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Essay 3

Gaia Lance

Sean Pears

English

20 November 2021

Walt Whitman: Washington's Monument, February, 1885

It’s impossible not to mention Washington D.C. when learning about the Civil War. D.C. Washington is the home of the United States Government and at the time, the base of operations for the Union Army. It’s no secret that when it comes to America’s history, Washington has one of, if not the biggest, roles in the construction of the nation. Along with its rich culture, D.C. serves as the nation’s capital. The Civil War allowed Washington to grow from a small city into the major capital it is today. 

Walt Whitman, born May 31, 1819, was an American poet and journalist known for his publication Leaves of Grass. During his lifetime, Whitman indeed published nine editions of this work. Whitman had spent his first 36 years of life in New York improving his writing and exploring his love of art. In 1861, after learning his brother was injured in the war, Whitman made his way to Fredericksburg where he spent some time in the camp then eventually working in a paymaster’s office in Washington. Britannica writes, “He spent his spare time visiting wounded and dying soldiers in the Washington hospitals, spending his scanty salary on small gifts for Confederate and Union soldiers alike and offering his usual “cheer and magnetism” to try to alleviate some of the mental depression and bodily suffering he saw in the wards.” It is clear that Whitman’s time around the war had an influence on his writing. Wamu states, “The prolific poet and author of Leaves of Grass spent a formative decade of his life in the District, from late 1862 to 1873. He served as a Civil War hospital volunteer and a government bureaucrat. He made great friends here, wrote about a hundred poems, and might have even fallen in love.” He even wrote a poem “O Captain! My Captain!” to pay tribute to the death of then President Abraham Lincoln. In 1865, Whitman wrote a collection of war poems called Drum-Taps which displayed a stark contrast to his more positive nature at the beginning of the war. In this collection, he illustrates the harsh reality of war and its true meaning. His decade in D.C. built him as a writer and encouraged individuality.

Walt Whitman’s poem Washington's Monument, February, 1885 is a tribute to his time in Washington and the love he had for it. National Park Service writes, “The Washington Monument, designed by Robert Mills and eventually completed by Thomas Casey and the U.S. Army Corps of Engineers, honors and memorializes George Washington at the center of the nation's capital. The structure was completed in two phases of construction, one private (1848-1854) and one public (1876-1884). Built in the shape of an Egyptian obelisk, evoking the timelessness of ancient civilizations, the Washington Monument embodies the awe, respect, and gratitude the nation felt for its most essential Founding Father. When completed, the Washington Monument was the tallest building in the world at 555 feet, 5-1/8 inches.” It’s appropriate that Whitman chose this monument to write about. The history of this monument and George Washington himself made the city possible. February 1885 is significant because that is the date of which the Washington Monument was dedicated. 

“Ah, not this marble, dead and cold:

Far from its base and shaft expanding—the round zones circling,

Comprehending,

Thou, Washington, art all the world's, the continents' entire—

not yours alone, America,

Europe's as well, in every part, castle of lord or laborer's cot,

Or frozen North, or sultry South—the African's—the Arab's in

his tent,” (Whitman,  lines 1-8)

These lines are expressing Washington's influence and power. Washington isn’t significant to America alone. It’s impact stretches throughout all of the world. It isn't a secret that Washington till this day deals with affairs outside of itself. DC’s involvement in the world is paid tribute to here.

“Old Asia's there with venerable smile, seated amid her ruins;

(Greets the antique the hero new? ‘tis but the same—the heir

legitimate, continued ever,” (Whitman, lines 9-11)

Asia is among the places that have earned a significant place in history. Washington is joining the world as a staple in history.

The indomitable heart and arm—proofs of the never-broken

line,

Courage, alertness, patience, faith, the same—e'en in defeat

defeated not, the same:)

Wherever sails a ship, or house is built on land, or day or night,

Through teeming cities' streets, indoors or out, factories or farms,

Now, or to come, or past—where patriot wills existed or exist,

Wherever Freedom, pois'd by Toleration, sway'd by Law,

Stands or is rising thy true monument.

