Sunday, March 31, 2019

Week 9 Progress

After reviewing the course grading chart, I feel a little more confident in my progress so far. At about 3 weeks into this semester, I thought for sure I was going to fail this class because, go figure, balancing 60 hour work weeks, 3 classes, 2 kids and a husband is pretty damn hard. This class feels just as non-stop as my life, but after reviewing the course grading chart and calculating exactly how many points I will need, I am finally able to breathe a little easier!
 
I enjoy the analysis and close readings most. I find myself rushing through the weekly reading, but I have to really take my time to write the analysis and close readings. I have never been much of a reader so these assignments are helping teach me how to really read and not just rush through things. I also readlly enjoy reading everyone else's analysis and close readings - especially on passages I have read myself. I enjoy seeing the different take-aways other people have from the same writing. 

For the second half of the semester I want to try working ahead. My goal is to take a day off within the next few weeks to give myself some extra time for classwork. 
  

Saturday, March 30, 2019

Week 9: Project 2 Action Plan

With some peer guidance, I have chose to write my second project off the excerpt from Ramona, choosing to explore the following topics:



  
1.     In what ways could this story be considered an artifact of history?               The author, Helen Hunt Jackson was an activist and wrote the story of Ramona and Alessandro with the hope to bring awareness to the treatment towards American Indians. Because this story was written during the height of this disturbing time in our American history, it references very real and plausible situations. Also, I will keep in mind Ramona was written in 1884 with the purpose to bring attention to current issues. 

2.     What does this story teach us about history? 
      The story teaches us history from a different perspective. My generation might read about history or be taught about history, but we are so removed from these terrible things that it is hard to fathom the reality. Stories like this bring that reality to life. In comparing cultural and racial topics, this story teaches us that while history evolves, there are still many aspects that remain the same or similar. I could use this as an opportunity to explore how far we have come as a society in regard to cultural acceptance and racial equality and at the same time, explore how there are so many things that have yet to change. 

3.     How does a story teach us about a time or place differently than a history book?  Similar to question 2, history books reference time periods as a generalization. It is hard to personalize everything about history. History books also often tell the story from one point of view. This story brings a few different points of view to light. 

     In writing papers such as these, I like to analyze the author as much as their writing, however, the prompts / questions for my chosen topic are very text specific. The questions do not ask for a reflection of the author. Instead, the questions ask what the specific story teaches us. For these answers, I will re-read the text and focus on every descriptive detail regarding standards of living, social expectations, and any other details that could help paint the picture of this time in history. 


Working Arguable Thesis: Still pending... I want to address that history can be written and reflected in more than just text books. While a non-fiction story may not depict true or actual events, it can depict true settings and standards from the time in which it reflects.  



Hicks, Jack, et al. “Ramona.” The Literature of California, University of California Press, 2000, pp. 269 - 278. 








Thursday, March 28, 2019

Week 9 Analysis: Dashiell Hammett's "The Maltese Falcon"

Dashiell Hammett expresses a writing style that is almost script like. It is as if it is written for the movies or a play. Every paragraph sets a scene and the reader is able to immerse themselves and feel as if they are actually a part of the scene. As you read, you are able to feel a part of that character; you connect with them. While the excerpt provided within our textbook is only a glimpse into a much larger story, we are able to understand the plot involves the following:

Joel Cairo, possibly a theatre actor 
Sam Spade, a private detective
Brigid O'Shaughnessy - possibly an actress, Spade meets with her inside the Coronet which I looked up and was a theatre until it was shut down in 2005.

There is also another individual, referred to as "the youth" multiple times by Spade,  following Spade. 

It seems a crime had occurred and Brigid is trying to have it covered up to protect either herself or someone she cared about. 

