I fervently guard against personal failure or embarrassment. Like the
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Cowards Anonymous · Rachel Hamburg
soldiers in “The Things They Carried,” I also was “too frightened to be
[a] coward […]” (O’Brien). In fact, the whole reason I suggested volunteering at Bentonville Manor Nursing Home had to do with perfecting
my character. Yom Kippur was a few weeks away; and according to
the words of the prophet Isaiah, a proper fast involved stretching out
our hands to hungry, poor, and afflicted—not only for a single day but
also for our entire lives. Volunteering at a nursing home was the most
humbling, servile action I could think of.
The visiting room at Bentonville Manor smelled like canned sardines and Pepto-Bismol. When my family and I entered, an elderly lady
strapped into a wheelchair was wailing at the top of her lungs. A few
nurses huddled around her, asking what was wrong and how could they
help, but she just kept sobbing and twisting in her seat. They eventually
took her away, before a man in his late 30s wheeled up to my dad and
me and invited us to feel his muscle. His fiancée, he explained, had broken their engagement after a car accident, so every day he endured his
physical therapy exercises to get strong again. She would have to take
him back when she saw how big his muscles had grown. A minute later,
I left him for a more normal, grandma-looking lady. She warbled on
about her grandsons on the soccer team until my mom politely interrupted to tell me it was time to go. To my dismay, the lady kept talking,
her voice rising sharply and her hand half outstretched to grasp mine.
My mom gently pulled me away, explaining that in order to volunteer
here, I must be kind, but firm with the residents.
Once outside, all that morbid weight seemed to fall away from me.
The sensation seemed akin to riding those “freedom birds” in “The
Things They Carried.” O’Brien describes the emotion those American
soldiers felt as they flew over Vietnam for the last time like “a helium
buzz in the brain, a giddy bubbling in the lungs as they were taken up
over the clouds and the war, beyond duty, beyond gravity and mortification […]” They were being carried back to America—to freedom,
where they hoped to forget the black, crippling fear of war. After all
that had occurred, I similarly wished to soar far away and forget all
that sorrow and wretched misery I’d witnessed. Just like Kiowa, one of
the platoon in “The Things They Carried,” I didn’t want to think about
the residents’ grief. Kiowa, instead of mourning the recent loss of his
comrade, could only relish “the smell of the New Testament under his
cheek, […] having his boots off and fog curling in around him […] and
the plush comfort of night.”
| 2
Cowards Anonymous · Rachel Hamburg Then, all of a sudden, a wave of shame pounded through me. How
could I be so self-centered when many of the residents rarely received
family visits or had been abandoned altogether? In addition to that,
they had to endure the shame of requiring a nurse’s assistance with
their bodily needs? Imagine the shame in that, and here I was basking
in relief at leaving them!
The most poignant character in “The Things They Carried,”
Lieutenant Jimmy Cross, embodied my feelings of guilt and shame.
He mercilessly blamed himself for the death of Ted Lavender, one of
his platoon members who’d been fatally shot by a sniper. If only he
hadn’t been daydreaming about his girlfriend Martha, he thought! The
next day, he burned Martha’s letters and resolved to become the strict,
focused lieutenant who didn’t bother with stupid fantasizes. A “new
hardness [formed] in his stomach. He loved [Martha] but he hated her”
(O’Brien). In other words, Jimmy’s guilt evolved into hate—a hate that
cocooned him from the shame of failed responsibility.
I never went back to Bentonville Manor, and my shame morphed
into a type of hate. However, it’s not that I hate nursing homes so much
I hate the reminder of running away. No matter what I do in the future, I’ll carry that burden of the memory like a small stone forever
tumbling around in my shoe. My experience, echoed in “The Things
They Carried,” shows that shame can come in different ways and affect
our reactions to pain, suffering, and responsibility. It can stimulate us
to bravery and self-sacrifice, as in the case of Jimmy Cross, or paralyze
us through the fear of further embarrassment, as what happened to me.
And although I regret not returning to Bentonville Manor, I did learn a
valuable lesson: I’m not perfect. Humans aren’t perfect—and our feelings of shame are proof of that.
Work Cited
O’Brien, Tim. “The Things They Carried.” n. p. Classroom Handout.
3 |
Cowards Anonymous · Rachel Hamburg
| 4
Will the Real Narrator
Please Stand Up?
Heather Orr
William Faulkner’s short story “A Rose for Emily” is a dynamic and
complex tale, rich with symbolism and an intricately woven discourse.
But, perhaps the most interesting element of the story is that it is told
almost entirely from the point of view of an unnamed narrator. At
times, the narrator speaks in a very matter-of-fact tone, simply recounting the events of the story as if general hearsay, “The Negro led them
into the parlor. It was furnished in heavy leather-covered furniture”
(Faulkner 714). But the narrator often shifts from spectator to participant: “By that time it was a cabal, and we were all Miss Emily’s allies
to help circumvent the cousins” (Faulkner 718). These shifts cause the
reader to consider the idea that the narrator is actually an identified
character in the story. Though it often seems as if the narrator is simply
the collective voice of the town of Jefferson, the general discourse of
the story is a clue to the identity of a specific narrator. This essay will
analyze three distinctly different potential narrators to determine the
most likely identity of this mysterious character.
The discourse and timing of the story indicate that the narrator is
emotionally invested in Emily. He hides the fact Emily has poisoned
her lover until the very end of the story. While the narrator may drop
clues about the murder, he continues to turn the reader’s focus and
attention towards Emily’s unfortunate and oppressed plight in life. It
is obvious the narrator is trying to solicit some level of sympathy and
understanding from the reader for Emily. This fact makes it very unlikely that the narrator is merely an anonymous onlooker, a member
of Emily’s community who took part in her relentless berating and
torment. Certainly, the narrator could be a citizen of Jefferson who
5 |
Will the Real Narrator Please Stand Up? · Heather Orr
is riddled with guilt and telling the story with a sense of shame while
still trying to justify his actions, “We did not say she was crazy then.
We believed she had to do that” (Faulkner 716). But, in order for this
townsperson to be privy to so many details of Emily’s life, the reader
would assume that this person is a town elder, present from the beginning to the bitter end. This does not fit with the timeline of the story.
The narrator tells the story after the events of Emily’s death transpire.
Emily is not a young woman when she dies, “up to the day of her death
at seventy-four” (Faulkner 719). Thus, if the narrator is in fact a town
elder, perhaps a friend of her father, then he would almost certainly
have perished before Emily. Therefore, this seems like an unlikely possibility for the potential narrator.
The narrator appears to know exactly what is hidden in the bedroom
where Homer Barron’s body is found. He attempts to prepare the reader
for the inevitable truth about to be discovered by the townspeople behind the ominous locked door: “Already we knew that there was one
room in that region above stairs which no one had seen in forty years,
and which would have to be forced. They waited until Miss Emily was
decently in the ground before they opened it” (Faulkner 720). It seems
the only other person, aside from Emily, who knew precisely what was
to be found inside those bedroom walls, is Homer Barron. Homer is
a much more feasible ghost-narrator than a town elder because he is
immersed in the emotion and plot of the story. It is apparent that he
indeed cares for Emily in some capacity, as he is seen spending a consistent amount of time with her, “Presently, we began to see him and Miss
Emily on Sunday afternoons driving in the yellow-wheeled buggy and
the matched team of bays from the livery stable” (Faulkner 717). It is
entirely possible that Homer is in fact the unnamed narrator, telling the
story in an attempt to make sense of his death and gain understanding
of the complicated and damaged woman who murdered him. Perhaps,
but ultimately it seems highly unlikely that Homer would have such a
sympathetic view of Emily, the woman who poisoned him, while painting himself as such an insignificant and almost irrelevant figure in the
story, “Of course a Grierson would not think seriously of a Northerner,
a day laborer” (Faulkner 717).
Beyond Homer Barron, there is one particular character that seems
to fit the bill as the unidentified narrator. Tobe is connected to Emily
in just the right balance to portray her honestly, yet sympathetically.
He works for her for a very long period of time, so he knows her in a
way that no one else in the town knows. He is not overly emotionally
| 6
Will the Real Narrator Please Stand Up? · Heather Orr attached to her, but he has seen her through many changing seasons
of her life, “Daily, monthly, yearly we watched the Negro grow grayer
and more stooped, going in and out with the market basket” (Faulkner
719). He has no problem exposing the actions and behaviors of Emily’s
father and the townspeople alike. This makes sense because he would
have no reason to feel biased towards Emily’s father, as he worked for
her. Furthermore, he separates himself from the town on most accounts
because he is African-American, living in the Old South, where black
people are treated like second-class citizens and undermined publicly,
as in “the edict that no Negro woman should appear on the streets
without an apron” (Faulkner 714). It is very reasonable to assume that
much of the sympathy Tobe feels for Emily is due to his ability to relate
to being made a spectacle of in society. The language he uses is very
telling. The narrator refers to Emily as “Miss Emily” (Faulkner 714).
One would think that the people who know her would call her Emily
while others who did not know her as well would refer to her as Miss
Grierson. Calling her Miss Emily alludes to the fact that the narrator
is someone who she probably told to call her Emily but felt it crossed
a boundary of respect, such as “an old man-servant—a combined gardener and cook” would feel (Faulkner 714). Tobe is the most likely
narrator identified in the story.
William Faulkner raises more questions than answers in “A Rose
for Emily.” This story is thought-provoking and takes the reader on a
journey through the changing times, human nature, and mental illness. While it is ultimately up to the individual reader to determine
who the intended narrator is in this story, the evidence is quite compelling that Tobe is indeed the true narrator. However, in my assessment of the story, I came to the conclusion that while Tobe is likely the
character narrator, he is not the only one telling the story. The story
shifts perspective continually between the omniscient narrator and the
character narrator from the beginning until the end. This intricate and
complicated discourse and point of view makes the story a remarkable
example of short fiction.
Works Cited
Faulkner, William. “A Rose for Emily.” Making Literature Matter: An
Anthology for Readers and Writers. 5th ed. Ed. John Schilb and John
Clifford. Boston: Bedford, 2012. 714–720. Print.
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Will the Real Narrator Please Stand Up? · Heather Orr
| 8
Gilgamesh:
A True Hero Then and Now
Stacey French
Everyone seems to have his or her own definition of heroism. When
presented with the question “what makes a hero,” you’ll probably get
a different answer each time you ask a new person. Some may say that
acts of valor in combat constitute a hero while others may say that overcoming any type of personal difficulty makes a hero. In the great epic
Gilgamesh, our protagonist has many high and low points throughout
his story. He performs many heroic acts to save others and also shows
great perseverance when setting out on a quest to seek immortality.
Gilgamesh would have been considered a hero both back when the
story was originally written; and now in modern times, however, it may
have been for different reasons. Originally, Gilgamesh fits the criteria
for a hero by being born a demigod, defeating monsters, and having
a friend or sidekick to help him along his journey while, in modern
times, we revere him as a hero because we see a man who seeks wisdom,
sets out to change his own fate, and shows great perseverance amidst
any setbacks along his travels. By studying this story, we see that people
can be heroes for several different reasons, all depending on what the
audience may be looking for at that time.