He closes his poem with an encouraging tone. The last stanzas hold pride in his nation, He believes no matter what, Washington is great. Regardless of if it’s losing or winning, no matter what time, D.C. will forever be the symbol of freedom.

“Whitman’s aim was to transcend traditional epics, to eschew normal aesthetic form, and yet by reflecting American society to enable the poet and his readers to realize themselves and the nature of their American experience. He has continued to hold the attention of very different generations because he offered the welcome conviction that “the crowning growth of the United States” was to be spiritual and heroic and because he was able to uncompromisingly express his own personality in poetic form.” (Jeffares Alexander, Britannica)

Whitman became a symbol of democracy in America. His story is reflective of D.C.’s history being rich with culture. From Whitman’s story, we can come to the conclusion that Washington's diversity is not a new concept. Whitman’s success shines a new light on the minds Washington was built off of. The way Whitman combines politics, nature, and finding one's true self into poetry is just a sliver of the kind of innovation D.C. promotes.

Works Cited

“History & Culture.” National Parks Service, U.S. Department of the Interior, https://www.nps.gov/wamo/learn/historyculture/index.htm. 

“How Walt Whitman's Decade in Washington Changed His Life -- and His Poetry.” WAMU, 22 May 2019, https://wamu.org/story/19/05/22/how-walt-whitmans-decade-in-washington-changed-his-life-and-his-poetry/. 

“Walt Whitman.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., https://www.britannica.com/biography/Walt-Whitman. 

“Washington Monument Dedicated.” History.com, A&E Television Networks, 9 Feb. 2010, https://www.history.com/this-day-in-history/washington-monument-dedicated. 

“Washington, D.C. during the Civil War.” American Battlefield Trust, 25 Mar. 2021, https://www.battlefields.org/learn/articles/washington-dc-during-civil-war. 

“Washington's Monument, February, 1885: Poem by Walt Whitman.” Washington's Monument, February, 1885: Poem by Walt Whitman - KeyToPoetry.com, https://keytopoetry.com/walt-whitman/poems/washington-s-monument-february-1885/. 

Weta. “Walt Whitman in Washington, D.C.” Boundary Stones: WETA's Washington DC History Blog, 9 Sept. 2015, https://boundarystones.weta.org/2015/09/09/walt-whitman-washington-dc.

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Essay 2

Gaia Lance

Sean Pears

ENGW

16 Oct 2021

Genre and Message

There are many ways to convey a message to an audience. Genre and the way a story or narrative is conveyed can determine how a message is received. Geneva Smitherman and Alice Childress demonstrate giving the same message though different genres. Geneva Smitherman’s English Teacher, why you be doing the thangs you don’t do?, published in 1972, is a critical analysis of the English education system in America. She criticizes teachers for their attempt to erase Black vernacular in schools as if the way a person speaks undoes the message they're trying to convey. Alice Childress' Like One Of the Family, written in 1956, follows a Black woman named Mildred and her character as she navigates life as a working woman in the 1950s. Mildred, much like the language spoken in English Teacher, why you be doing the thangs you don’t do?  Mildred speaks using Black English, a theme seen in both readings. Childress chooses to use a monologue story format to deliver her message

Geneva Smitherman’s, English Teacher, why you be doing the thangs you don’t do?, Is critical analysis of teachers of inner-city Black schools who reprimand Black students for using their natural speech patterns. Throughout this essay, Smitherman writes using Black vernacular as she informs the reader of her criticisms. She chose this style of writing because in her writing she proves her point about being able to convey a message regardless of dialect. Her message came through clear and concise without using “proper English”. This piece was written for not only teachers but everyone who believes that Black vernacular isn’t appropriate for society. Smitherman believes that teachers should instead focus on reading comprehension. Along with the ability to comprehend what they read, Smitherman also advocates for the examination of alternative lifestyles in the classroom. Smitherman adds an example of an interview with a student and how he spoke comfortably about riots in his city all the while incorporating “sophisticated words and linguistic structures”. This was a powerful and risky conversation to have as a Black woman in her time. During the time this was posted, the dialect spoken was considered “ghetto” and unprofessional. To this day, Black vernacular is seen as unprofessional even if at a smaller scale. Many African Americans resort to code-switching to be seen as more professional and to be taken more seriously. This piece by Smitherman was ahead of its time and continues to be relevant. 