There is also mention of "the black bird" (pg. 433) which I believe to either be a code for a hit or maybe it is code for the information that would sell Brigid out and make the crime known or even solve it? Whatever it is, Brigid is desperate for Spade to not give it to Joel Cairo. She says she could not match the $5,000 Cairo is willing to pay but she could offer herself. She needs to speak with Cairo, but she is afraid of him. "I can't let him know where I am. I'm afraid" (pg. 434). Spade tells Brigid he can arrange for Cairo to meet with her at his (Spade's) apartment. When they two of them arrive at the apartment, a woman, Iva drives up desperately needing to speak with Spade. the concern she expresses regarding Brigid being with him makes it seem that he may be undercover, even to his girlfriend. She appears to understand what Spade is involved in is dangerous, but also seems unconvinced he is truly "working".  Again, while talking with Iva, Spade sees yet another "youth" watching him. 

Throughout the story, there are multiple mentions of "youth" lurking and spying of Spade. There is an intensity building and you know something bad is potentially going to happen. The "youth" are not described as friends and you can only imagine an attack is about to take place. 


Hicks, Jack, et al. “Dashiell Hammett.” The Literature of California, University of California Press, 2000, pp. 429 - 436. 

Wednesday, March 27, 2019

Week 9 Reading Notes: Part B - Fisher

Mary Francis Kennedy Fisher
(M.F.K. Fisher)

1908-1992
Born in Albion Michigan, moved to Whittier, CA when she was four years old.
First began writing about food, region and human weaknesses
She lived more than 20 years in Europe before returning to the US

The First Oyster

Mrs. Cheever -  Though lacking a fancy education or an MA, Fisher describes her favorably because she was a cook. She was looked down on by her colleagues and she treated the nurse even worse. The nurse was seen as below even Mrs. Cheever. The new gym teacher, who would be assumed to be an outcast like Mrs. Cheever and the nurse, was even taken in by the other teachers and staff.


Week 9: Reading Notes Part A Hemmett

Dashiell Hammett - excerpt from The Maltese Falcon

Author background:1894-1961
spent more than 4 years as a Pinkerton agent and wrote stories from the point of view of a detective
he served in the US Army during WWI


Story notes:

Joel Cairo - possibly an actor
Spade  - private detective hired by Cairo and seemingly hired by O'Shaughnessy as well
Brigid O'Shaughnessy

As I read the story, I see it playing back as an old 1950's detective show played in black and white. Or like 1990's film, Dick Tracy.


Sunday, March 24, 2019

Week 8: Topic Brainstorm - Project 2



For my second project I want to analyze the story Ramona, written by Helen Hunt Jackson. Which topic to choose will be the hard part. I feel the reading has so much to offer.



1.  Reflecting on its historical, social, political and/or economic context; focusing on race, class, power, cultural values and beliefs, historical events, the author's biography, gender, psychology, etc. 

Ramona is a story of an unlikely romance between a Spanish raised girl and Indian boy and is written as a social protest. The small excerpt of this story only shows a quick glimpse of the whole story. To make the most out of my project, I would like to read the full novel to address each context mentioned above. There is so much to be said about race, class, power, and cultural values and beliefs within this story.


2. How are class differences presented in the work? Are characters aware or unaware of the economic and social forces that affect their lives?

Again, for this topic, I feel like I would need to read the full novel to be able to effectively write about the main characters who are mentioned in the excerpt. Throughout the story, Ramona and Alessandro fight for everything and after they seemingly have won, it is all taken away because of their ethnic and social standing. The whole story is written about class differences and the impact of economic and social forces. 


3. Still choosing the reading Ramona:

    Choose one short story or novel excerpt. Write a piece in which you explore the following:

1.     In what ways could this story be considered an artifact of history?                                The author, Helen Hunt Jackson was an activist and wrote the story of Ramona and Alessandro with the hope to bring awareness to the treatment towards American Indians. Because this story was written during the height of this disturbing time in our American history, it references very real and plausible situations. 

2.     What does this story teach us about history? The story teaches us history from a different perspective. My generation might read about history or be taught about history, but we are so removed from these terrible things that it is hard to fathom the reality. Stories like this bring that reality to life. 
3.     How does a story teach us about a time or place differently than a history book?  Similar to question 2, history books reference time periods as a generalization. It is hard to personalize everything about history. History books also often tell the story from one point of view. This story brings a few different points of view to light. 