Gilgamesh was born a demigod, meaning that he was part man,
part god. His mother was the wise goddess Ninsun while his father
was the noble Lugalbanda, a mortal who had been a great king of Uruk
(Gilgamesh 28). The epic states “Gilgamesh was such a godlike person
that his people knew the gods had favored him” (Gilgamesh 28). His
beauty, courage, and wisdom had all be gifts bestowed upon him by
the divine (Gilgamesh 28). The fact that Gilgamesh possessed partiality
9 |
Gilgamesh: A True Hero Then and Now · Stacey French
from the gods and the fact that he had gifts from the divine within him
was enough for him to be respected as a hero.
In addition to being born a demigod, Gilgamesh also came to battle
several beasts within the epic tale, adding to his heroic status. Using his
strength and bravery, Gilgamesh, along with his friend Enkidu, defeats
both Humbaba, a huge guard that protects the Cedar Forest, and the
ferocious Bull of Heaven, a monster sent by Ishtar (Gilgamesh 40–42).
Both of those monsters posed a great threat to the city of Uruk, and
therefore, he destroys them. By defeating these monsters, Gilgamesh
builds on his heroic status.
Gilgamesh also fits the criteria for a hero by having a friend or
sidekick that helps him along his travels. Enkidu played that role
to Gilgamesh. Enkidu was originally sent by the gods to help teach
Gilgamesh his place in the world and to show him that he too has
limitations, as does every human (Gilgamesh 29). However, after engaging in a brutal fight, Gilgamesh accepts that he has met his match in
Enkidu and takes a knee, showing that he surrenders to him. Enkidu
sees this and hails Gilgamesh as a great king and the two embrace becoming dear friends (Gilgamesh 29). Enkidu accompanies Gilgamesh
throughout his travels and provides advice to his friend when he needs
it. The sidekick’s inevitable demise is what leads Gilgamesh to refuse
to accept his fate of death and sets him out on his journey to learn
how to gain immortality. However, the mere presence of a friend at all
contributes to Gilgamesh’s relatability to us all, again, proving that he
is indeed a hero.
In the past, societies relied on very basic concepts to define a hero.
While in the past, they look for heroic acts, such as defeating great
monsters to define heroism, in today’s society, we look for the knowledge behind the quest to really see the man for who he is and decide if
he is indeed a hero.
When examining Gilgamesh today, we see a man that, although
he had originally set out to find immortality, comes back with a much
deeper knowledge of himself and how to live a fulfilling life. Gilgamesh
decides early on in the story that he must make a name for himself.
He vows to set out and learn on how to gain immortality by visiting
Utanapishtim, the survivor of the great flood (Gilgamesh 44). By setting
out on this journey, he shows that he is not satisfied with the everyday
life and he asks the questions that others won’t. “Gilgamesh left his
city to learn how to avoid death, and he returned having learned how
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Gilgamesh: A True Hero Then and Now · Stacey French to live. In the course of his travels, he saw everything throughout the
land. Because he thought about what he had seen, he came to know
everything that makes a person wise” (Gilgamesh 28). Not only that,
but upon his return, he recalled his story on stone tablets so that his
knowledge could be passed on for generations to come and help “improve their lives.” (Gilgamesh 28). The fact that he not only obtained
this wisdom, but also felt the need to pass it on so that others may benefit, is a contributing factor of what makes Gilgamesh a hero.
Gilgamesh continues to show his heroic attributes by vowing to
change his fate. “Gilgamesh was two-thirds god and one-third man.
[…] Therefore, he was doomed to share the common fate of all human
beings, which is death” (Gilgamesh 28). This concept was simply unacceptable to him. He refuses to sit idly by while death awaits him and
sets out to find immortality. He learns that even though he cannot live
days without end, he still has other gifts that set him apart such as the
power to be unrivaled in heroism and to be supreme among humans
(Gilgamesh 54). “Gilgamesh learns that the only type of immortality that
he or any other mortal can achieve is lasting fame through performing
great deeds and constructing enduring monuments” (Rosenberg 27).
With this knowledge, he learns to appreciate what he has and realizes
that he will live on forever with the stories of his great feats. However,
the courage that it took to stand up and say that the inevitable was unacceptable is what sets him apart and makes him a hero.
Gilgamesh continues to show great aspects of heroism by showing
perseverance throughout his trials in the epic. While there are several
examples of his tenacity throughout the tale, one in particular shows
it best: his travel to Utanapishtim to see how he may gain immortality. Throughout his journey, he overcomes several obstacles that would
have ended any average man’s trip. Gilgamesh states, “‘I have seen very
little of sweet sleep, and my joints have felt much pain. I have roamed
like a hunter all over lands, including the grassy plain and the scorching
desert’” (Gilgamesh 49). He also travels thirty-six miles in a tunnel that
“black as pitch” (Gilgamesh 45). Despite his setbacks, he continues his
journey to find the answers he has been searching for and change his
fate. By showing his great perseverance, he was regarded as an important hero upon his return home.
Gilgamesh is the perfect example of a hero, both then and now.
Almost anyone can relate to him in some way or another. “Like
Gilgamesh, we must fight the despair of failure and death, and we must
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Gilgamesh: A True Hero Then and Now · Stacey French
choose what we will value in life and have the freedom to make these
choices” (Rosenberg 27). A hero is recognized as one when people can
see a glimpse of themselves within the person. Gilgamesh provides
hope to all those who read his tale, leaving a lasting impression and
providing us with a glimmer of hope that we can each become a hero
of our own.
Works Cited
Donna Rosenberg. World Mythology: An Anthology of the Great Myths
and Epic, Gilgamesh. Chicago, IL: NTC/Contemporary Publishing
Group, Inc. 1999. Print.
Gilgamesh. World Mythology: An Anthology of the Great Myths and
Epics. Ed. Donna Rosenberg. Chicago, IL: NTC/Contemporary
Publishing Group, Inc. 1999. 28–56. Print.
| 12
The Stuff of Heroes
Joshua Stephens
Modern China has no shortage of action movies created both in Hong
Kong and the mainland. In many of these films, actresses, such as
Zhang Ziyi and Michelle Yeoh, portray women who fill the roles of action heroes. Although these types of characters are widely accepted in
the cinema for entertainment, could characters from China’s historical
myths be viewed as actual heroes today? The story “Chi Li Slays the
Serpent” has survived for hundreds of years possibly even since before
the Ch’in dynasty (“Chi Li” 330). This fact implies that it manages to
maintain some appeal to the people throughout the generations. The
protagonist of the tale, Chi Li, is a young woman who exhibits the heroic traits of self-sacrifice, bravery, and the performance of great deeds,
which stand the test of time and make her a viable hero figure, both
past and present.
Chi Li’s first step towards heroism comes when she offers to sacrifice
herself to the terrible Yung serpent. Her motivation, regardless of how
her actions might help her people as a whole, is simple in its focus. She
is only concerned with the welfare of her family (“Chi Li” 331–332).
To put things into perspective, Chinese society has long valued male
children over female for many reasons: the ability to do hard labor, protection, and carrying on the family name. She, being the sixth daughter
of a father of no sons, realizes that she is only a burden to her family.
When her parents deny permission to sacrifice herself, she argues that
“[W]ealthier parents […] have killed their newborn daughters” for that
very same reason (“Chi Li” 332). The willingness she has to perform
such an action exhibits a great deal of love for her family, and the people
of the time would undoubtedly appreciate the gesture even if they did
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The Stuff of Heroes · Joshua Stephens
not allow for her to follow through with it. In modern China, although
no one needs to sacrifice themselves to a giant serpent, sacrifices for
one’s family can still be made. Chan KiKi is a 25-year-old woman from
Hong Kong who still lives with her parents. She says, “The Chinese
people attach great importance to family and filial piety.” Filial piety
is a Confucian virtue of having respect for one’s parents and ancestors. The young caring for their parents as they grow older and cannot
fend for themselves is not unusual (Chan). The children are, in essence,
sacrificing their time and money to take care of their parents as well as
raise their own families. It might not be the children’s first choice to
live with their parents and support them; but because they love them,
they are willing to sacrifice their choice of lifestyle to ensure their parents are cared for (Chan). Because these younger generations are used
to the idea of self-sacrifice and filial piety, Chi Li’s desires are relatable.
To an individual who is going to school and still working two jobs to
support their parents, it’s not hard to imagine that they would have a
fundamental respect for Chi Li’s desire to help her family. The fact that
she chooses the ultimate sacrifice she could make for her loved ones,
and literally forfeit her life so that they can survive more comfortably,
is an extreme that many would agree is beyond heroic.
Chi Li also exhibits her heroic nature in her innate bravery. The
Yung serpent has been terrifying the people of the Yeuh kingdom for
close to a decade; young women are marched to their doom each year
(“Chi Li” 331). Even though she is young, Chi Li has no misconceptions as to what volunteering means. Regardless, she decides to take a
different approach than the maidens before her. Perhaps it is because
she made the choice to go rather than be forced against her will, but
she keeps her wits about her and devises a plan to defeat the beast or
die trying. When she comes face to face with the serpent, she is able to
carry out her plans but only after firmly squashing her fears (“Chi Li”
332–333). In a country known for its many internal wars, the idea of a
young girl standing against seemingly insurmountable odds is a vision
that might inspire or even shame a soldier to battle against what may
seem as superior forces.
For the modern Chinese, one needs only to look to June 5, 1989 for
a similar display of courage. On Chang’an Avenue, a road that leads to
Tiananmen Square in Beijing, a lone man stood in front of a column of
tanks (Anthony). Someone viewing a picture of the scene could almost
imagine him shouting the words “You shall not pass!” However, this
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The Stuff of Heroes · Joshua Stephens lone man was no wizard; he had no special powers. What he had was an
immeasurable amount of bravery. Like Chi Li, he had no doubts as to
what could happen to him for blocking the tanks of the Chinese army.
Just the day before, potentially thousands of unarmed protestors were
gunned down by the very same army under the orders of the Chinese
government. Jan Wong, a journalist who witnessed the event, recounts
what she saw: “The tank did not try to just run him over. It turned to
go around him. And then the young man jumped in front of the tank.
And then the tank turns the other way, and the young man jumps the
other side. They did this a couple of times, and then the tank turned
off its motors” (Wong qtd. in Anthony). While the government did
its best to eliminate any evidence of this particular scene, news of this
lone man spread around the world (Anthony). These two stories are not
directly parallel; however, the bravery of the “Tank Man” to face the
uneven odds validate that Chi Li’s similar bravery is something that the
modern Chinese could relate to. An interesting idea to consider is that
Chi Li’s story could actually be a metaphor for rebellion. Perhaps the
serpent represents a corrupt or over-bearing government, and Chi Li
is the outmatched but resourceful populace. The idea that individuals
can stand up to those in power and challenge them regardless of the
consequences can be heroic and inspiring when those in power do not
wield it wisely or justly.
