Course Theme:
Poverty, Inequality, and the American Dream
Course Focus and Approach:
My IRW course would be built around the broader theme of “Poverty,
Inequality, a
nd the American Dream.” Throughout the entire semester, I would
like to move students from reading and writing about personal narratives in
Unit One, to reading a longer work of expository journalism in Unit Two, to
reading a short novel in Unit 3. Over
the course of these three units, I would draw upon each of the three models of
reading that McCormick discusses: cognitive, expressivist, and socio-cultural.
Ultimately, the course aims to get students to analyze the socio-cultural
context of inequality in America and to critically examine their own experiences
within this context. I believe that students need to learn critical reading
strategies offered by a cognitive approach, as well as understand the
possibilities of putting forth multiple interpretations (emphasized by an
expressivist approach), and therefore I would try to integrate all three models
into each unit.
Specific Readings and Writings in each unit:
Unit One:
Students would begin the class by reading brief news
articles on poverty and inequality in America, examining theories of why
inequality is growing worse and why social mobility has stagnated; they would
then discuss how this situation affects the realization of the American Dream. I
would then have students read Jeannette Walls’ memoir The Glass Castle,
to analyze Walls’ story of her childhood in poverty; the class would discuss Walls’
belief that with individual initiative and perseverance, poverty can be
overcome in America, and the American Dream can be achieved.
- · Students would preview, predict, and write about first impressions and inferences before reading the text.
- · Students would compose a portrait of themselves as readers and writers, focusing on what kinds of texts they enjoy reading and the areas in which they have struggled, and on their feelings about the writing process. This “literacy narrative” might also ask students to discuss their primary and secondary languages, prior English classes they have taken, and details about how they have evolved into the readers and writers they are today.
- · I would try to “activate schema” before we begin a new text, to elicit what the students already know about the broader topic and to establish a context for their upcoming analysis of the assigned text. In particular, I would have students free-write about their ideas about poverty in America and the American Dream, asking if they believe that the American Dream is attainable today. I might also ask them to interview one or two people who have immigrated to America to compare the responses from the interview with their own experiences.
- During the reading process, I would draw upon Van Woerkum’s idea that a reader must pay attention to what “is triggered” by the text (269). Making ongoing inferences and analyzing these inferences would help a student focus on what is being triggered as they read.
- · I would ask students to practice annotation and to keep a journal (one in dialectical format and one that contains more informal thoughts). In the dialectical journal, students will respond to and interpret key quotes and bring the quotes to class as a basis for discussion. In the informal journal, they will record their ideas and questions as they read, and these can basically be “first impressions” rather than extensively developed ideas; this informal journal assignment is intended to support and validate students’ initial thoughts and reactions.
- After the reading process, I would have students assess the accuracy of their initial predictions and inferences.
Students would then develop ideas from their initial free-write about their own experiences with poverty and/or inequality (from the pre-reading stage) into a longer essay that compares this personal narrative with an analysis of Walls’ memoir The Glass Castle, comparing their own experience with Walls’. This would be the focus of Essay 1, the first formal out-of-class essay. Students would peer-review one another’s drafts, have the option to revise the first draft for a higher grade on the final draft, and keep a grammar and vocabulary log along the way, to keep track of grammar errors and new vocabulary words; they would submit these logs with the final essay draft and with their journal responses. After submitting this work, students would reflect in a brief in-class essay on the reading and writing processes, focusing on what worked well and areas they would like to improve on in the next unit.
Units Two and Three of this course would follow a similar
trajectory, but would introduce readings from different genres. For Unit Two,
the students would read Chris Hedges and Joe Sacco’s Days of Destruction,
Days of Revolt, which is both a work of investigative journalism and a
graphic novel that looks into four national “sacrifice areas” in the United
States, places where corporate capitalism has decimated the environment and
communities and has caused residents to live in unrelenting poverty. Because
the book takes an overtly political, Marxist view of the degradations of
corporate capitalism, I would supplement this reading with texts that highlight
the benefits of corporate approaches to poverty and/or that see poverty in
America as an individual, rather than systemic problem (perhaps from a “think
tank” like the Cato Institute or Heritage Foundation). I would have students
assess the tensions between the perspectives in these texts and identify their
own views in relation to them. This would draw upon the “literary” and “general”
repertoires of students, and may create “reading situations in which a tension
between repertoires exists” (McCormick 88), which could prompt students to a
deeper understanding of themselves and the course content. Essay 2 would ask students
to compare Days of Destruction with one of these supplemental texts,
examining the gaps and contradictions between these two perspectives on poverty
in America. I would also have students write a Difficulty Paper as they read Days
of Destruction, to reflect on their own resistances to and questions about
the text’s polemical style and premises.
Since the topic for my course is overtly political, I would
like to integrate another assignment along the way (perhaps before Essay 2 is
due) that gets students to examine their own political viewpoints and take a
position on the subject. This might be an advocacy/solution paper, in which
students focus on a point made in the reading and explicitly advocate for
something to be done about it (i.e.,
they could look at the public health problems and ecological devastation produced
by coal mining in West Virginia when reading Days of Destruction, and
argue for a solution to this problem). This would introduce students to the
rhetorical mode of argumentation and encourage them to develop argumentative
and persuasive writing skills, skills which can be transferred to other
contexts beyond the class itself.
Finally, in Unit Three students would read Sherman Alexie’s
short novel Flight, which explores the experiences of an orphaned Native
American teenager as he time-travels through American history, and eventually discovers
the need to see the world from different perspectives and through new eyes. The
novel’s focus on our common humanity, even as it emphasizes systemic racism and
poverty, blends the emphasis on individual autonomy in Walls’ The Glass
Castle with the view of overwhelming systemic inequality in Hedges’ Days
of Destruction, Days of Revolt, providing a kind of “middle ground” between
the two other texts. It also introduces students to a new genre, that of
imaginative fiction, and Alexie’s humorous, ironic style can help to lighten up
the mood of an otherwise grim subject.
After completing this final novel, I would try to trigger
the “activation of new reading” (through research assignments related to the
final synthesis essay and connections that students make to other texts
assigned in the class). At this point the course would grant students more
choices in their final research project as they find and analyze one or two
sources on their own, and synthesize these sources with Alexie’s Flight.
Because Flight draws upon myriad themes, the opportunities for research
are very open; students could research, among other topics: the racial
dimensions of poverty, the experience of Native Americans who are experiencing
ongoing forms of colonialism on reservations, and the struggles of foster
children in America. Because Sherman Alexie is a popular and humorous public
figure, I would also incorporate interviews with him on YouTube, along with
poems he has written, and relevant songs and video clips related to the issues the
novel raises.
Finally, students would submit all of their work at the end
of the semester in a portfolio that also contains a reflective essay in which
they examine their growth as readers and writers over the course of the
semester.
Given that my course focuses on the socio-cultural context
of poverty and inequality, I would try to avoid teaching the course from an
overtly political angle. Rather, I would like to get students to see how
different texts are interpreted differently according to a reader’s cultural
context, and then ask what role each particular text plays in today’s society.
I would try to get students to make connections between the texts and
contemporary society, to see their relevance in light of current debates over
poverty and inequality in America.