Thursday, March 21, 2019

Week 8 Analysis: Close Reading of "To the Stone Cutters"

"To the Stone Cutters" by Robinson Jeffers

I feel like I read somewhere that this poem was to and in reference to poets. I looked back to find my source for that idea and I cannot find anything similar anymore. So, while I cannot locate the source for that statement, I cannot un-see the poem from the idea it is written to and about poets.

If Jeffers is indeed referring to Poets as "stone cutters" then per the title, this poem is written to poets.

Stone-cutters fighting time with marble, you foredefeated
Poets wanting to be remembered, wanting to write their poems in stone
Challengers of oblivion

Poets see the world from a different point of view, often a point of view no one else sees
Eat cynical earnings, knowing rock splits, records fall down, 
The continue their work despite sceptics 
The square-limbed Roman letters
Referencing a type-writer?
Scale in the thaws, wear in the rain. The poet as well
Through the hard times, the poet continues to work
Builds his monument mockingly; 
Continues his work with or without positive recognition
For man will be blotted out, the blind earth die, the brave sun
Men die, as do crops and other things of the earth, under the sun
Yet stones have stood for a thousand years, and painted thoughts found
But words remain - passed on through generations
The honey of peace in old poems.
A sweet comfort is found in old poems

Jeffers, Robinson. To the Stone Cutters, pgs. 409.

Week 8 Reading and Writing

While journaling my reading has been a challenge for me, it definitely holds me accountable for really reading the material instead speed reading through the work just to get it done. I have never been the kind of person who will pick up a book to read in my spare time so this amount of reading has been a good personal challenge.

My favorite readings would be from the first week(s):

"The Creation"
Coyote Cooks His Daughter"
"About-the-House Girl"

I'm not sure if it is because of my personal feelings during the first few weeks; I was excited to read and I had a lot more energy! OR they grew on / stuck with me because I really enjoy reading Indian myths. I am intrigued to read something completely different from my norm. These readings pushed me to learn more about the culture behind the writing which connected me even more to the stories.

I would consider my first project to be my biggest accomplishment for this class so far. It may not be my best analysis or writing ever, but the re-writes with the editing challenges and peer review helped re-shape how I will write, review, and edit projects and papers I write in the future.

I find the instructor and peer comments extremely valuable and look forward for continued support from this class.

Wednesday, March 20, 2019

Week 8 Reading Notes: Part B - Indians in Overalls

Excerpt from Jamie de Angulo's Indians in Overalls:

Wild Bill
Jack Folsom

astuge country

The coyote dissected:  "Coyote has a double personality. He is at once the Creator, and the Fool" (pg. 414, Angulo).

'"Everything is living, even the rocks, even that bench you are sitting on, Somebody made that bench for a purpose, didn't he? Well then it's alive, isn't it? Everything is alive. That's what we Indians believe. White people think everything is dead..."' (pg. 417, Angulo).


de Angulo, Jamie. From Indians in Overalls, pgs. 414-421.

Week 8 Reading Notes: Part A Four Poems of Angel Island and Chinatown

Four poems by anonymous writers

1. I am curious where the writer is when he wrote this poem. He states, "Over a hundred poems are on the walls." (pg. 354, Anonymous) He also states, "if he is detained and imprisoned here" (pg. 354, Anonymous). Perhaps he is writing from a jail cell?

2. It seems the second poem is written by a female, "Atlas, no thanks to Husband, who has yet to come home." (pg. 355, Anonymous) She writes of either her birthday or the new year. She tells her readers to live and enjoy life now. Do not squander this short time we have here.

3. The third poem is written about a dying man. "Soon he will be six feet underground." (pg. 355, Anonymous)

4. The final poem is about the new year. Homes are decorated, people exchange pleasant greetings with wishes for a fortunate new year. I did not know what a "jade winecup" was as referenced in the second to last line of the fourth poem. I asked a Chinese friend who told me that because of Chinese suspicion, they often use a jade wine cup with the belief that the jade would crack if it contained poison. Very interesting take-away from this reading.