Most heroes gain fame by performing some great deed. Chi Li’s
clever disposal of the serpent is no exception. Her success garners the
attention of the emperor who then marries her and elevates the status of her family. Thus, her selfless act benefits her family more than
she could ever imagine (“Chi Li” 333). The 1800s was a period when
China struggled with internal strife and pressure from Western countries. This period saw the balance in power in Asia shift from China to
Japan. It took many years for China to stabilize and regain its former
strength with the rise of the Communist party. However, Western perceptions of the Chinese still view them poorly (“China and the West”).
Bruce Lee, although some may consider him only a martial artist and
actor, became a hero of sorts to many Chinese people. His great deed
was slaying the dragon of misperception. Lee “personified an aesthetic
that shattered the stereotype of the Asian male,” says Raymond Zhou,
editor-in-chief at China Daily. Zhou, a reputed social critic, explains
that in Hollywood, “Asian male roles were portrayed by non-Asians
who resorted to painting their face yellow, slanting their eyes and
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The Stuff of Heroes · Joshua Stephens
adding buckteeth.” Because Hollywood’s influence reaches the entire
world and, thus, is influential in shaping perceptions, it is important
to China’s self-image to have a man like Lee take the stage and break
those stereotypes (Zhou). His success in Hollywood effectively raised
the status of his larger cultural family of male counterparts in China.
The modern Chinese can easily recognize the values of the great deeds
performed by these two heroes. One brings physical wealth and status,
and the other renews the self-confidence of the nation by shifting the
world’s perception of them.
Chi Li’s heroic virtues that set her apart from the rest of the sacrificial maidens are clearly visible in individuals in modern China. As
such, her story is one that can still serve as an inspiration. Whether one
finds themselves in a situation where they must boldly defy stereotypes,
courageously oppose an over-bearing government, or simply sacrifice to
support close family, Chi Li is still a valid example that can be looked
to for encouragement when the odds seem insurmountable.
Works Cited
Chan, KiKi. Personal interview. 4 April. 2013.
“China and the West: Imperialism, Opium, and Self-Strengthening
(1800–1921).” afe.easia.columbia.edu. Asia for Educators, n.d. Web.
8 April 2013.
“Chi Li Slays the Serpent.” World Mythology: An Anthology of the Great
Myths and Epics, Third Edition. Ed. Donna Rosenberg. Chicago,
Illinois: McGraw-Hill, 1999. 330–333. Print.
Thomas, Anthony. “The Tank Man.” PBS.org. Public Broadcasting
System, 11 April 2006. Web. 7 April 2013.
Zhou, Raymond. “The Man Who Was Chairman Mao’s Hero.” History.
cultural-china.com. Cultural China, n.d. Web. 8 April 2013.
| 16
White or Black:
We Are All the Same Inside
At the end of the summer of 1963, Dr. Martin Luther King Jr. delivered
his historic “I Have a Dream” speech in front of the Lincoln Memorial
Monument in Washington, D.C. With hope, King made known his
dream that “black children could one day live in a nation where they
will not be judged by the color of their skin but by their character” (1).
That day made a mark on American history, and it is remembered as
an important transitional stage that contributed to the end of segregation. However, is American society free of discrimination forty-nine
years after King’s speech? Not really. Analyzing two pieces of literature,
one classical and one contemporary, I realized this issue continues to
negatively affect the United States. For example, Langston Hughes in
his poem “Open Letter to the South,” published in 1932, describes a
sad episode of the nation’s history, when racism and prejudice were an
extensive plague in the entire country. On the other hand, the poem
“Black Boys Play the Classics” (1997) by Toi Derricotte shows the new
face of the United States; however, it still demonstrates discrimination
against black people. Although the two poems stand for two different
decades, both works show that disparities of social status and ethnicities have always divided American society, and they also suggest the
unification of the nation as the most effective way toward equality.
First of all, Hughes addresses in his poem that disproportion of
wealth separated Americans into different groups rather than joined
them to pull together as a nation. The title of Hughes’s poem “Open
Letter to the South” indicates a clear message directed to poor workers.
Thus, there is not an intention to set up a connection with the upper
class, mostly because it is evident that poor people were used to enrich
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White or Black: We Are All the Same Inside · Edgar Manzanarez-Hernandez
those who were already wealthy. As an illustration, Hughes, in the third
stanza, invites workers to “kill” the differences among them that “keep
the rich enthroned/And drive poor workers to the time-clock and the
plow” (26–27). In other words, the author stresses that the upper class
will continue getting rich while they, the lower class, are divided, exploited, and submerged into poverty. Later, Hughes emphasizes the
union of workers to create a force to “smash misery” (57). Again the
author refers to the lower class, making evident not only the gap among
poor people, but the lack of interaction with the upper class as well.
Similar to Hughes’s poem, in the poem “Black Boys Play the
Classics” Derricotte illustrates social divisions in our current society
due to disparity of power. The speaker vividly details each character’s
clothes to identify the different social status among people. The poem
starts with the description of three black kids wearing “ratty/ sneakers & T-shirts” and playing violins in a station (Derricotte 3). Then,
the author describes in the second stanza white men wearing “business
suits” that walk indifferently and “toss in a dollar” as if it is an everyday
task (Derricotte 6). Definitely the speaker’s tone and the behavior of
the men, who practically throw the coins, reflect that there is still a
division between upper class and lower class in America. After that,
Derricotte shows a different angle of this situation describing brown
men in “work-soiled khakis” that stand looking at the boys with admiration (10). These workers and the black kids belong to lower class, so
the author indicates a moral support among people of the same social
status and highlights the differences among poor and rich people.
In addition, to demonstrate that poor and rich people have historically had differences, Hughes’s poem points out that the nation was
divided among white and black people in the 1930s. This fact is evident
when the author first indicates that differences in workers’ races generated a chasm among them, causing a knotty relationship. For example,
Hughes, in the third stanza, suggests to white workers to forget their
differences because he considered not logical a fight of “Race against
race/ [just] because one is black/ Another white of face” (29–31). Indeed,
although poverty equally affected all workers, their different skin colors
did not allow them to face this problem together. Furthermore, the author addresses the “great migration to the North” in his poem (Hughes
41). It alludes to the movement of African Americas to the North where
segregation was not legalized as it was in the South, although “racism
and prejudice were widespread” in the whole nation (Crew 35). Thus,
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White or Black: We Are All the Same Inside · Edgar Manzanarez-Hernandez Hughes shows that even the country was geographically divided due to
race issues in the early 1930s.
But although segregation seems to have been removed from society, Derricotte demonstrates that it is currently an issue in the United
States. In the poem, the speaker shows the different reactions of black
and white people regarding the kids playing in the station. Derricotte
first describes black men standing with “their mouths open” as if they
wish to play the violin as well as the three kids do (11). The author indicates in these lines that the color of people’s skin does not really matter; rather, their character, input, and abilities to do different tasks are
what make individuals important. Then, the speaker focuses on three
white boys who look up at their “idols,” the black boys, with admiration and think them to be “angels” (Derricotte 21). In this part, the
author contrasts the attitude of white men in business suits with these
white kids to show that in a child’s eyes there is no difference in the
color of people’s skin. With this comparison, she also proposes a social
model. In fact, this is how people should act in society, treating each
other in the same way.
Lastly, both poems suggest the solidarity among workers/citizens
to eradicate racism and prejudice from American society. The real
purpose of Hughes’s letter is uniting workers because he believes in
Americans becoming a nation—“Let us become instead, you and I, one
single hand. Let us together, say: ‘You are my brother, black or white’”
(Hughes 39). Hughes states that when workers finally decide to share
forces, they will be stronger and make a better America because “in
union” lays the people’s “strength” (Hughes 55). Similar to Hughes,
Derricotte ends her poem with a reflection that calls people to unite.
She presents a hypothetical conversation between a black and a white
person. The first asks, “Why does this trembling/ pull us?” (Derricotte
22–23). It refers to the gap among poor/black and rich/white people
that separate them. Then, the white person answers “Beneath the surface we are one” (Derricotte 24). Thus, the author ends up with her
thought that inside we are the same. It does not matter whether people
are poor or rich, black or white.
Several decades have passed since Hughes’s poem “Open letter to
the South” was published and Martin Luther King, Jr. delivered his
memorable speech. These events contributed to the end of segregation;
however, as Derricotte addresses in her poem, Americans have to work
to close the gaps that are still dividing society. The achievements of such
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White or Black: We Are All the Same Inside · Edgar Manzanarez-Hernandez
heroes like Hughes or King, who fought to give Americans freedom
and equal opportunities, will continue to remain in vain if people still
act with prejudice. What do we need to comprehend that we are all
the same no matter what race, social status, or dogmas? It is definitely
our responsibility to guarantee equality among people in this country.
Don’t let the lies of the past come back to the present! Stand up for your
rights, but be aware of others’ rights.
Works Cited
Crew, Spencer C. “The Great Migration of Afro-Americans, 1915–40.”
Monthly Labor Review 110.3 (1987):34–36. Business Source Elite.
Web. 24 Feb. 2013.
Derricotte, Toi. “Black Boys Play the Classics.” Making Literature
Matter: An Anthology for Readers and Writers. 5th ed. Ed. John Schilb
and John Clifford. Boston: Bedford, 2012. 1005–1006. Print.
Hughes, Langston. “Open Letter to the South.” Making Literature
Matter: An Anthology for Readers and Writers. 5th ed. Ed. John Schilb
and John Clifford. Boston: Bedford, 2012. 1051–1053. Print.
King Jr., Martin Luther. “I Have a Dream Speech.” I Have Dream
(Primary Source Document) (2009):1. Primary Search. Web. 24 Feb.
2013.
| 20
A Lasting Impression
Amy Saferite
My great-grandma Lori was a feisty, petite Cherokee princess, who at
the age of twenty found herself deaf, the mother of five children, and
with a husband who would drink himself into oblivion. As a young girl,
I can remember being fascinated by this woman who by the world’s
standard had nothing yet was able to face life with such dignity and selfassurance. I did not know it at the time, but later came to understand
that it was her strong faith, her indomitable spirit, and her infectious
sense of humor that would leave an indelible mark upon her family. In
fact, there are few family gatherings now in which a story about Lori
isn’t shared. One story in particular comes to mind because I played a
huge part in its crafting. I was just nine or ten when my grandma Ruth
asked me to go and wake Lori from her nap. When I went in to wake
her, I shook her shoulder but got no response, so I shook it again with
still no response. Beginning to panic, I ran to my grandma crying that
she was dead. Both of my grandparents ran quickly back to her room
with me, and my grandpa put his face close to hers to check for breathing. Then it happened. Her eyes flew open and in a loud voice she hollered, “Was I a’snorin’?” After that incident, I had it on good authority
that I was to make sure she was really dead before going for help, and
Lori had a huge smile on her face, pulling off another practical joke.
Lori’s penchant for humor taught me that even in the worst of times
there is always room for laughter, and that “a cheerful heart is good
medicine” (Proverbs 17:22a).