Alice Childress' Like One Of the Family follows a working Black woman, Mildred’s daily life and emotions as she deals with the racism and frustrations of daily life for a woman like her. This series of stories was written in 1956 where society was still very anti-Black. Mildred is a very opinionated and honest woman. She isn’t afraid to share her feelings and speaks up for herself without hesitation. Throughout this story, Mildred’s dialogue is written using Black dialect. Mildred’s way of speaking does not hinder her ability to express herself and everyone she speaks to in the collection of stories doesn’t have an issue understanding her message. From the time she confronted a racist lady in the laundry room to her ranting to her friend Marge, everyone she encountered never spoke on the clarity of the style in which she spoke. Mildred’s emotions were always clear to the reader. .This story was posted in Brookly, New York where there are undoubtedly many people who speak just like Mildred. It was very relevant at the time as it was based around a working, Black woman. When someone reads this, due to its style, readers are put in the place of Mildred and are made to understand what it’s like living that kind of lifestyle and the problems that come with it. This style allowed the reader to feel closer to Mildred as we know her inner thoughts as she is actively thinking them. 

Both of these writings follow the theme of Black vernacular in society. The use of Black dialect in these pieces never diminished the audience's ability to understand the message of the writings. Although they were written with different genres, both Smitherman and Childress addressed the issues of prejudice and racism in society, especially in the context of dialects. Smitherman spoke directly to the people who opposed allowing Black school children to speak their natural dialect in everyday life. Childress didn’t target dialect specifically in her stories but instead incorporated it into her character Mildred. During the times these works were published, it was a brave move on the author's part. They were both bold and unapologetic in their writing. In Smitherman’s case, she gave an outline on how English teachers should change the way they teach the subject and stop trying to change the way Black inner-city students spoke. She didn’t want teachers to act as if they didn’t understand what children were trying to say just because they said it in a different way. Childress, unlike Smitherman, didn’t specifically point out the issues surrounding Black vernacular. Childress instead incorporated Black English in her character Mildred and allowed Mildred to tell her own story. Through a first person narrative we see Mildred deal with racism and inner turmoil Throughout Mildred's telling of her story she uses her own vernacular. At no point in the story was Mildred’s feelings hard to understand because of the way she spoke. This relates back to Smitherman and her analysis and how her way of speaking didn’t subtract from her beliefs. Mildred remained a strong and brave woman the whole time. 

I found these two pieces to be interesting because they demonstrate the diversity that comes with telling a story. At face value, these stories don’t look like they’re trying to convey the same message. If anything, they have the same theme of using Black vernacular. When looking deeper into the meaning and purpose of both writings, they’re both centered around society and its racism toward African American culture and how they’re expected to conform. The audience these works were targeted for are the same. They’re targeted at people who don’t understand the struggle of an average Black person at the time the writings were published. They were to educate about the struggles of black people. 

Work Cited 

Smitherman, Geneva. “English Teacher, Why You Be Doing the Thangs You Don’t Do? On JSTOR.” Jstor.Org, Jan. 1972 ,www.jstor.org/stable/812897?seq=6#metadata_info_tab_contents.

Childress, Alice. “Like One Of The Family.” Independence Publishers, 1956

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Essay 1

Gaia N. Lance

Sean Pears

ENGW104

24 September 2021

Frances Harper and “The Slave Mother”

Frances E.W Harper’s poem, “The Slave Mother”, follows a mothers grief and painful reality as her child is taken from her to be sold into slavery. This work is particularly distressing as it goes into detail about the relationship between said mother and child. The poem begins with The Mother’s fight to keep her child as he’s being taken to be sold into slavery. As the poem progresses, The Mother falls deeper and deeper into despair realizing her fight was in vain and she’ll ultimately lose her son. She questions God’s will as her and her child share one last embrace. Published in 1854, “The Slave Mother '' was one poem among a collection in Harper's book “Poems on Miscellaneous Subjects”. In the poems featured in this book, Harper focuses heavily on the subject of women, motherhood, Christianity, and slavery. Harper is known for her aint-slavery lecturing and often referenced her own work from this collection of poems. Her writing was popular with both white and black followers who shared her same outrage about the treatment of African Americans and women in America. This poem in particular brings the morbid reality of the relationship between slavery and womanhood to light. Men, white people, and perhaps even African Americans born free would otherwise not truly understand the suffering slavery casted upon mothers. 