Each of the 4 poems reference time in one way or another.

Monday, March 18, 2019

Reading Notes Week 7: Extra Reading - Sinclair

Upton Sinclair

from Oil! (1927)

Excerpt of a novel  taking place in Southern California.
featuring moral and ethical dilemmas and challenges to family loyalty.

Thursday, March 14, 2019

Week 7 Analysis: Gertrude Atherton


This piece highlights an excerpt from Gertrude Atherton's The Californians.  

The main characters of the excerpt are: 
Magdalena and Helena
The policeman who arrested the two girls and the sergeant who sent them home.
Colonel Jack Belmont (Helena's father) and Don Roberto Yorba (Magdalena's father)

The plot of the story is:
Magdalena and Helena are both daughters of wealthy and prestigious men. The excerpt opens with Magdalena feeling like a failure and praying to the virgin mary to comforted; forgiveness. The plot begins when Helena sneaks up into Magdalena's bedroom and tries to convince Magdalena into sneaking out to the fire.
After some persuasion, Magdalena agrees to go with Helena who is dressed in boys clothes because girls are not allowed on the street alone after dark.
The girls make it out and to the fire. When they arrive, they see the fire not as the entertainment that they had originally intended, but they see the fire for the sadness and destruction it now represents. The two girls had never been expose to this level- or any level- of poverty and are taken back by it and even sympathetic to the people who have now lost their homes. "She stared at them, her brain a melody of new sensations" (pg. 314, Atherton).  
Soon after the girls' interaction with the fire victims, a policeman sees them and recognizes Helena as a woman dressed in man's clothes which is a crime. The girls are taken to the police station. After a long debate, Helena decides to disclose to the sergeant who her father is, as a result, the sergeant arranges a ride home for the girls, guaranteeing discretion.
On the way home, Helena tries to convince Magdalena not to tell her father of where they had been, however, Magdalena did not wish to lie to her father and felt she needed to confess to him.
The story ends with Magdalena back in front of her alter with the virgin mary only this time she does not feel comfort or forgiveness as her father mercilessly beats her. "She hated her father and she hated life with an intensity which added to her misery, and she decided that she had made her last confession to any one but the priest, who always forgave her." (pg. 320, Atherton).


Atherton, Gertrude. From Chapter 6 of The Californians, pgs. 311 -320.

Wednesday, March 13, 2019

Reading Notes Week 7: Part B - Langston Hughes

Langston Hughes
1902-1967
born in Missouri
Columbia University 1922
Traveled Africa and Europe
At 24, published first book of poems: The Weary Blues
Promoter of black literature and culture

The piece we see here is from Hughes' one-act play - Hollywood Mammy
This piece highlights the stereotypes African Americans face.
African Americans are expected to be from Alabama, to speak in an uneducated manner, to wear kerchief around their necks and an apron around their waist.
"In slavery I slaves, and on the screen I'm slaving still" (Hollywood Mammy, Himes).

Tuesday, March 12, 2019

Reading Notes Week 7: Part A - Yone Noguchi




Yone Noguchi
born in Japan
studies philosophy and poetry in Tokyo

came to San Francisco in 1893 by boat
1896 to Oakland Hills

He called his move to San Francisco his "new life" (Noguchi).

People weren't always friendly, "I was suddenly struck by a hard hand from behins, and found a large, red-faced fellow, somewhat smiling in scorn, who, seeing my face, exclaimed, 'Hello Jap!'". (Noguchi).

He worked by cleaning the classrooms at Stanford University. Then began working as a dishwasher to be able to afford proper shoes and clothes so that he felt comfortable working at the University.


Ah, Who Says So?

Thursday, March 7, 2019

Week 6 Analysis: Close Reading of "The Coming Night" by William Ricks

From William Nauns Ricks' "The Coming Night (From the Berkeley Hills)":

I turn, the sun more splendid, 
Bathes land and sea in gold; 
A thousand colored blended, 
Toward the hills are rolled.
There, amethyst and violet, 
Where green and brown held sway
With scarlet, form a triolet
To deck the dying day.