In today’s culture, where the face of family is ever shifting, grandparents maintain a significant role in establishing a family legacy. In the
poem “Behind Grandma’s House” and the movie Carolina, we meet two
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A Lasting Impression · Amy Saferite
spirited grandmothers, who when confronted by the attitudes of their
grandchildren, see an occasion to make a difference. However, in the
poem “Legacies,” we meet a woman who desires to pass on something
of importance to her grandchild, but when she is met with resistance,
she backs away, missing the opportunity to leave her granddaughter
with something of herself. Grandparents have many opportunities to
cultivate valuable life lessons in the lives of their grandchildren and
although the methods they employ may seem unorthodox, often they
turn out to be the most effective.
Grandparents are often successful in translating life lessons to the
next generation because many are unafraid to confront the grandchild
about his or her behavior. This proactive approach is clearly seen in
Gary Soto’s poem “Behind Grandma’s House,” when his grandmother
after watching him try his hand at being tough, clad in her apron says,
“Let me help you,” and punches him between the eyes (20–21). Her
unconventional discipline gives her grandson, who was headed down
the wrong path toward manhood, a chance to see the error of his ways
and make a better choice. The journal Grandparents Today found that
it is not merely being a grandparent that determines how a child will
respond, as much as it depends upon the closeness that the child feels
toward the individual grandparent (“Legacy”). What this says about
the grandparent/grandchild relationship is that it takes careful study of
the grandchild’s personality, temperament, and lots of love (even tough
love), in order to be successful in translating the values that are most
important to the next generation. Having studied her grandson, Soto’s
grandmother is able to act in such a way that though stunned by her
actions, he is able to receive her discipline and later acknowledge the
role she played in his development.
This same lack of fear in confronting a grandchild’s behavior is also
seen in the movie Carolina. In the opening scene we see Millie filling
vending machines with cigarettes at a diner, when her two grandchildren, Carolina and her sister Georgia, begin to sling nasty words at
each other. It is not long before the viewer sees Millie go behind the
counter, pick up two butcher knives, and take the girls out to the alley.
She then instructs them to “go ahead and kill each other” (Carolina).
Shocked by the ludicrousness of their grandmother’s words, both girls’
eyes are opened to the possibility that they are not being raised right.
The grandmother’s eccentric way of putting a stop to their endless bickering causes the girls to realize the value of the other and help them to
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A Lasting Impression · Amy Saferite forge a friendship that will stand up under the pressures of life. Millie,
like Soto’s grandmother, refuses to stand by while her grandchildren
tear each other apart. Thus, while her methods seem like madness, she
is able to teach her granddaughters the importance of family.
Sadly, a grandparent’s attempt at transmitting values is not always
received by the grandchild, as is the case in Nikki Giovanni’s poem
“Legacies.” When the granddaughter rejects her grandmother’s attempt
to teach her the skill of roll baking, the grandmother effectively washes
her hands of it when she says, “Lord these children” (15) and walks
away. Sometimes the reason there is a rejection of values has less to do
with what is said and more to do with what is left unsaid. For example,
in “Legacies,” had the grandmother offered the reasons why it was important for her to share the tradition of roll baking, it is possible that
her granddaughter would have been more open to the idea. Susanne
Olsen, Allan C. Taylor, and Kelly DiSpirito-Taylor, associate professors of marriage, family, and human development at Brigham Young
University, agree that grandparents have an edge when it comes to helping shape the identities of their grandchildren because they are able
to provide the historical importance of traditions and beliefs (Olsen,
Taylor, DiSpirito-Taylor). By simply walking away and not investigating the reasons behind the resistance, the grandmother misses the
chance to gain insight into her granddaughter’s thoughts and feelings,
and therefore forfeits the opportunity to instill a sense of identity and
pride in her family traditions.
Although the vision of the family is changing, grandparents still
play a vital role in helping grandchildren shape their identities by
teaching them who they are and from where they come. Sometimes
the transmission of values is done through the use of tough love, as was
the case in “Behind Grandma’s House” and at other times values are
passed down through the use of unorthodox measures such as butcher
knives in alleys, as was seen in Carolina. “Legacies” stresses the importance of open communication and how taking a passive approach in
the transmission of values can be detrimental to a grandchild’s sense of
self. Being proactive and willing to be a student of our grandchildren
does not always guarantee a positive result, but it can open the door
to conversations about our values, ideals, and beliefs, leaving a lasting
legacy with the ones who will follow after us.
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A Lasting Impression · Amy Saferite
Works Cited
Carolina. Dir. Marleen Gorris. Perf. Julia Stiles and Shirley McClaine.
Miramax, 2003. Film.
Giovanni, Nikki “Legacies.” Making Literature Matter: An Anthology
for Readers and Writers. 5th ed. Ed John Schlib and John Clifford.
Boston: Bedford, 2012 427. Print.
Legacy. “Grandparents Today.” N.p. Web. 9 Nov 2012.
New International Version. Grand Rapids: Zondervan, 1983. Print.
Olsen, Susanne Frost, Allan C. Taylor and Kelly DiSpirito Taylor.
“An Irreplaceable Influence.” BYU Magazine. Brigham Young
University. n.d. Web. 9 Nov 2012.
Soto, Gary “Behind Grandma’s House.” Making Literature Matter: An
Anthology for Readers and Writers. 5th ed. Ed John Schilb and John
Clifford. Boston: Bedford, 2012. 430. Print.
| 24
Understanding Justice
Every human being is charged with the task of maturing in his or her
understanding of the world. This process can be grueling and the growing pangs quite intense, as much of what one has always known about
the world is challenged. As children and young adults, many live in a
world of naiveté, a blissful ignorance of the pain, suffering, inequality,
and immorality that surround them. Once aware of these ills, one must
determine how to continue life in this world: whether to fight against
injustice for self and/or others, to become complacent and simply accept the world as it is and not seek to create much change, or to become
depressed and withdraw from society. Anyone making this discovery
for the first time embarks on a psychological journey (however brief or
lengthy). In the short story “The Lesson,” Toni Cade Bambara explores
this journey for a preteen named Sylvia who discovers intense economic
inequality in her community, and Nathaniel Hawthorne explores it for
a young man named Goodman Brown, a devout Christian who discovers that widespread sin exists in his community, even among those he
perceived as most righteous in “Young Goodman Brown.” We discover
in these works that as young people mature in their understanding of
the world, realizing that evil and injustice exist, they encounter feelings
of confusion, disappointment, and anger and then must determine how
to continue life in such a society.
Both Goodman and Sylvia display youthful innocence at the beginning of their tales. Hawthorne represents Goodman’s innocence in
the title itself: “Young” representing his youth, “Goodman” saying that
he believes himself to be “good” and works toward righteousness, and
“Brown” is a plain name that perhaps indicates that he is an everyman
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Understanding Justice · Myrlinda Janell Huff
and that the events in the story could happen to anyone. Many readers perceive “Young Goodman Brown” as a work of allegory (Lawson).
Goodman’s journey into the forest seems to represent a devout
Christian dabbling in sin. Goodman naively believes that his journey
will be quick and present minimal repercussions. He also believes that
he comes from a lineage of good, righteous people who were essentially
sinless and that members of his community are holy as well and would
be appalled by his dabbling (Hawthorne 1134). Goodman also seems
to believe that he is a morally good person and wishes to return home
after traveling with the devil for a brief time. Sylvia in “The Lesson” has
a very nonchalant attitude at the beginning of her trip to the store with
her classmates and her teacher, Miss Moore. She, too, seems to believe
that few if any repercussions will arise from her trip (aside from extreme
boredom). She and her cousin, Sugar, are very distracted, constantly
thinking about what they would rather be doing. She talks about running for the nearest barbecue restaurant they can find when they exit
the taxi at the store, and while looking in the window of the toy store,
Sylvia and Sugar are playfully joking, saying, “This is mine, that’s mine.
I gotta have that. That was made for me […]” (Bambara 1143). Both
characters display blissful ignorance of their current positions in society
and of the experiences in store for them.
Goodman and Sylvia have their beliefs about the world quickly
and deeply challenged. Goodman’s discovery of widespread evil seems
to begin when the devil informs him that he (the devil) was very familiar with Goodman’s father and grandfather, despite the fact that
he believed otherwise. The devil says, “They were my good friends,
both […]” (Hawthorne 1134). He goes on to tell Goodman that he is
quite familiar with many people in New England and that “deacons
of many a church have drunk the communion wine with me” (1134).
The two soon encounter Goody Cloyse, an elderly woman who taught
Goodman his catechism. Goodman discovers that she and the devil
are essentially old pals. They laugh together and chat merrily (1135).
Goodman is taken back by this as Goody should be a holy, righteous
woman, not one who has cavorted with the devil and is familiar enough
with him to be chatty. He later discovers that the deacon and minister
of his church are no strangers to the dark forest or the devil himself.
Upon this discovery, Goodman has to catch hold of a tree to support
himself (1137). Such a discovery is clearly shocking for him. During
the ceremony in the forest, he finds many of his friends, neighbors, and
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Understanding Justice · Myrlinda Janell Huff acquaintances. He sees sinners and saints indiscriminately in fellowship: “it was strange to see that the good shrank not from the wicked,
nor were the sinners abashed by the saints” (1139). Throughout these
discoveries, Goodman searches for his wife, Faith, his metaphorical
faith in God and religion. He finds himself in danger of losing her
upon these discoveries.
Sylvia’s worldview is challenged deeply as well. She is clearly aware
of her financial situation: where she lives and with whom, how much
money her family has and what they are able to do with it. However,
she clearly lacks an understanding of her situation in comparison to the
larger society. Her trip to F.A.O. Schwarz toy store in Manhattan essentially slaps her in the face with that “lesson.” Her classmate Ronald,
or “Big Butt,” says that he wants to buy a microscope. First, the rest
of the kids question him about what he could possibly do with a microscope (Bambara 1143–44). They seem to think that owning one
is a ridiculous notion, which is also indicative of the class difference.
It would be quite normal for a white, middle-to-upper class child to
own a microscope and conduct science experiments, but it seems to
be ridiculous for a poor, black child to want the same, a perpetuation
of the economic discrepancies that already exist. Miss Moore asks the
children what the microscope costs, and they see the sign reading $300.
Owning the microscope goes from being a hope of Ronald’s to an impossibility. We soon learn that there is a paper weight that costs $480,
a sailboat that costs $1195 and a clown that does somersaults for $35
(1144–46). When the students read the price tag for the sailboat, Sylvia
is so shocked that she must read it again. She feels as though she imagined it. She expresses perplexity in the coming paragraphs about how
and why a single item, a toy, could possibly cost so much. She believes
that the thousand dollars or more could by a real boat. Sylvia ponders
the cost of the somersaulting clown. She says, “Thirty-five dollars could
buy new bunk beds for Junior and Gretchen’s boy. Thirty-five dollars
and the whole household could go visit Grand-daddy Nelson[… it]
would pay for the rent and the piano bill too” (1146). She is confused
by this discovery, and her understanding of the world has clearly been
altered.