Although Harper was born a free woman she was still subject to pro slavery and oppressive laws, in particular, the Fugitive Slave Act. As the topic of slavery divided the North and South and Abolitionists became increasingly angry, Harper fuled the “freedom flame” with her poetry along with Abolitionists and poets before her. The anonymous author of “Poetry Analysis: The Slave Mother: By Fraces Harper '' hones in on Harper's use of harsh imagery to draw attention to the slave mother. This critic also writes about Harper's use of interrogation to further involve the reader in the poem. These questions, however, have been interpreted as rhetorical because the answers aren’t provided in the reading. With the use of these devices, Harper effectively humanizes the slave mother to her audience. The poem focuses on the Mother’s psychological pain rather than the physical aspects of her situation. 

“They tear him from her circling arms,

Her last and fond embrace.

Oh! never more may her sad eyes

Gaze on his mournful face.”

(Lines 33-36)

Here is mention of a physical struggle but it’s not as prominent as her mental toil. When Harper asked the reader if they saw the mother’s “sad, imploring eye” (L.9) or how “every glance was pain” (L.10), she was encouraging the readers to consider their connection to the Slave Mother.  Are you the people taking her child? Are you The Child himself? It’s up to the reader to decide their connection to the poem. This analysis also points out Harper’s use of r repetition. The repeated phrase “He is not hers'' (L. 17-21) put the emphasis on the “dehumanization of slaves to mere property” as phrased by the anonymous critic. The author of this analysis explained that by writing this poem, the reader is forced to accept this mother’s story as truth. The pain of being separated from your child is not known to the majority of people. The suffering of slavery is also not known to many people. The reader must accept this story as truth because the reader simply hasn’t experienced anything described in it.

  This analysis was very thorough in  how Harper wanted the reader to feel when reading this poem. It went into great detail about the connection between the Mother in the story and the person reading it. In reference to Harper's quote, “It is not enough to express our sympathy by words. We should be ready to crystallize it into actions.” The critic states,

 “This quote epitomizes what Harper was trying to achieve through her poetry to connect the spectator and spectacle through the mind and soul. This connection would therefore yield a beneficial change in the spectator and possibly bring slavery to its end.” 

If Harper is able to share the hard reality of slaves with the world and build sympathy, there would most likely be more outrage and push for change. 

In another analysis by Mancie Hough, unlike the last analysis, this one focuses on the symbolism found in the poem. In particular, circular and aquatic symbols. They explain how Harper compares the love between mother and son as a “Wreath of household love...A fountain gushing ever new,/ Amid life’s desert wild.”(L. 23-28) These don’t only symbolize love but also feminism and fertility. The wreath is the “cyclical nature of reproduction” as well as the curve of a pregnant woman’s belly. It’s to celebrate the pains of labor and entrance into motherhood. The imagery of the fountain in the desert is a representation of fertility and sterility, of life and death. Think of it as Yin and Yang which represents the concept of dualism. Then this critic speaks on the Mother’s cry to “Father”, both the heavenly and biological. The mourning mother questions why God would even allow slavery to happen in the first place. It also makes the reader think about the absent biological father. With the “last and fond embrace” the circle is broken. The critic writes that slavery is an enemy to maternity and womanhood.

Unlike the first analysis, this one was mainly centered around the relationship between slavery and femininity. The first analysis was more about Harper connecting the reader with the Mothers emotions causing them to become sympathetic to something most  haven’t experienced in hopes to push the cause forward. This second critic however, showed the significant effect slavery had on motherhood. As well as pointing out the symbolism, they explained and connected it to the main idea of their analysis which was the effects slavery had on motherhood.