On a first read, it seems the obvious theme in this stanza is that the sun is setting and they
day is nearly over.  Here is my line-by-line analysis:

1.      as the speaker turns toward the sun, it is even more impressive

2.      the land is covered by the light of the sun

3.      all of the multiple colors of the sunset blend along the horizon

4.      mixed in with the clouds across the mountains

5.      shades of purple

6.      you aren’t paying attention to the grass and land

7.      the amethyst, violet and scarlet melt together as three colors in one

8.      to conclude the closing of the day

Wednesday, March 6, 2019

Week 6 Reading Notes: Part B_"Beyond the Breakers"

George Sterling
1869 - 1926

1890 - moved from Sag Harbor, New York to Oakland, CA
Ambrose Bierce, his mentor
1905 - residence in Carmel
secret society - lavish Bohemian Grove pageants
Wife commit suicide by cyanide in 1918
1926 - Sterling commit suicide by cyanide

"Beyond the Breakers"
to James Hopper (friend of Sterling who created

14 stanza poem
rhyme pattern of aabb aabb

I am trying to find a deeper meaning within this poem, but it is a very dry read for me. All I am seeing is description of the ocean, Carmel by the Sea.

Works Cited


Hicks, Jack, et al. “George Sterling.” The Literature of California, University of California Press, 20000, pp. 308–310. 

“James Hopper.” Wikipedia, Wikimedia Foundation, 24 Feb. 2019, en.wikipedia.org/wiki/James_Hopper.


Week 6 Reading Notes: Part A_ "The Coming Night"

William Nauns Ricks

Born in Wytheville, Virginia
Mother's great-grandfather was of Indian and African Heritage
Moved to Southern CA after serving in the 24th US Infantry, earning the US Medal for Service.
1902 - first published poem
1904 - moved to San Francisco
1906 - moved to Oakland

"The Coming Night"
(From the Berkeley Hills)
written in 1913; published in 1914

4 stanza poem; each consisting on 8 lines
rhyming patern: abababab

1st stanza:
lea= meadow / pasture
resplendent = splendid / magnificent

describes the sky as the night begins to come. The clouds are hanging low across the meadows while the sun sits just above the ocean and a gentle wind is blowing. Peaceful.

2nd stanza:
describes the animals as they prepare for night; cattle, doves, sea-gulls, swallows. Continuing the peaceful setting.

3rd stanza:
describing the effects the sun has on its surroundings as it begins to set behind the Berkeley hills. Colors: gold, "thousand colors blended" amethyst, violet, and a trio of green, brown, scarlet

4th stanza:
the sun has finally set, leaving the surroundings in darkness and silence.






Sunday, March 3, 2019

Project 1 (revisions 1 and 2 incorporated)