Each of these characters experiences psychological ramifications
from these discoveries. Goodman is bewildered by the immorality of
virtually everyone he knows. He expresses desperation in the forest
when he tries to find and keep his Faith (Hawthorne 1138–39). After
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finding her, he tells her to “look up to heaven, and resist the wicked
one” (1140). This shows that he wants his Faith to remain and be steadfast for God. Shortly after, the ceremony around him ceases, and he
is left alone in the woods. The narrator encourages readers to ponder
whether he imagined the entire experience, which prompts a further
examination of his mental state. Did he realize that sin is widespread
and rampant in his community and dream the event? Michael Tritt of
Marianopolis College theorizes that the experience is perhaps a projection of internal guilt for some sin Goodman has committed. Perhaps
the event actually occurred. Either way, his personality is clearly altered
as a result of his experience. The following morning he is suspicious of
everyone around him. He shrinks away from the minister as he bestows
a blessing on Goodman, calls the Deacon a wizard, pulls a girl away
from Goody Cloyse’s catechism, and is cold toward Faith for the rest
of their lives together (1140–41). His experience has affected him on a
deep psychological level.
Sylvia expresses feelings of fear and shame about going into the store
after they have seen the prices of some of the items from the window.
She knows that she has nothing to be ashamed of and that she has just
as much right to be in the store as anyone (1145). Still, she is apprehensive, perhaps showing that she feels as though she doesn’t belong there.
This prompts many to ask if this situation contradicts American values,
if this is truly an equal society that supports “liberty and justice for all”
(Champion). After walking around the store for a few minutes, Sylvia
says that she wants to “punch somebody in the mouth” (1146). Clearly
she is angry and may not fully understand why, but she knows that this
situation is not right—inequality is not right. According to Dr. Bruce
G. Charlton’s essay about the psychology of injustice and inequality,
humans were designed through evolution to live in egalitarian societies,
those that foster equality for all. Dominant people and cultures have
worked to maintain their dominance, however, although it goes against
our nature. But “humans […] do not accept inequality, nor have [we]
fully adjusted to it,” he claims. It may be perceived that Sylvia feels unnatural in this situation, not so much because she is from another part
of town and lacks the means to purchase anything in the store, but perhaps more-so because she subconsciously knows that inequality itself is
unnatural for humans. She asks Miss Moore why she brought them to
the store and expresses an urgent desire to leave (1146). After the group
has left the store, Sugar wants to play, but Sylvia says that she needs to
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Understanding Justice · Myrlinda Janell Huff “think this day through” (1147). She clearly needs to ponder her new
information and adjust her worldview.
Armed with their newfound knowledge about the world, these
characters have matured, leaving their youthful naiveté behind. They
go on to process their discoveries and determine how to live out the
rest of their lives. Hawthorne tells us exactly the life that Goodman
goes on to lead. He is described as a “stern, a sad, a darkly meditative,
a distrustful, if not desperate man” (1141). He withdraws from everyone around him, including Faith, his children, and his grandchildren.
He dies miserable and in a state of gloom. He is an example of a person who struggles to live in an unjust world and lacks the will to create change for himself or those around him. Bambara does not reveal
Sylvia’s life following the F.A.O. Schwarz experience. We know that she
is reflective after the discovery. Some literary analysts have interpreted
Bambara’s use of Ebonics, African-American Vernacular English, for
adult Sylvia’s voice as an indication that she did little to change her
educational or economic situations (Heller). Perhaps she had the desire
to do so but lacked the means, or she, like Goodman, simply lost hope
in improving her circumstances. She also could have gone on to live a
prosperous life because of her experience. Her fate is ambiguous. There
are some people in our society for whom the discovery of injustice ignites a desire to work toward a better world for all, even when making
such a discovery is difficult.
Hawthorne and Bambara present a less than favorable yet realistic account of this psychological journey for their characters. Both
Goodman and Sylvia begin their stories with naïve understandings of
the world. Each character is made to discover injustice in the forms of
immorality and inequality. They then embark on psychological journeys in which they process their new discoveries and adapt their world
views, determining how they will live out the rest of their lives with
their new, matured understandings. This is a discovery we all must
make if we are able to live long enough. For some (say, children in
Syria today), this lesson comes quite early. For others, (say, middle class
citizens in the United States), it may occur later. Unless we are secluded
from society, however, we are made aware of society’s ills at some point,
and we embark on a psychological journey to process our loss of innocence. Hawthorne and Bambara detail this journey well.
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Works Cited
Bambara, Toni Cade. “The Lesson.” Making Literature Matter: An
Anthology for Readers and Writers. 5th ed. Schilb/Clifford. New
York: Bedford/St. Martin’s, 2008. 1142–1147. Print.
Champion, Laurie. “Literary Contexts in Short Stories: Toni Cade
Bambara’s ‘The Lesson’” 2006: 1. Literary Reference Center. Web.
24 Apr. 2013.
Charlton, Bruce G., MD. “Injustice, Inequality and Evolutionary
Psychology.” Journal of Health Psychology 2 (1997): 413–25. Injustice,
Inequality and Evolutionary Psychology. 2000. Web. 26 Apr. 2013.
Hawthorne, Nathaniel. “Young Goodman Brown.” Making Literature
Matter: An Anthology for Readers and Writers. 5th ed. Schilb/
Clifford. New York: Bedford/St. Martin’s, 2008. 1132–1141. Print.
Heller, Janet Ruth. “Toni Cade Bambara’s Use of African American
Vernacular English in “The Lesson.” Style 37.3 (2003): 279–293.
Academic Search Elite. Web. 6 May 2013.
Lawson, Benjamin S. “Young Goodman Brown.” Masterplots, Fourth
Edition (2010): 1–3. Literary Reference Center. Web. 24 April 2013.
Tritt, Michael. “ ‘Young Goodman Brown’ and the Psychology of
Projection.” Studies in Short Fiction 23.1 (1986): 113. Literary
Reference Center. Web. 23 April 2013.
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A Source of Horror in
“The Lottery”
David Koehn
There lies within men a desire to feel “good” about themselves, to believe that they are morally capable beings whose actions are justified by
logic. The reading of Shirley Jackson’s controversial short story “The
Lottery” strikes a swift blow at the readers’ confidence in their decency.
Jackson uses a setting for her story that easily lends itself to a mid-20th
century American farm community. She skillfully paints a picture in
the readers’ minds of an idyllic small town community fair. The day is
warm, the sun is bright, and small children tussle and play in the town’s
common area. However, the story quickly brings a slight feeling of unease. The young boys are making a large rock pile, and their parents,
as they arrive, seem to view the rocks as something of significance, for
they keep themselves apart from the pile. And while Jackson’s description of the day points to a happy, cheerful occasion, she tells the reader
that the menfolk mute their jokes and do not allow themselves to laugh
out loud. When the function’s two officials arrive, Mr. Summers and
Mr. Graves, the ordinary townspeople keep themselves at a distance
from them. The reason for the unease experienced by the townspeople
is revealed to the reader as Jackson goes on to describe a “lottery” in
which the townspeople draw lots, and the winner is condemned to a
death by stoning with the rocks which the young boys have stockpiled.
While it is true that the story has a gruesome ending, the primary cause
of controversy with Jackson’s story stems from its indictment of human
nature; even in small town America, the potential for unimaginable
communal cruelty is present.
Readers are left with a wide-open field to interpret Jackson’s motives in writing “The Lottery.” When analyzing the story, critics tend to
emphasize dangers associated with following harmful traditions. This is
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A Source of Horror in “The Lottery” · David Koehn
logical as Jackson indicates that the lottery has been held since time immemorial (871). However, just as the victim in Jackson’s story attempts
to avoid being killed (872–873), there is also a tendency among critics
to set themselves apart from any list of persons who would participate
in such barbaric behavior. This inclination is exemplified by one critic,
Helen Nebeker, when she writes, “Man is not at the mercy of a murky,
savage id; he is the victim of unexamined and unchanging traditions”
(102). By placing man in the position of a victim, Nebeker allays the
concept that savage impulses lie within each one of us. Should a person
be found guilty of committing brutality, it is much more palatable to
place the responsibility on tradition, set many years ago, rather than
squarely on one’s own shoulders. While the need to examine traditions
in the light of their potential benefit or harm to the human race is important, man is not so much a victim as a perpetrator of hurt.
The idea of human sacrifice is also a noticeable point of discussion
with critics of “The Lottery.” Indeed, one of the story’s characters, Old
Man Warner, alludes to a sacrifice when he states, “Lottery in June,
corn be heavy soon” (871). James Durbin, in a video discussion of “The
Lottery,” notes the influence which scholars have had on the American
public by exposing historical accounts of the sacrificial slaying of fellow humans and asserts that “surely Jackson’s lottery is a ritual sacrifice
made by farmers to a god who can only be appeased[…]by a blood
offering” (Britannica). However, while a truly horrible spectacle, the
idea of human sacrifice alone is not likely to arouse a notable emotional
response from the general public. The awareness through education has
removed much of the shock which would otherwise be associated with
exposure of such deeds.
It is possible that Jackson managed to strike a chord of terror in the
minds of her readers by playing on an underlying Biblical knowledge
within the American populace. Rene Girard exposes this in his essay,
“The First Stone,” in which he discusses at length two different ancient
accounts in which the practice of collective stoning plays a prominent
part. Girard first relates the Bible story, taken from the book of John, in
which Jesus averts the stoning of an adulterous woman by offering that
whoever was guiltless among the antagonists could throw the first stone
(5); he then examines the account, as told by the Greek writer Flavius
Philostratus, of how a crowd of people were incited to stone an old
beggar in the city of Ephesus in order to supposedly alleviate a plague
(6–7). In the latter account, special attention is drawn to the casting
of the first stone after which the inhibitions of the crowd were lost,
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A Source of Horror in “The Lottery” · David Koehn resulting in a frenzied outpouring of violence against the victim (8).
In the conclusion to his essay, Girard refers to the “horror of scapegoating,” and declares that “whether we are Christians or not, we have
assimilated, at least in part, the teaching about the first stone, the
teachings of Christ about victims and persecutions” (16). While not
conclusive, revulsion to the story among the public may have stemmed
simply from its dramatic departure from accepted moral code. Perhaps
Jackson was almost too skillful at creating a scene in her readers’ minds
in which they, as individuals, stepped forward in the crowd of killers
ready to hurl the first stone at the victim. The connotations brought on
by this experience would be troubling to the conscience.
On her part, Jackson made little effort to put the readers’ minds at
ease by a simple explanation of her story. In the essay “The Morning of
June 28, 1948, and ‘The Lottery’,” published some years later in which
she discusses “The Lottery,” more questions than answers are created
by her refusal to directly interpret the work. Instead, more attention
is given to the public’s reaction to the story which included “bewilderment, speculation, and plain old-fashioned abuse” (877). However,
critic Joan Hall, when writing about the life of Shirley Jackson, makes
note that biographer Judy Oppenheimer maintains that inspiration for
“The Lottery” was drawn from real life people and scenes in her small
hometown in Vermont. Hall goes on to say that while Jackson publicly
maintained that “The Lottery” was “just a story,” her biographer states
that she confided in an acquaintance that the story was written with
reference to “the Jews” (Hall). Given the year in which “The Lottery”
was published (1948), it does not seem strange that the Holocaust during World War II may have influenced her. If this is true, then Jackson’s
story can be viewed as a thinly veiled suggestion that the average small
town American is capable of committing violence similar to that of
Hitler’s Third Reich.