The second critic’s focus on Harper’s use of symbolism to represent the relationship between motherhood and slavery was effective in appealing to a female audience. That is very important considering her activism included equal rights for not only women but African Americans as well. The first critic wrote a valid analysis about Harper’s use of interrogation and imagery to invoke emotion in readers and push a anti slavery narrative. Combined, these two analyses touch all key points in Harper's “The Slave Mother”. However, the second analysis included the same ideas as the first analysis like imagery, interrogation and symbolism, making it more in depth than the first. It also strongly complimented Harper's Equal rights and feminism narrative.

Works cited

Harper, Frances. “The Slave Mother”. Poems on Miscellaneous Subjects, 1854

Hough, Mancie. ‘“The Slave Mother, A Tale of Ohio,” by Frances Ellen Watkins Harper”. Shenandoah literary, Hendley Badcock

Anonymous Author. “Poetry analysis: The Slave Mother, by Frances Harper”. Scotdir

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Introductory Essay

Gaia Lance

Sean Pears

Writing, Literacy, and Discourse

24 Aug, 2021

Throughout this course I hope to improve my overall writing and grammar skills. I’m not familiar with any of the readings in the syllabus. When it comes to academic writing, my weaknesses are keeping my thoughts linear and staying on topic. I tend to get off track and have mixed thoughts. I’ve found writing things that have more to do with facts and research instead of opinion is easier for me. I feel as though my writing is underdeveloped for my passion in life. I expect when I leave this class I’ll be a much better writer than I was from when I first started. I’m not as good at writing a solid essay as I’d like to be. My essays don’t give me a very mature feeling when I read them to myself. I hope to use the knowledge gained in this class to help me write well put together stories. My dream in the future is to be a movie director and producer. I believe being well versed in writing is an important thing for this path. I love to writebut I need a lot of work. I’d like to be better at creative writing in the future. I am interested in all the text and readings listed for this class. I think I’m good at identifying different techniques in writing and evaluating texts. There are no particular skills I'd like to focus on during this course. If anything, I’d like to learn to keep my thoughts in order and build well structured paragraphs. As stated before, I know my grammar and sentence structuring could use work. I would like to learn everything offered equally. I don’t know how good or bad of a writer I actually am so I look forward to getting peer and teacher feedback.

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Author Statement

I’d like to relate my work to “Shitty First Drafts” by Anne Lamott. It engrains the fact that writing is a process and there are steps to take in order to produce your best work possible. All good writers have less than desirable first drafts. You can’t expect perfection the first time as that’s unreasonable and unrealistic. I remember writing the first draft for each of the three essays in this portfolio and thinking I did a pretty good job. Lamott gave real and honest insight to what goes into writing great works. Although you can’t see my first drafts, they’re a perfect example of Lamott’s main idea in her writing. My essays are a drastic change from their original form. Having written and put them through peer review, they never came out anywhere close to their original structure. You can’t just sit down and start writing the perfect novel. The first few sentences may give you that hardest time of your life. There are things in the first draft that may never make it to the final draft. Some things become irrelevant and some things need to be elaborated on. “Shitty First Drafts” compliments my attitude towards writing completely. Lamott argues that the frustration of first drafts is necessary and we need to accept that we’ll be writing two or three of them. It opened my perspective of the time and process writing needs to go through in order to become its best. Although my writing only had one draft then the final draft after peer review, it only makes sense that if I had continued to make drafts and have them reviewed, my essays would be that much better. My portfolio compliments this article because they were all shitty first drafts at some point. I would even argue that a few of my works are still in the “shitty” stage. My view of writing is less tense than it was before. I was so stressed about my writing looking good off the bat and embarrassed at the thought of peer reviews. I’ve come to realize that I need to stop comparing myself because everyone goes through the same thing. No one is really writing award winning novels on the first try. There’s always a process that a writer needs to go through. No one’s process is the same, no one has the same set of skills, but everyone has at least one shitty first draft.