Love About the House
About-The-House Girl is a Karok Indian myth about a young woman’s commitment and a young man’s determination to find love. Ifapi’s mother died when she was a young girl. Her father raised her until she was grown. Her father then chose to send her to live with her aunt, secretly hoping her love would find the Flute Player from Rekwoi, Patapir.  Patapir lived down the river with his mother and his father. He had always worked very hard and had never been with a woman before. And so, the story begins as Patapir adventures up river to find love. Throughout the story, there is much intrigue, love and adoration towards Ifapi from most characters in the story, however, not everyone was so completely enamored by her.
 It is important to note that as a myth, there is not a single or solo author of this story. There is, however, a storyteller; Theodora Kroeber. Kroeber was born in Denver, Colorado in 1897. She moved to California where she went to school, graduated from the University of California, Berkeley, and eventually met her second husband, Alfred Kroeber. Alfred was known as “the father of American anthropology” (Kouzmanoff). Alfred took in and cared for the Yahi Indian, Ishi, who was the last known survivor of his tribe. He learned much of Indian traditions, myths, history, etcetera, from Ishi as well as many other Native Indian storytellers and kept many handwritten notebooks of these encounters. Theodora Kroeber used these notebooks as well as other second-hand received Native Indian myths and published them, but not without adding a splash of her own personal style.
           Theodora Kroeber writes of Ifapi as if she has a soft spot for her. Kroeber describes Ifapi as “quiet, loving, and gentle.” (pg. 40, Kroeber). Her attitude towards Ifapi is that of adoration and respect. Ifapi was a woman whom others looked up to. This is evident when we learn of Ifapi’s special role during an honored tradition, the Life Renewing Dance; “it is a position of honor for a woman, and since she must not have borne a child and must submit to training, to prescribed diet, and to purification, it follows that the leader will select her with care.” (pg. 44, Kroeber). This account further expresses that the image the storyteller has of Ifapi is of an honorable woman, pure and disciplined.
          Many characters display and/or express feelings of love and adoration towards Ifapi, while there is a strong theme of change and evolution among these feelings. For instance, Patapir is definitely intrigued with Ifapi from the beginning, it is written that "Patapir had questioned his mother about the young girl"... "Patapir continued to think about her, wondering what she was like, wishing he might have a glimpse of her." (pg. 40 - 41). Keep in mind, Patapir had never been with a woman and would have likely been intrigued by woman he had heard of. While definitely intrigued to meet the girl, Patapir was not yet in love with her, nor was he after his first interaction with her.
         While looking across the river towards the house on top of the hill, Patapir had hoped to see Ifapi, however, this day he sees “two strange young women” (pg. 41, Kroeber), and decides to adventure towards them. His initial intent was to get to know them when he is suddenly distracted by the smell of seaweed coming from the house at the top of the hill. Finally, he has an excuse to go to the house. The strange women seemed less interesting as he headed towards the smell. It here that Patapir first laid eyes on Ifapi as she sat by the fire, wrapped in a blanket, looking unwell. The fire, the blanket and sickness are all symbols to remember for later. Patapir leaves the house and returns home, not thinking much of Ifapi at all. It was a very impassive first meeting.
          Patapir goes back to the two young women the following day and states plainly to them that he would like to sleep with them. Playfully, they insist he only wants to be near the girl at the top of the hill, but they eventually agree and accept his forward invitation. They invite him to return after dark. The two young women’s playful comments towards Ifapi reveal signs of jealousy from these women toward Ifapi. Even though it is common knowledge that Ifapi is sick, they still feel threatened by the girl. Patapir returns that evening intending to sleep with the two young women, still, not thinking about Ifapi, when his evening is redirected by a group of men who convince him to join them to “the dancing across the ocean” (pg. 43, Kroeber). It is at the dancing that Patapir’s mere curiosity of Ifapi instantly turns into infatuation. “During the early morning hours of paddling home, back under the sky rim and all the way across the ocean, he thought of her…Patapir had quite forgotten the two young women who had seemed so pretty to him the day before” (pg. 45, Kroeber).
          The dancing across the ocean further supports the theme of change and evolution. This dancing was called the Life Renewing Dance. The word “renewing” in itself expresses a new start or a new beginning; a change. It is more than a coincidence or irony that Ifapi reveals herself to Patapir at the “Life Renewing Dance” or that it was a fire that showed him her face, “The fire blazed high, lighting her shadowed face, and Patapir saw that she was Ifapi” (pg. 45, Kroeber). She was lively and well, wearing not a blanket, but a skirt made of shells, exposing her thighs and legs. We never learn exactly where the men who convinced Patapir to go with them to the dance actually came from. Had they been sent by Ifapi?