The specter of cruelty against the innocent is a prominent feature
of Nazi Germany. The records of inconceivable deeds remain to confront the reader’s conscience with unrelenting force. George Eison in
his book Children and Play in the Holocaust: Games among the Shadows
lifts out one example in which an SS officer inquires in a kindly tone
of voice if he may not coddle the baby of a Jewish mother. The mother,
although aware of the danger, had no choice but to hand the officer the
infant at which point he promptly slammed its head against the edge
of the curb (Eison 13). Although as an essayist states, “Jackson’s view
of human nature is essentially a pessimistic one” (Nelles), it certainly
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stretches the imagination to draw a direct connection between a hardened Nazi officer whose express business is genocide and that of a small
town resident in rural America. However, it is notable that in Jackson’s
story the townspeople—right down to the youngest child—are prepared to stone the lottery winner (873).
Although when writing “The Morning of June 28, 1948, and ‘The
Lottery’,” Jackson indicates that some early readers of “The Lottery”
believed it to be a true account (877), its effect on the general public
is lessened by the knowledge that the story is fiction. However, the
reader is left with a question as to whether outside of ancient ritualistic
human sacrifice anything of a similar nature has occurred in real life.
George F. Will in his article “July 10, 1941, In Jedwabne” comes just
close enough in giving a true example that the reader is left feeling unnerved. Will describes the events that take place in Jedwabne, a Polish
town of around 3,200 inhabitants, during World War II. In mid-1941
the Germans drove out the Soviet Union which had been occupying
the region in which Jedwabne was located. On the date indicated by
the title of Will’s article, the Jewish population which comprised approximately one-half of the town was murdered, not by the Germans,
but by the other one-half of the townspeople. While the details of the
killing are heinous indeed, Will gives an even more chilling observation: “A murderer in uniform can resemble a cog in a machine, but the
last faces seen by Jedwabne’s Jews were the familiar faces of neighbors”
(Will). This is strangely similar to Jackson’s lottery in which, as the
story closes, the victim screams into the faces of her fellow townspeople
as they close in on her (874).
Jackson is certainly not alone in her concentration on the dark side
of human nature. Rohitash Thapliyal and Shakuntala Kunwar in their
critical discussion of William Golding’s classic novel Lord of the Flies
speculate on the influence the Second World War had on the author and
note that Golding promotes “the idea that no law can hold the darkness within human” (86). In her story, Jackson manages to wring every
ounce of light out of the human heart as she describes the future lottery
winner Mrs. Hutchinson making small talk with her neighbor Mrs.
Delacroix (869), only to have Mrs. Delacroix “select a stone so large she
had to pick it up with both hands” and join the rest of her neighbors in
stoning Mrs. Hutchinson a few minutes later (873). While fortunately
the idea of violence toward a fellow neighbor, not by an individual but
by a total community, seems to be a strange idea to American readers,
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A Source of Horror in “The Lottery” · David Koehn it does touch a very sensitive nerve. Through her story Jackson exposes
an underlying knowledge that what has happened in other parts of the
world can also happen here, a concept that Americans are intensely
uncomfortable with.
Works Cited
Britannica Classic: James Durbin discussing Shirley Jackson’s The Lottery.
Video. Encyclopædia Britannica Online. Web. 24 Apr. 2013.
Eisen, George. Children and Play in the Holocaust: Games among the
Shadows. n.p.: University of Massachusetts Press, 1990. eBook
Collection (EBSCOhost). Web. 22 Mar. 2013.
Girard, Rene. “The First Stone.” Renascence 52.1 (1999): 5–17. Literary
Reference Center. Web. 24 Apr. 2013.
Hall, Joan Wylie. “Shirley Jackson (1916-1965).” Columbia Companion
To The Twentieth-Century American Short Story (2000): 310–314.
Literary Reference Center. Web. 14 Mar. 2013.
Jackson, Shirley. “The Lottery.” Making Literature Matter. 5th edition.
John Schilb and John Clifford, eds. Boston: Bedford/St Martin’s
2012. 867–874. Print.
——. “The Morning of June 28, 1948, and ‘The Lottery.’ ” Making
Literature Matter. 5th edition. John Schilb and John Clifford, eds.
Boston: Bedford/St Martin’s 2012. 874–877. Print.
Nebeker, Helen E. “ ‘The Lottery’: Symbolic Tour de Force.” American
Literature 46.1 (1974): 100–107. Academic Search Elite. Web. 23
Mar. 2013.
Nelles, William. “The Lottery.” Masterplots II: Women’s Literature Series
(1995): 1–3. Literary Reference Center. Web. 13 Mar. 2013.
Thapliyal, Rohitash, and Shakuntala Kunwar. “Ecocritical Reading of
William Golding’s Lord of the Flies.” IUP Journal of English Studies
6.1 (2011): 85–90. Literary Reference Center. Web. 23 Mar. 2013.
Will, George F. “July 10, 1941, in Jedwabne.” Newsweek 138.2 (2001):
68. MAS Ultra— School Edition. Web. 17 Mar. 2013.
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| 36
The Nature of the
Yellow Wallpaper
Dave Smith
“Every day, our relationship with nature, or the lack of it, influences our
lives,” states Richard Louv in the introduction to his book The Nature
Principle: Human Restoration and the End of Nature-Deficit Disorder
(110). As direct contact with nature decreases, so does the quality of
life for individuals. In 2005, Louv coined a term that has now become
part of the vernacular among outdoor enthusiast and some therapists:
Nature-Deficit Disorder. While not an actual diagnosed psychological
disorder, it is a definition given to the challenges faced through the lack
of interaction with the natural world around us (Louv, Last Child in the
Woods). This relationship is exemplified in Charlotte Perkin Gilman’s
“The Yellow Wallpaper” where the narrator is limited to her direct,
tactile contact with nature even though she is naturally drawn to the
outdoors where she feels she can find healing and comfort.
In today’s world of strict schedules, interactive time with the natural
world is usually omitted in the planning of one’s day. In “The Yellow
Wallpaper,” the narrator is put on a regiment of rest, air, exercise, and
diet to help her recover from her “nervousness” after having a baby.
Her husband, a doctor who feels he knows best how to treat her for
her condition, chooses to put her in the upstairs nursery because it is a
large airy room with more windows. The narrator feels somewhat confined though, because the windows are barred. She can see the garden,
the lane, and the greenhouses from her room, but she does not have
the freedom to go walk through them as she pleases. Her strict daily
schedule does include some time for exercise, but her time outside the
room with the yellow wallpaper is structured and dictated as part of
her rest cure. Similarly, the lives of children and adults today are filled
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The Nature of the Yellow Wallpaper · Dave Smith
with deadlines and time commitments that include outdoor activities.
However, these are generally scheduled and structured events like soccer practice and football games. Studies have shown that there is a need
for more unstructured outdoor activities and nature-based recreation
(Cordell). Even a round of golf does not usually include time to stop
and smell a flower, watch a bee, or climb a tree. The interaction with nature is limited to walking across a manicured field of grass and swatting
at the occasional gnat or mosquito. Wendell Berry, a celebrated author
who writes of the outdoors, says, “Our children no longer learn how to
read the great Book of Nature from their own direct experience […]We
no longer coordinate our human celebration with the great liturgy of
the heavens” (qtd. in Louv, Last Child in the Woods 113).
Human instinct draws us to nature and the world around us. When
the narrator first arrives at the mansion, she describes the “delicious”
garden and grounds of her retreat (Gilman par. 19). She even desires
the room downstairs “that opened on the piazza with roses on the windows” (Gilman par. 27). Even from the upstairs windows, she spends
her time looking out over the garden and the lane, watching others in
their outdoor activities. In the structured world of modern Western
society, there are those who are trying to make a difference and give
children and adults opportunities to connect, or possibly reconnect,
with nature in ways that can enhance their lives. In the article “Last
Child on the Couch: How 10 Grassroots Innovators Are Helping Kids
Get Active Outdoors,” Jason Stevenson states how on a national level
several programs and initiatives “are training leaders and developing
tool kits that help parents and educators make a difference. But even
more exciting is what’s happening at the grassroots level.” One of his
innovators is Wendy Sparks of Idyllwild, California. After the birth of
her first child, she “was going nuts. ‘[she] needed to get outside, so [she]
convinced some friends to go hiking.’” As with the narrator in “The
Yellow Wallpaper,” Sparks needed to reconnect with nature and was
drawn to the outdoors to help her recover from the birth of a child.
Her efforts led to the creation of Inland Empire Kids Outdoors, which
facilitates events for families in Southern California. The need of one
woman to find that inner connection with nature has now helped hundreds of others connect to their own needs.
Through these connections, inner peace and healing can take place.
Gilman’s narrator did actually get to spend some time in her routine
walking through the garden (par. 93), but she was still continually
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The Nature of the Yellow Wallpaper · Dave Smith drawn to the windows. She felt better when she had those moments
with nature. As she spends time in the room staring at the wallpaper,
she starts to envision a woman trying to escape from behind the bars
(vines) on the paper. The imagined woman manages to get out and
“creep” through the garden and down the lane. This creeping takes
place even in daylight, which is puzzling to the narrator. She even tells
of how she starts to lock the door so she, too, can “creep” around the
room (Gilman par. 195–207). The “demon” that possesses her mind is
manifest as the woman who can escape the confines of the yellow wallpaper. As the mental stability of the narrator deteriorates, she has more
and more of a need to connect with nature as shown by the woman
being able to get out. Richard Louv saw this same type of mental deterioration in his own father as he spent more and more time indoors
with his job as a chemical engineer and less time outdoors. At times in
his childhood, Louv had even wished that his dad would quit his job as
an engineer and become a forest ranger. As an adult, he reflects that as
a child he had already connected with nature as a healing element. In
contemplating his father’s suicide, Louv says, “I often wonder what my
father’s life would have been like if the vernacular of the mental health
therapy had extended beyond Thorazine and Quaaludes and into the
realm of nature therapy” (The Nature Principle 727). He acknowledges
that nature therapy is not the only answer and medications can be a
very necessary part of treating any illness. But, as he collaborated with
other professionals on his books, Louv came to realize that the addition
of tactile contact with nature could have made his father’s life more
comfortable and the quality of that life could have been better for him
and his family.
Unstructured time in the outdoors can give anyone a certain sense
of peace. Humans are naturally drawn to nature, to our agrarian past,
and to a need to find healing for our own Nature-Deficit Disorder.
Something inside each of us knows that the healing of nature can make
our lives better. Gilman’s narrator in “The Yellow Wallpaper” finally
frees herself, even if it is only in the psychotic creeping around and
around the nursery. To keep from going to those extremes, a bit of interaction with nature every day—watching a sunset, listening to a bird,
feeling the sunshine on our back—can help keep us on a path of inner
peace and satisfaction. Instead of letting fear and anxiety rule our lives,
we can follow the advice of Wendell Berry.
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The Nature of the Yellow Wallpaper · Dave Smith
When despair for the world grows in me and I wake in the night at
the least sound in fear of what my life and my children’s lives may be,
I go and lie down where the wood drake rests in his beauty on
the water, and the great heron feeds. I come into the peace of wild
things […] I rest in the grace of the world, and am free. (qtd. in
Louv The Nature Principle 27)
Works Cited
Cordell, Ken, and Gary Green. “Kids Are Going Outdoors? National
Survey Reveals Surprising Information about Children’s Time
Outdoors.” Parks & Recreation Oct. 2011: 40–41. Academic OneFile.
Web. 29 Oct. 2012.
Gilman, Charlotte Perkins. “The Yellow Wallpaper.” Making Literature
Matter: An Anthology for Readers and Writers. 5th ed. Ed. John
Schilb and John Clifford. Boston: Bedford, 2012. 954–67. Print.
Louv, Richard. Last Child in the Woods: Saving Our Children from
Nature-Deficit Disorder. Chapel Hill: Algonquin Books. 2005.
Print.
——. The Nature Principle: Human Restoration and the End of NatureDeficit Disorder. Chapel Hill: Algonquin Books. 2011. Kindle ebook file.
Stevenson, Jason. “Last Child on the Couch: How 10 Grassroots
Innovators Are Helping Kids Get Active Outdoors.” Backpacker
Aug. 2010: 83–86. Academic OneFile. Web. 29 Oct. 2012.
| 40
A Shelf Full of Classics
Christina Listoe
Dear Red Bluff High English Students,
I love classics. I have a shelf dedicated to just classic literature in my
room. You won’t find cook books or any of my teen fiction books on
that shelf because they haven’t earned the shelf. I didn’t always love
classic literature—just like a lot of people, I also stuck out my tongue
in disgust when someone mentioned it. But you’re going to have to read
classic literature; you’re in high school now and soon college. And I’ll
tell you now, you might not read any of it; you’ll probably just going to
look it up on SparkNotes the day you were supposed to be done reading and get a C– on the test and be okay with that. However, I want to
tell you why you should actually read it. I could wag my finger at you
all day and tell you that classic literature helps improve vocabulary and
spelling, develop better reading and writing skills, teach you history,
open you up to different cultures and times and ideas, and give you
a new perspective on life and blah blah blah blah blah (by the way it
does do all of those things and more). But that’s not what I’m going to
talk to you about. Right now, you’re making decisions that seem like
good ideas, or you feel too lazy or don’t know how to do something,
and that’s okay, it’s a part of being a teenager. Classic literature can help
you face getting older, understand society around you, gain more responsibility, and grow into the person you want to be. Classic literature
can entertain you with a great story, give you a life-long friend, and
teach you some life lessons. Ultimately, classic literature will help you
face life.
41 |
A Shelf Full of Classics · Christina Listoe
Classic literature is hard to read, I get that. It uses words that we
don’t understand, and your teachers want you to find the symbolism in
stuff, and oh my god I hate symbolism. Symbolism is a big part of what
drove me away from classic literature in school. One book you’ll read is
The Great Gatsby, by F. Scott Fitzgerald, and it’s just riddled with symbolism and you have to figure out what it all means, and I don’t know
what it all means! But I’m not talking about symbolism right now or at
all in this little letter. I’m talking about patience, a valuable life lesson
that classic literature can inadvertently teach you. The Great Gatsby is
slow and boring. You’ll be reading it thinking, “I don’t care about any
of this, why does this matter?” But I just want you to be patient and
power through to Chapter 7, because it goes from boring to “what just
happened, oh my god this is amazing, everything is tying together, this
is the best book ever!” You know what, I’m not even telling you what
happens because I don’t want to ruin the surprise, but honestly it’s a really beautiful and heartbreaking love story. Didn’t expect that did you?
You see, The Great Gatsby taught me things about life that I don’t think
the author meant to. Like patience and how to take life as it comes. That
the hard work of reading all of that boring stuff really does pay off once
you get to Chapter 7, just like working hard saving all of your money
and waiting really does pay off once you get that new iPhone. Reading
The Great Gatsby taught me a work ethic, and I’ll tell you watching 100
episodes of Grey’s Anatomy did not teach me a work ethic. However, I
probably could save you if you were dying from cardiac arrest…but I’ve
strayed off topic. There are some things that only the classics can teach
us. And that’s why I “forgot” to turn my copy of The Great Gatsby back
into the library. And it’s sitting on my shelf of classics.
My love for the next book I’m going to mention comes from Cari
Rodriguez. Her love for this book made our whole class get excited; it
must be a worthwhile read. The Catcher in the Rye by J. D. Salinger is
one of those books that you read because it was assigned and then fall in
love with. The Catcher in the Rye is a strange little story about a teenage
boy, Holden Caulfield, in a mental hospital telling a story of a few days
after he got expelled from yet another school. It’s got real life situations,
a real guy with real problems that you can relate to, and the occasional
moment that reflects on the beautiful things life offers. It’s got a cuss
word every other sentence, and Holden keeps you laughing by saying
whatever comes to his head, for example, “I’m the most terrific liar you
ever saw in your life. It’s awful. If I’m on my way to the store to buy a
| 42
A Shelf Full of Classics · Christina Listoe magazine, even, and somebody asks me where I’m going, I’m liable to
say I’m going to the opera” (Salinger). Throughout the book, Holden
does some deep thinking and honestly most of it sounds crazy, which is
a huge reason why people fall in love with the book. Holden seems so
real, just like another teenager, and suddenly he’s your crazy friend that
you’ll look back to for help. Holden is nuts; he’s got some problems.
I can’t tell you how many times I’m having a mental breakdown that
I’ve sat back and thought, “I’m still not as nuts as Holden Caulfield.”
Holden taught me that I’m not the first one in the world to make bad
decisions; I’m not the first teenager to feel depressed. That’s what classics do; they show you that there have been millions of people on this
earth before you, and you’re certainly not the first one to deal with the
emotions or problems that you’re going through. The Catcher in the Rye
is a classic you won’t be mad at yourself for actually liking, and you
can shamelessly go out and buy your own copy. And you can put your
friend Holden on one of your shelves and take him with you and visit
him when you’re feeling a little crazy too.
What’s funny is that Holden Caulfield at one point is talking to
some nuns about the Shakespeare play Romeo and Juliet, which is exactly the next piece of literature that I was going to talk about! What an
amazing coincidence… or is it? It is not, because it’s my next point: that
most classic literature is referenced ALL THE TIME. In TV, music,
other books, the more classics you read the more you will notice jokes,
story lines referencing the classics. For example, the movie The Lion
King is the exact same story line of the play Hamlet. BAM, right in the
childhood, you basically already know the story of Hamlet. How’s that
make you feel? The more you read classic literature, the more you’re
going to pick up on.
But let’s take a minute to talk about Romeo and Juliet, my favorite
Shakespeare play. Handsome young Romeo is sitting around moping
that his love Roslyn won’t sleep with him. And in an effort to cheer him
up, his cousins take him to a party, where he sees Juliet, a fourteenyear-old girl with the body of a seventeen year old. And then they’re
all, “OH MY GOD WE’RE IN LOVE.” But really, they were just hot
for each other. Juliet is going through some teenage rebellion stuff, and
Romeo wants to stick it to Roslyn. And you know the rest, they get
married, and like a week after their meeting, they’re dead. Not that
I’m worried you’re going to fall in love with the wrong person and kill
yourself a week later, but I am getting to my point. Classic literature
43 |
is full of people who make good or bad choices and experience the
consequences. And guess what; if you’re reading the classics, paying
attention to them, then you are learning lessons safely from a book,
which most people have to learn the hard way. The classics can give
you wisdom that a lot of people have in their 80s. Holden taught us not
to fail out of school, Mufasa taught us not to trust brothers with evil
laughs, and Romeo taught us the importance of loving thy neighbor.
Ha, pun intended. Romeo and Juliet were stupid, and had they sat
back and thought, hey you know, this is a good plan but we should really make sure that everyone knows what’s going on before we get started,
Shakespeare could have written “and they lived happily ever after.” But
that’s Disney, not Shakespeare. The life lessons, along with the dirty
jokes Shakespeare fits into every single play, are the exact reason why
Romeo and Juliet is on my shelf of classic literature.
I talked to some of my friends who consider themselves “avid” readers, and my friend Reagan Burns, a fellow Starbucks employee, had a
little something to say. Twenty-year-old Reagan is going to college to be
a nurse but still finds time to read daily. When asked what her favorite
classic book is and why she loves to read classics, she responded, “Sense
and Sensibility, by Jane Austen, there’s such beautiful language and
her view on romanticism really moves me. Classics have that forgotten
language; people don’t speak that way anymore. They’re original story
lines, so the descriptions are so vivid. Everything is new, the ideas and
words, they had more freedom to write whatever they wanted because
it hadn’t been done before.” The article “The Role of Classic Literature
in Modern Education” by Kevin J. Browne also discusses the benefits of
reading classic literature. He takes the words out of my mouth when he
says, “But, the best works of literature are still read and studied precisely
because they contain characters and lessons that are timeless. Reading
only recent and obviously relevant works denies us the opportunity to
learn from a wide range of sources and limits our scope to only what
we can see immediately before us.” Reading a book about a girl in high
school who’s mad at her best friend might apply right now, but it can’t
apply to more aspects of your life in the future. On top of that, I’ll put
money on it that you won’t remember it as much as you would a classic.
Browne also puts in his article, “Like all art, literature in the form of
novels, plays, and even poetry gives us a chance to rehearse scenarios
and address ultimate life questions. We can work through moral dilemmas, grief, death, love, and other human emotions and dramas and find
lessons to apply to everyday life.” Remember when I said that earlier,
| 44
A Shelf Full of Classics · Christina Listoe with the Romeo and Juliet thing, learning life lessons and stuff? That
guy, Kevin Browne, is a college professor who studies and teaches philosophy, a master’s degree under his belt, and he agrees with me.
Just take those moments to sit down and read the classics, the same
stories that people have literally been reading for centuries. Don’t force
yourself to read it just because it’s a classic and you know it’s good
for you. You may not connect with the first one you pick up or learn
anything from the second one. You wouldn’t watch American Pickers
unless you were interested in the history behind the stuff they found.
Don’t look up every word you don’t understand. Don’t look at the
deeper meaning of all of the symbolism. Read them because you love
the characters. Read them to feel connected to the world around you.
Read them so that you can visit a different time, and read them to realize that you are not the first person to fall in love, hate someone, lose
someone, make a mistake, screw someone over, or get screwed over.
You aren’t going to be the last person who feels lost, confused, scared,
or unsure. Let the classics inspire you; let them give you infinite wisdom; let them make you feel naïve. Be the only one in the room to
laugh at the Saturday Night Live skit that makes fun of Hamlet. Piss off
your friends because now you use big words. And after each adventure,
laugh, lesson, and emotional trauma, put the book that you have now
conquered on your shelf of classic literature and be that much more of
a well-rounded person.