          Not only had Patapir’s feelings toward Ifapi been changed, but his purpose, determination, his resolve had changed. Patapir’s purpose was now to make Ifapi his wife and he was determined to do so. The connection he had with Ifapi is much different than the connection he had with the two young women. With the two women, he merely wanted to sleep with them, however, after seeing Ifapi through the fire at the Life Renewing Dance, he wants to marry her. The following day, Patapir went straight to the old woman’s house, past the two young women who he now had no interest in. He sees Ifapi, again wrapped in a blanket and looking unwell. He reaches out for her, but is stopped by the old woman who insists she is unwell. After a conversation between Ifapi and the old woman, Patapir is finally able to speak with Ifapi, who is again wearing the shelled skirt from the night before, and express his love for her and his intent to marry her. She accepts his proposal and insists to the old lady that she would tell her father of how well she had been taken care of. It is clear the aunt cared greatly for Ifapi. The two leave, are married and venture to Ifapi’s father’s house the next morning. Upon the news from his daughter that she has been married, Ifapi’s father seemed disappointed that she had not found love for the Flute Player, but was happily surprised to hear the Flute Player was indeed the man she had married.
           Ifapi, Patapir, and Ifapi’s father return to the Life Renewing Dance together. This trip is significant in that it would be Ifapi’s final dance serving as the assistant to the Leader. It is also the first dance Ifapi and Patapir would attend together as husband and wife. There is further change as Ifapi would no longer be a part of the dance, while Patapir would take his place as a regular participant, singing and dancing. The two young women from the beginning of the story are there as well. They are overheard talking about Patapir, who was participating in the singing and dancing. They were surprised that he could sing and made jokes that all he does is plays the flute and visits the sick girl. A bystander informed the two women, “don’t you Rekwoi people know? She is the ‘little sick girl.’ The Flute Player married her” (pg. 49, Kroeber). It may have been a change in their opinion of Ifapi or a change in their opinion of themselves, either way, the idea that the “little sick girl” was actually a beautiful woman who had not only been handpicked by the Leader, but was now married to the Flute Player, was too much for the two women to take. Their insecurities left them exposed and vulnerable.  “They felt such fools they had slipped away and were never seen in Rekwoi or at the dancing again” (pg. 49, Kroeber).
       There is an overwhelming amount of love for Ifapi throughout this story. The love of a father who wants his daughter to be happy and taken care of (preferably by the kind, flute player down the river whose family he is well aquatinted). The love of an aunt who cared so deeply for her niece that she agreed to help hide her from men until “the one” came along. The love of Patapir who was as pure and genuine as Ifapi herself. Separately, the two of them were shy and timid and equally inexperienced, but together, the two came alive. There was love and adoration for Ifapi from the Leader and all who would attend the Life Renewing Dance. The only few who felt negatively towards Ifapi were the two young women whose jealousy and spitefulness eventually drove them into hiding; never to be seen again. Finally, the love of Ifapi for herself, self-love, is possibly the most important take away of this myth. Ifapi loved herself enough to see that she was worth waiting for and worth fighting for. Ifapi insisted to be hidden from all men until she found the one who would love her as much as she deserved. That man would be who she would reveal herself to. While the river had kept them separated all this time, fire brought them together. Ifapi had always been destined for the Flute Player of Rekwoi.






Works Cited


Hicks, Jack, and James D. Houston. “About-The-House Girl.” The Literature of California,             storyteller Theodora Kroeber, University of California Press, 2000, pp. 40–50.

Kouzmanoff, Adam. “Theodora Kroeber.” Salem Press Biographical Encyclopedia, 2017.               EBSCOhost, 0-search.ebscohost.com.library.4cd.edu/login.aspx?                
        direct=true&db=ers&AN=89875947&site=eds-live.

Kroeber, Theodora. The Inland Whale. University of California Press, 2006.





Reading Notes: Week 5 _ Extra Credit Reading: Mary Hallock Foote

Mary Hallock Foote

1847-1938

Born: New York
Feminist
Married at 29 to Arthur Foote , mining engineer
made it to Grass Valley, California

How the Pump Stopped at the Morning Watch
… more to come

Friday, March 1, 2019

Week 5 Analysis: Close Reading on Jackson

Helen Hunt Jackson wanted to write a story to humanize Native Americans in the way her friend Harriet Beecher Stowe did for African American slaves.