Sincerely,
Christina Listoe
Works Cited
Browne, Kevin J. “The Role of Classic Literature in Modern Education.”
Helium: Where Knowledge Rules. 18 Dec. 2010. 11 Dec. 2012. Web.
Burns, Reagan. In Person Interview. 26 Nov. 2012.
Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner’s
Sons, 1925, Print.
Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown and
Company, 1951. Print.
Shakespeare, William. Romeo and Juliet. Literature and Language.
Illinois: McDougal, Littell and Company, 1992. Print.
45 |
| 46
About the Authors
and Their Process
Stacey French
Typically when I begin to write, I read and re-read the assignment to
make sure I have a clear understanding of what is to be expected. Next,
I begin my research. Having a good understanding of my subject matter ensures that I am well informed and helps when I am trying to
convey my message. My next step would be an outline, so I know what
direction I want to go in with my paper. After that, I slowly just start
filling in the spaces on my outline and forming my paper. I typically
revise as I go but always proofread and edit my paper. My best advice to
future writers would be to take your time and don’t wait until the last
minute. Time is not your friend in college, so make use of the tools you
have, such as the Writing Center.
Rachel Hamburg
The first step in my writing process is extensive brainstorming. I jot
down every phrase, thought, or picture that I’d like to mention in my
paper and then research anything that I’m not completely familiar
with. After brainstorming, I mentally outline my paper, deciding how
to logically proceed from one idea to the next. The key to my writing
process, however, is multiple drafting. About fifty percent of my time
entails rereading my draft and trying to improve my word choices. For
each paper, I comb my thesaurus for unique words that will give my
writing a little more pop. It can seem like a lot of work, but taking the
time to clearly depict an image or emotion establishes a lasting connection between my audience and my paper. And that’s what I strive for:
description and clarity.
47 |
I was born in El Salvador, but I moved to the United States in 2011. I
came directly to Arkansas because my mom had been living here for
more than ten years. Like many other immigrants, my first objectives
were learning English and adapting to American culture. In 2012, I decided to enroll at NWACC; and after that, everything has changed in
my life. I’m so proud of myself that one of my papers has been selected
for Reflections, mostly because this represents the effort I put into improving my writing skills during my first year in college. This achievement is a huge motivation for me to continue pursuing my academic
goals. Actually, I’m working towards obtaining an Associate of Science
degree, and then I plan to transfer to the University of Arkansas to get
a bachelor’s degree with a major in industrial engineering.
I was named after my grandmothers, Myrtle and Arlinda. I take great
pride in being named after them, as they were wonderful, strong, and
thoughtful women. I aspire to be like each of them. I was born and
raised in Fayetteville, AR. I attended college briefly from 2005–2006
and joined the workforce in 2007. I worked at J. B. Hunt for 3 years
then switched to early childhood education in 2010. I continue to work
with children, teaching toddlers at a school in Fayetteville. I returned
to college in 2012 to take classes on child development as well as those
toward an Associate of Arts degree. My work with children has done
much to shape my perspective of the world, mankind, and our impacts
on one another. It has given me a desire to explore the human experience and help create change for the better for our future generations.
David Koehn
One of the formidable challenges I faced in writing the paper was finding credible sources who said what I wanted them to say. For instance,
in the 6th paragraph I really wanted to use an account from Thomas
Keneally’s book Schindler’s List; because this was assigned as a research
paper, I did not feel comfortable quoting from a historical novel in this
situation, even if there was no doubt about the accuracy of the story.
| 48
Fortunately, George Eison had a very similar account in his book that
fit in with what I wanted to write. The 4th paragraph in which I quoted
Rene Girard was part of an expansion which my instructor asked us to
do for our final paper; and after writing it, I would feel that my thesis
statement could have been changed to emphasize a troubled conscience
as being the source of contention with Jackson’s story. The Newsweek
article from which I quoted George F. Will was simply one of those
things which had remained stuck in my mind ever since I had first read
it 12 years previously and was central to my thought process as I set out
to write the essay. This emphasizes a point which my instructor made
to my class—the best way to improve your writing is to read.
Christina Listoe
When it comes to writing essays, I always try and leave my reader thinking. Even essays that I can’t stand writing—such as a research paper on
the social dynamics of kangaroos—I try and keep my readers laughing
and want to make them reflect on themselves. They don’t have to care
about kangaroos, but I want them to want to finish reading. By the
time my readers are done with my essay, I want them to care about what
I wrote. I want every essay I write to teach a lesson, every introduction
to intrigue, and every conclusion to inspire.
Writing has always been something I enjoy; ever since I was very
young, I’ve written down the stories in my head. Every day my imagination entertains me as I get ready, drive, and even work. It’s easy to get
caught up in my everyday worries and forget the beautiful things my
mind creates. I keep a small notebook where I write down the things
that I think are most beautiful. Writing is how I express the way I see
the exquisiteness of the world; it’s how I deal with my pain and sadness.
My characters can do things I can’t and make the exciting mistakes I
wouldn’t. Writing is my art: I paint with adjectives, I sketch with diction, I inspire with words.
49 |
Heather Orr
My writing process is fairly basic. I begin each paper by asking a question about the topic or literary work which I would like answered.
Next, I create a rough outline to use as a guide for how to layout the
paper in order to best answer the question. Then I conduct all the necessary research. I often like to incorporate some less-expected sources
into my research, such as documentaries and personal interviews, along
with the more traditional sources in order to add interest and depth to
the paper. I try to remain objective throughout the writing process to
allow the research to shape the paper as opposed to my personal opinions alone. It can be difficult; but when I accomplish this goal, I have
found I can change my own mind. This usually makes for my strongest
papers.
Amy Saferite
I am a native of Elyria, Ohio, and I presently reside in Siloam Springs
with my husband of eighteen years, John, and my three children. Prior
to marrying, I lived in Tyler, TX, where I worked for a mission’s organization called Youth With a Mission (YWAM) from 1991–1994. While
working at YWAM, I was given the opportunity to travel to Bucharest,
Romania, and stand in the exact place where the Romanian military
executed then President Nicholae Ceausescu, ending his oppressive
rule. During my time there, I served in orphanages, schools, and spoke
with many university students about the price of freedom. After that
initial trip, I would spend the next three years leading teams back and
forth to Romania, serving alongside local churches bringing hope to
the poor. These trips would forever change my perspective of the world
and give me a desire to serve those in need. Since that time, I have had
other opportunities to travel to places, such as Peru where I was able to
share the message of hope in a Peruvian prison as well as the nation of
Albania where I worked with street children. Other than international
travel, my passions include reading, watching movies, spending time
with my family, and encouraging people to become all that they were
meant to become.
| 50
Dave Smith
Dave Smith grew up in Utah, hiking the canyons of the Wasatch Front
and fishing in the High Uinta Mountains as a way of escaping the
stresses of life. She loved learning about the world around her and would
spend hours reading books from the library to learn about the flora,
fauna, and geology of the area where she lived or visited. As an adult,
she attended workshops on how to share the natural world with others,
especially her sons and other youth. Moving to Arkansas gave her a
new environment to explore and learn about. She realized how fragile
the relationship between man and nature is and her focus switched to
outdoor ethics and teaching others about their responsibility to help
take care of the Earth. She is a Leave No Trace Master Educator and is
pursuing degrees in Environmental Science and Education.
Joshua Stephens
The main advice I would give regarding writing process is to know your
subject and why you are writing about it. The research you do and the
subsequent comprehension of the topic will help you when deciding
the paper’s direction. Generally, I will create a loose outline to keep in
mind as I am digging deeper into my sources. Then, I will usually write
multiple drafts and often read them out loud. It’s amazing how quickly
sentences that make sense in our mind can reveal their awkwardness
when spoken. Also, I would suggest that you have someone review the
paper for you; it’s always good to have an outside perspective. Do not be
afraid of criticism—you do not necessarily have to agree with the critic,
but it’s likely that such feedback will help you improve.
Cover Artist
Marcy Flickinger painted “Walking into the Future” after the artist
Milen Tod as a project in her first semester acrylic painting class. She
was previously an interior designer, now an NWACC art student. She
says, “Tod’s work captivated both my imagination and my love for
color.” She is currently taking beginning watercolor. She has special
appreciation for the instruction of Carol Cooper.
51 |
| 52
Selected Works from Visions
Elysian Fields
Douglas Cole
You enter a Zen garden
with a blue pool steaming
the mist rising through
the limbs of a red leaf maple
rocks shape-shifting
from an old man gazing
through his monocle
to an old owl flying free
from a stone peak
the hand of the artist
now touching
the fingertip of god
at the end of a fern leaf
bowed with one clear
drop of rain
and yellow grass
like eyelashes
draped over a waterfall
and then you look up
and see
framed by the fence
the rooftop and the trees
waves of geese
passing like a dream
A |
Selected Works from Visions
I am Alone
Shawna Rohr
| B
I lie there in the dark, alone but not alone. The streetlight permits just
enough light to peek through the window to illuminate his face; a look
of satisfaction rests sweetly upon it, and I wonder what he is dreaming
about. Is it me? Or is it the girl he wishes he were with? I decide on the
latter, and the emptiness inside me grows.
The musky smell of cigarettes, booze, and sex permeate through the
air; a reminder of a night that I know all too well. I look around the
room and see my red satin dress and lace bra and panty set piled in the
corner. He never even stopped to notice how pretty I looked in them,
but instead gazed through them at my raw, pink flesh. He knew exactly
what he wanted when he saw me, as always, just like the rest of them.
Growing up I was never the pretty girl, never the girlfriend but
always the best friend. When someone did finally choose me, I was
engulfed in it. When it fell to pieces and I had to end it, he assured me
that no one would ever want me. I made it my mission to prove him
wrong. I cut my hair and bought a new wardrobe so I would be beautiful enough. I stopped eating so I would be skinny enough. And I gave
my body to the first man that wanted it enough. But still I was empty.
I look back at him sleeping and for a moment imagine that it is real.
He loves me and I love him. We are going to be together forever and live
happily ever after. I reach out to touch his face and he jumps just a little.
I wait for him to wake and look deeply into my eyes, as if searching for
my soul. Instead, he turns the other way, and goes back to the other
girl. At that moment, staring at his back, I am shot back into reality. I
am alone, and no one will ever want me.
I quietly get out of the bed, making sure not to wake him. I desperately want to avoid the awkwardness of the same old, “Had a good time.
I’ll call you when I get a chance, but I’m going to be busy with work,
so…” I’ve heard it before, but it’s no skin off my back, I’ll just move on
in the rotation. As I slip back on my wrinkled dress, I no longer feel as
I had when I first put it on, but instead tattered and worn.
I climb into my car and sit there in the cold dark as it slowly warms
up, numbing my mind with the low hum of the engine. But then something breaks my trance; a ray of light pierces through the darkness and
the sun begins to rise. Its warmth caresses my skin. A single tear rolls
down my check. For the first time I feel at peace. I am alone, and that’s
okay.

Expressions - NWACC - Northwest Arkansas Community College

Transcription

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